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Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
Spiralectics- Tom Murray 11.10
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Spiralectics- Tom Murray 11.10

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Graduate Institute Consciousness Studies Program workshop

Graduate Institute Consciousness Studies Program workshop

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  • Things fall into place, but beware…
  • As parts within us, not as labels
  • As parts within us, not as labelsShow pos and negative3 minutes prep; 30 sec play; plus 30 sec word salad
  • Transcend and include; self and culture;
  • wilber.shambhala.com/.../ excerptD/part4-1.cfm
  • As parts within us, not as labels
  • So far, just argued for the different narratives; next argue for problems with beliefs and need for more skills-based; moving along that spectrum- If I had to choose between a Turquise belief system and skills set… “Mean Green Meme” is actually a cultural identity grouping that does not reflect green skill development Think of intelligent/evolved integral non-believers; are hey second tier?
  • We distinguish oursleves form prior memes…How important are some of these beliefs to you or others?How do we articulate what’s unsettling (or unjustified) about some beliefs? LATER: talk about mythical, magical and metaphysical thinkiing…its ROLE
  • Reintegrating the subtle?
  • Looking at epstemology; ways of thinking, capacities; not values/needs.
  • POMO: Focus on what is wrong
  • - systems: everything is connected;
  • OK for Wilber! That certainty and precision creates a force; but WE don’t have to copy it…How can we bring both of these into play?- everybody is partially RIGHT; vs Everybody is (partly) wrong
  • Reflective abstraction; subject/object; hierarchical complexity;
  • Usefult to distinguish two types of questions
  • Many ways we talk about it; all the models wilber mentions- stage based models…STRAW man spectrum!- not critique of existing narratives/projects; an exploration into where next
  • Wiping up the crowd; extreem states; - partial, always wrong-
  • Zone == how x what?Who, how, what enact each other (conascent)- Seean EH:Object’s [altitude & quadrivium] XSubject’s [>= devel level & quadrant]
  • Fig 1: Moral relevance by foundation for extreme liberals and conservatives. 1=not relevant at all, 6=always relevant.
  • Transcript

    • 1. AN EXPLORATION OF DEVELOPMENTAL LEVELS: Tom Murray The Graduate Institute, November, 2010 Embodied Understanding, Uses, And Limitations
    • 2. SECTION I: INTRO TO DEVELOPMENTAL LEVELS  Q RE the readings (Wilber, Beck,Torbert):  What did you learn or find noteworthy?  What curiosities, questions, potentials are alive? Murray, November 2010 2
    • 3. THE EXPLANATORY (AND NARRATIVE) POWER OF DEVELOPMENTAL THEORIES  US ‘culture wars’ (& what was the sixties?)  Foreign policy with underdeveloped nations  Leadership development and job placement  Giving critical (and supportive) feedback  Convention vs. evolution vs. revolution  Pitching ideas to multiple stakeholders  Psychological pathologies and regressions  Is humanity, society, or consciousness evolving? Predictive (not!) vs. normative vs. meaning-generative models – science vs. narrative (story telling) 3
    • 4. EVOLUTION OF MIND/CONSCIOUSNESS  Maslow’s hierarchy of needs: Murray, November 2010 4
    • 5. Instinctive/Sensate Magical Warrior (& Subjugate)/ Mythic Traditionalist/Believer Rationalist/Modernist Pluralistic/Sensitive Integral/Vision logic 5(From Beck & Cowan figure: see www.spiraldynamics.net) ____ Second Tier: ____ … …
    • 6. FROM FORMELESSMOUNTAIN.COM 6
    • 7. Magical Warrior/Mythic Traditionalist/Believer Rationalist/Modernist Pluralistic/Sensitive 7 ACTIVITY: QUICK EXAMPLES OF DEVELOPMENTAL “MEME” LEVELS Purple Red Blue Orange Green Create a 30 second play: “Deciding where to go out to dinner” Murray, November 2010 7
    • 8. Ego: Ego-centric > Ethnocentric (us/them) > World- centric Culture: Pre-conventional > Conventional > Post- conventional Truths: Black & White (either/or) > more complex &Murray, November 2010 8
    • 9. WE INTUITIVELY RANK PEOPLE DEVELOPMENTALLY People responding to a story about someone breaking a promise:  My dad would get mad.  It is bad to break promises. Breaking a promise is lying.  It is fairer to keep promises than to break them.  When a parent breaks a promise it teaches the child to break promises.  You should not make promises that you can’t keep.  Keeping promises maintains order in society.  When you keep a promise, you reaffirm the concept of mutual trust. Murray, November 2010 9
    • 10. (From Beck & Cowan figure: see www.spiraldynamics.net) 10
    • 11. Ken Wilber’s Model 13 wilber.shambhala.com/.../ excerptD INTRODUCTION TO DEVELOPMENTAL LINES
    • 12. Action Logic has Additional Level here Murray, November 2010 14
    • 13. 16 Instinctive/Sensate Magical Warrior (& Subjugate)/ Mythic Traditionalist/Believer Rationalist/Modernist Pluralistic/Sensitive Integral/Vision logic ____ Second Tier: ____ … … “SPIRALECTICS” ACTIVITY
    • 14. “SPIRALECTICS” ACTIVITY  The activity takes about 2 hours; moves through 6 levels with one or two enactment games of micro- worlds at each. The goal is to experience how developmental levels live inside of us, and reflect on our relationships to each one.The activities bring in both the individual interior and group dynamics for each level. It shows how the needs and values at each level create the conditions for the next. It illustrates not only the progression of values and world-views, but a progression of complexity in cognition, interactions, rules, and role taking. Murray, November 2010 17
    • 15. OVERALL INTENTION: WHAT DID YOU LEARN; WHAT DEEPER INQUIRY IS CALLING YOU; WHERE COULD YOU TAKE IT NEXT? Post-Activity: Reflection (write and/or draw; work alongside another if you want). Specific questions: 1. Select an area of personal strength, ease, skillfulness, or grace revealed by the Spiralectics activity. Reflect on how it shows up in your life. How have you used this gift? What practices give you access to it? 2. Select an area of challenge, fear, confusion, stagnation, or blankness revealed in the Spiralectics activity. Reflect on its role in your life. Do specific memories come up? Is anything wanting to shift or transform? What seems in the way? What needs are met and unmet by the current way of being? 3. Think about how you can bring your area of strength or ease in to help with the area of challenge or stagnation. What other forms of support might be available in your life? Is there anyone in this group who you would like to arrange future brainstorming or supportive check-in with? 4. Were there any other themes that seemed 'juicy' or calling for deeper inquiry from the Spiralectics activity? Murray, November 2010 18
    • 16. END OF SECTION 1  Section II: Caveats on Developmental Models – what users should know  Section III: New Age vs. MythicalThinking (and “post-metaphysics”)  Section IV:What is SecondTierThought and Culture? – a look at skills and capacities Murray, November 2010 19
    • 17. SECTION II: CAVEATS ON DEVELOPMENTAL MODELS – WHAT USERS SHOULD KNOW Murray, November 2010 20
    • 18. DEV-THEORY CAVEATS/PROBLEMS  Map/territory confusion  (its just a model, know its limits)  Dangers of labeling and quick-comparisons of individuals and cultures  People “need” to develop only if their abilities in cognitive/emotional/social/etc. “intelligence” do not meet the demands placed on them by their situation, and they suffer because of lack of capacity. Murray, November 2010 21
    • 19. MOST GROWTH IS HORIZONTAL Murray, November 2010 22
    • 20. DEVELOPMENT OF PRIOR LEVELS It is usually more important work to create health and mastery at all prior levels than to push on to try to reach the next level. 23
    • 21. MICRO-TRANSITIONS AT/BETWEEN EACH LEVEL (From Beck & Cowan’s Spiral Dynamics) (Mature version) (“Convert” version (hold tight… fall apart…) Murray, November 2010 24
    • 22. MEMES AS BELIEFS VS. SKILLS Is “Mean Green Meme” about belief or skill? 25Murray, November 2010 25
    • 23. ASYMMETRICAL LINE DEVELOPMENT MODERNIST VS. NATIVE CULTURE: WHICH IS MORE “EVOLVED”? • Higher is not necessarily better or happier (just more complex) • Do we valorize certain developmental lines and minimize others (“line absolutism”)? Many developmental lines Many developmental lines Murray, November 2010 26
    • 24. EMOTION AND CONTEXT (PERFORMANCE ≠ COMPETENCE)  Ego & emotion (desire, fear, stress, anger, uncertainty…) play a large role in apparent developmental level  Beware of: high certainty, importance, urgency, exaltation  And regression to  Black & white (either/or) thinking  Narcissism, group-think, or us-vs-them thinking  Reliance on authority; peers & norms  “Misplaced concreteness” (ideas as reality) 27Murray, November 2010 27
    • 25. CONTEXT-FLEXIBILITY & EMOTIONAL DOWNSHIFTING Green Green Orange Common interpretation Context-flexible interpretation <-- CONTEXT --> Orange Most groups can function much higher, regardless of “center of gravity.” Murray, November 2010 28
    • 26. WEAK AND STRONG LAYERS OF THE ONION EACH LINE IS LIKE AN ONION; SOME ONION LAYERS MAY BE MORE DEVELOPED Ego Emotional Cognitive Moral Social Time / development Murray, November 2010 29
    • 27. SKILL THEORY: MOST DEVELOPMENTAL “LINES” ARE NOT REAL! Murray, November 2010 30
    • 28. CULTURAL VS. INDIVIDUAL WISDOM Intelligence and wisdom can be created and stored at the levels of genes/biology, culture, and individuals. Culture A over many generations may have developed wisdom beyond what individuals in culture B know. But, the individuals in culture A may only be doing what everyone has done for generations, and not understand the reasons or value of their actions. Such wisdom is stored in the culture, not necessarily in most members.Murray, November 2010 31
    • 29. END OF SECTION II Murray, November 2010 32
    • 30. SECTION III: NEW AGE, MAGICAL, AND METAPHYSICAL THINKING What criteria do we use to justify what we think is real and true at different developmental levels? Does it make a difference? What’s the difference between what we believe and how we hold a belief? Murray, November 2010 33
    • 31. SOME NEW AGE VS. INTEGRAL BELIEFS New Age/Cultrl Creative UFOs and lost ancient advanced civilizations; the healing power of crystals; the earth is a living conscious being (Gaia); we can manifest our wishes through intention alone; astrology, and other prognostication systems; various schools of mystical and occult beliefs; "all you need is love" (and peace); everything is perfect as it is. New Age & Integral Channeling and the existence of non-physical beings; ESP and psychic phenomena; intuitions can offer sturdy truths and directives; existence of a soul/spirit (and constructs such as Over- soul, Authentic Self), reincarnation and past lives; synchronicities are real; psychic energy and the chakra system; the reality of collective consciousness and parts of the self such as ego and shadow; all is one. Integral The universe is evolving – through us; Eros, Agape, involution, morphogenetic fields, Omega Point; objects/events fit into 4 ontological quadrants (or 8 zones); cultures and people can be categorized in terms of “memes”; there is a non-dual ground of being beyond space, time, energy, matter, and mind. 34Murray, November 2010 34
    • 32. NEW AGE / GREEN MEME / CULTURAL CREATIVE BELIEFS  We are all one; collective mind  We can manifest intentions (The Secret)  All you need is love  The New Age is a special foretold time in history  The earth is a being (Gaia)  Crystals etc. have healing energy  Divination: I-Ching,Tarot, dowsing, etc.  Non-physical beings: channeling, angels, spirits  Personality typing: astrology, Myers-Briggs…  Intuitions bring sturdy truths, directions  Prana/Qi, ‘energy’ through & outside the body Values: inclusive, ecology, human-rights & potential, freedoms, feelings Tom Murray | www.perspegrity.com | May 2010 35 How do we argue for what is Real or True?
    • 33. ACTIVITY: REFLECTIONS ON THINGS SAID TO EXIST  Integral  Holon  (Collective) consciousness  LL, UR…quadrants  Green, orange… meme  TheTrue, Good, the Beautiful..  Gross, Subtle, Causal states  Subtle energies and chakras  Spirit; Authentic Self  Ground of Being;The non-dual  Involution; Eros & Agape  Universe is evolving through us 36  Does it exist?  In what way?  How sure are you?  How would I explain/argue for (against) it?  Why is it important for others to believe? Pick something you have tried unsuccessfully to explain to a colleague or friend Murray, November 2010 36
    • 34. MAGICAL THINKING  Nonliving things have an animate life force; intentions, can hurt & bless  Powerful beings (gods, spirits…) can punish or reward; we are vulnerable  I have the psychic power to effect the world; bless or curse; pray, manifest (omnipotency)  I hear inner messages; I use special objects and rituals to access divinations  Impulses and emotions and power dynamics determine my actions (not abstract ideas or plans)  All is one; boundary-less; we are all connected  Wishful thinking (the unwanted is unreal)  Very in touch with imagination; Imagination as reality; subtle phenomena 37Murray, November 2010 37
    • 35. MAGICAL/MYTHICAL CRITERIA FOR WHAT IS TRUE (AND GOOD)  Authority figures and charismatics  Magical or sacred books and objects  Social norms, habit, they way it has been  Peer identification; what everyone does/says  My own experience 38Murray, November 2010 38
    • 36. TO BLUE, ORANGE… o Blue meme: ideals, rules, principles, predictable patterns o Orange meme: systematic, possibilities/probabilities, logic; rigor, efficiency & perfection drives o Differentiating/discriminating:  Feelings vs. thoughts  Interiors vs. exteriors (self reflection)  True / Good / Beautiful  Self vs. group/culture  Belief vs. truth  Past/Future o Statement validity: o observation, repeatability, logic o Scientific method 39Murray, November 2010 39
    • 37. IDEAS AS REALITY “MISPLACED CONCRETENESS” THROUGH DEVELOPMENTAL LEVELS  Magical thinking – imagination as reality  Mythical thinking – stories as reality  Conventional thinking – norms as reality  Modern thinking – concepts/models/abstractions as reality  (Postmodern? – mirror/paradox as reality?)  (Integral?...) Concepts: - Freedom - The economy - Green meme - Eros - UR quadrant -- … Whitehead Murray, November 2010 40
    • 38. PROGRESSIVE TO INTEGRAL TRUTHS (ALLOWING POLARITIES) “…ITS MORE COMPLICATED THAN THAT…”  We are all one (yes, and…?)  All you need is love (what if they don’t agree?)  Come together now (but: more complexity)  The system must change! (-> creating better systems)  We can do it! (plus reality check)  Getting myself together (all about me??)  Save the whale/rainforest; eat vegan, meditate (I’m starving!) Murray, November 2010 41
    • 39. MULTIPLE PERSPECTIVES  Methodological Pluralism is about dealing with Multiple Perspectives -- an opening that leads to increased  Uncertainty, dissonance, social vulnerability  Which calls for compensating:  More deeply ethical approaches  Increased epistemic wisdom Murray, November 2010 42
    • 40. PROBLEMS/PARADOXES OF THE GREEN CULTURAL LEVEL  Inclusive & caring but hates orange, blue ways  Ecologically minded & open to new/different but mistrusts money, hierarchy, systems, rules, logic, power  Egalitarian & sensitive but narcissistic ‘me generation,’ spiritual materialism, sex/drugs/rock’n’roll  Activist & collective but can be stagnant/impotent due to in-fighting, process-orientation, feelings-orientation  Performative contradictions: no theory/perspective is privileged (except this one!) 43Murray, November 2010 43
    • 41. END OF SECTION III Murray, November 2010 44
    • 42. SECTION IV: WHAT IS SECOND TIER THOUGHT AND CULTURE? Images illustrating complexity Murray, November 2010 45
    • 43. WISDOM SKILLS FOR SECOND TIER ENACTION  Ego awareness (self/ego/will and being/spirit/essence; "I" dimension)  Relational awareness (emotional/social/ethical/interpe rsonal intelligence; "We" dimension)  Construct awareness (cognitive; "It" dimension)  Systems awareness ("Its" dimension; context, cognitive capacity RE dynamic systems and networks of relationships) 46Murray, November 2010 46
    • 44. DEVELOPMENT, DISEQUILIBRIUM AND HUMILITY (AT GREEN MEME MANY OPENINGS THAT BECOME OVERWHELMING—YELLOW ADAPTS TO THESE)  Heart/Empathy: Relationally aware -- opening to the suffering of ever wider circles of relationship  Mind/Cognitive: Construct aware -- foundations of certainty in knowing are shaken  Spirit/Self: Ego aware -- awake to the profound levels of chaos and vulnerability in life  External world: Systems aware – chaos: radical connectivity, unpredictability 47Murray, November 2010 47
    • 45. ONTOLOGICAL HUMILITY TO EPISTEMIC WISDOM  Ontological Humility:  “I don’t know” “I’m not sure” “I was wrong” “what is your perspective?”  My beliefs and perceptions are shaped by my mental models (biases, world view..)  Epistemic Wisdom (..sophistication, awareness…)  From working under uncertainty to working with uncertainty  What method/criteria will we use to decide what is true, or right?  How do we anticipate “indeterminacy”?  From: reciting “the map is not the territory” -- to -- what are its limits, assumptions, alternatives? Murray, November 2010 48
    • 46. SPEECH ACTS SHOWING (BASIC) EPISTEMIC WISDOM  I really don't know. But my current best guess is…  I have two seemingly opposing thoughts or impulses going on here, …  I was wrong about that.Thanks to your comment I checked it out and …  I felt some frustration and anger upon reading your comment. Let me try to explain…  What assumptions are we making…?  Would you be willing to tell me what you think I am saying, as you understand it?  Both perspectives seem valid to me, but in different ways, as follows….  What is our purpose here? Is our process aligned with it?  Would some of you like to start a separate discussion about how we can make this dialog more productive? Murray, November 2010 49
    • 47. POSITIVISM/CERTAINTY VS. FALLIBILISM/INDETERMINACY  Positivist attitude: clarity, certainty, action  knowledge/meaning-generative; problem solving, theorizing  Negative capability: awe, humility, curiosity  Limits of language & knowledge & method  Tolerance for ambiguity, uncertainty, unknowing  Dealing with the above 50Murray, November 2010 50
    • 48. EPISTEMIC LANGUAGE GAMES  Positivist epistemics:  It IS… (foundational, essential, ultimate)  It always is/was (eternal, given, primordial,..)  Negative (epistemic) capability  It is as if ; (what if; suspension..)  “Chances are”…“as far as we can tell,”  To the extent that… (in this context)  In this sense/way… (from this perspective) 51Murray, November 2010 51
    • 49. CERTAINTY & COMMITMENT IN BELIEF & ACTION 52 Ecstatic urgency! Action (to do) Stable base for growth Commitment Faith: Choose to believe Epistemic wisdom to know / not know Deconstruct for growth Vulnerability Suspend belief Murray, November 2010 52
    • 50. UNDERSTANDING THE MIND David Bohm: "underneath [humanity's dilemmas] there's something we don't understand about how thought works" and that what is needed is a "very deep [and] very subtle" awareness of thought itself. Albert Einstein: "the significant problems we face cannot be solved at the same level of thinking we were at when we created them.”  Deeper understanding mind, thought, language, knowledge, belief… => the (epistemic or) “post-metaphysical turn” 53Murray, November 2010 53
    • 51. SECOND TIER - GOING “META” (FROM ITC-2008)  Meta-cognition (thinking about thinking)  Meta-knowledge (knowledge about the nature and limitations of knowledge); META-BELIEF!  Meta-learning (learning how to learn, also called triple-loop learning)  Meta-dialog (dialog about how we engage in dialog)  Meta-decision making (making decisions about how we will go about making decisions)  Meta-affect (investigating the feeling of our feelings; somatic awareness of feeling states)  Meta-leadership (supporting leadership in others) Murray, November 2010 54
    • 52. PERSPECTIVE-TAKING THROUGH DEVELOPMENTAL LEVELS Formal-op/Orange Multiple verifiable data sources; > collect, analyze > find the/best truth > (quality, rigor) • suspend judgment • consider possibilities • control uncertainty + skeptical of traditional authority and ‘common sense’ Inclusive/Green Multiple opinions, values, world-views; > empathize & understand > Many/no ‘truths’ > (authentic, fair) • avoid judgment • include everyone • thrashing in uncertny + skeptical of experts and all authority and leadership 2nd Tier/Integral Systems, systemic; > Nature of: mind, ego, ‘truth,’ knowledge, belief, power, dialog… > (truth about truth) • balance reason, emotion, intuition… • work with uncertnty + skeptical of ego, method, skepticism? Murray, November 2010 55
    • 53. THANKS!… tommurray.us@gmail.com | www.tommurray.us
    • 54. END OF SECTION IV …. … Murray, November 2010 57
    • 55. FRIDAY EVE – BOHM DIALOG & U-THEORY Murray, November 2010 58
    • 56. FIVE PART CONVERSATION TO CHOOSE A TOPIC FOR EXTENDED DIALOG “U” dialog #1 … in 15 minutes  Brainstorm  Group reflections  Silence (guided mediation)  Bohm dialog  Summary and reflection Murray, November 2010 59
    • 57. FOUR QUADRANT CONTEMPLATION  (it) Sensation; 5 senses & interior  (its) Physical environment  (I)Thoughts, intentions,  (we) Group sense Murray, November 2010 60
    • 58. AWARENESS OF THOUGHT ITSELF David Bohm: …a pervasive incoherence in the process of human thought is the essential cause of the endless crises affecting mankind… underneath [humanity's dilemmas] there's something we don't understand about how thought works" and that what is needed is a "very deep [and] very subtle awareness of thought itself. 61Murray, November 2010 61
    • 59. BOHM “ON DIALOGUE” Dialogue is a powerful means of understanding how thought functions. [One becomes] aware that we live in a world produced almost entirely by human enterprise and thus, by human thought. In Dialogue, a group of people can explore the individual and collective presuppositions, ideas, beliefs, and feelings that subtly control their interactions. It provides an opportunity to participate in a process that displays communication successes and failures. It can reveal the often puzzling patterns of incoherence that lead the group to avoid certain issues or, on the other hand, to insist, against all reason, on standing and defending opinions about particular issues. Dialogue is a way of observing, collectively, how hidden values and intentions can control our behavior, and how unnoticed cultural differences can clash without our realizing what is occurring. It can therefore be seen as an arena in which collective learning takes place and out of which a sense of increased harmony, fellowship and creativity can arise. Murray, November 2010 62
    • 60. BOHM DIALOG  Thought habits determine our reality  Thought is more collective than individual; more unconscious than conscious  Problem with fragmentation (vs. wholeness)  Dialog vs. debate  Understand thought by witnessing our own  Power of coherence of thought  Impersonal fellowship  The group as a collective consciousness is meditating; aware of itself Murray, November 2010 63
    • 61. BOHM/INSIGHT DIALOG GUIDELINES  Suspend and reflect on thoughts and feelings  Observe assumptions, judgments, reactivity, desires, impulses, sensations (“proprioception”)  Listen deeply; soften to allow many perspectives; suspend certainty  Feel into the whole; the context beyond yourself  Slow down, enjoy silence: decide to speak or not; trust emergence  Usually: speak to the center or group and avoid two-person dialogs  Speak your simple truth in this moment Murray, November 2010 64
    • 62. “U” DIALOG #2  Brainstorm  Group reflections  Silence (guided mediation)  Bohm dialog  Summary and reflection Murray, November 2010 65
    • 63. U-THEORY – OTTO SCHARMER Murray, November 2010 66
    • 64. U-THEORY – OTTO SCHARMER Murray, November 2010 67
    • 65. END – FRIDAY SECTION …. … Murray, November 2010 68
    • 66. A FEW EXTRA SLIDES… Murray, November 2010 69
    • 67. A HEURISTIC SPECTRUM OF DEVELOPMENTAL NARRATIVES 70 Beliefs & World Views Skills & Capacities WHAT one believes HOW one believes/thinks What on does/can DO (Values, Identity,) (Virtues, Habits) Murray, November 2010 70
    • 68. SOME PROBLEMS WITH DEVELOPMENT AS A WORLDVIEW OR BELIEF SYSTEM  Beliefs: perspectival, culturally bound, fallible  Attached to identity and support in/out group  Beliefs can “clash” in struggles of power and identity; skills are “cognitive tools”  Beliefs-systems can be ideologies/dogmas (manipulation/misconception/misuse)  Charismatic propaganda, peer pressure (inculcation/adoption vs. teaching/learning) 71Murray, November 2010 71
    • 69. THE VALUE OF BELIEF SYSTEMS  Motivation, intention, vision!  …when and why to USE skills/capacities  Power of story, myth, narrative  Shared world-view   Synergetic action, solidarity, meaning-generation  Stable base for new levels of cultural evolution  Need shared beliefs (community) to create skills(?) 72Murray, November 2010 72
    • 70. INTEGRAL & POST-METAPHYSICAL INJUNCTIONS >> TOWARD CONSTRUCT AWARENESS << Don’t confuse map with territory Avoid the Myth of the Given Beliefs are perspectives: “Things are getting better” “Things are getting worse” “Things are always perfect” 73 Belief….Skill } Murray, November 2010 73
    • 71. INTEGRAL POST-METAPHYSICS  Kosmic address: altitude + perspective (of S,O)  Who x How xWhat  Who: adequatio (developmental level(s) of perceiver)  How: method / tool; relationship of S,O; zone  What: quadrant (I,we,it,its) 74 the dog, Santa Claus, √-1, Emptiness, ecosystem,… - where/how do the referents to these signifiers exists? - “ecosystems exist only in a worldspace of turquoise or higher” Murray, November 2010 74
    • 72. INTERDEPENDENT MODES OF STATEMENT JUSTIFICATION/CRITIQUE  First hand experience  Deep intuition (or gut feeling)  Most people (peers in my group) believe it  Support of experts/authorities  Reasonable assumptions/bases/premises  Logical inference (supporting truth)  It is ethically right  It is pragmatically useful (it works)  Consistent with other knowledge  Trusted sources (journal, NPR, etc.)  I used a trusted method  Aesthetic or elegant 75Murray, November 2010 75
    • 73. IMP’S PRIMORDIAL PERSPECTIVES/ZONES Murray, November 2010 76
    • 74. FROM COOK-GREUTER Murray, November 2010 77
    • 75. WHEN MORALITY OPPOSES JUSTICE: CONSERVATIVES HAVE MORAL INTUITIONS THAT LIBERALS MAY NOT RECOGNIZE –HAIDT & GRAHAM Five foundations for morality Murray, November 2010 78
    • 76. Haidt--Liberals 2 channels, Conservatives 5Endorsement Harm Fairness Ingroup Authority Purity Murray, November 2010 79

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