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Leadership for sustainability evolutionaire begeleiding Document Transcript

  • 1. Evolutionary Guidance Systems Evolutionaire Begeleiding: LEADERSHIP FOR SUSTAINABILITY- Evolutionaire Begeleiding LEIDERSCHAP~ DUURZAAMHEID~ Waar ging deze module over? De uitnodiging kwam voorbij om mee te doen aan een project vanuit Saybrook University van Kathia Laszlo. In Januari zijn we daarmee gestart. Met nog 34 anderen Systeem Denkers. Deze week is de laatste actieve week waarin we allemaal ons eindproject inleveren. Het eindproject zelf blijft binnen de Universiteit een actieve deelname en wil wel heel graag de kern en de essentie delen. Heel beknopt gaat het nieuwe leiderschap over de nieuwe samenlevingsvormen, de nieuwe sociale vormen, en die moeten ontworpen worden. Deze nieuwe sociale vormen gaan over het hart-hoofd-handen en niet meer over macht of afhankelijkheid van de ander en 1 persoon die leiding of sturing geeft.
  • 2. Het leren hoe je die zelfsturing kunt vergroten is waar het over gaat in dit experiment, in deze klas. Door eerst een week tijd te krijgen wie we zijn en wat we doen en hoe we leven, ons verhaal te delen, elkaars verhaal te lezen, ontstaat er een andere basis dan wanneer je met mensen gaat samenwerken. In alles wat het leven ons brengt vinden we rust en geluk en door gedachten en gevoelens geven we aandacht aan wat ons hoofd activeert. Hoe we in verbinding staan met mensen vanuit ons hart is bepalend voor de sturing die je kunt en durft te geven. Als je de behoefte laat gaan aan controle en anderen te beïnvloeden ga je veel meer rust voelen. Anderen kunnen niet zorgen voor onze behoeften maar ze kunnen we onze behoeften en gevoelens serieus nemen en die zien, dat is empathie. Het gevaar van materiaal aanleveren dat past bij de systeem denker zelf, bij zijn of haar concepten betekent dat het misschien ook past bij de verwachtingen van die persoon. Dat moet je heel goed bewaken in een leerproces zodat je het onderscheid kunt maken tussen een leider die je zelf sturing leert ontwikkelen je eigen concepten en materiaal leert verzamelen of dat je het materiaal van de leider moet volgen. Alleen als je je autonoom voelt en je ook zo kunt gedragen kun je ook de ervaring van echte afhankelijkheid voelen, die gaat altijd vooraf aan echte autonomie! Het is makkelijk om je zo voor te doen als je weet dat de ander dat van je verwacht maar dat is niet lang vol te houden, dat kost energie. In de groep heb ik mijn proces en verhaal gedeeld met deze mensen en daarmee mijn afhankelijkheid laten voelen , laten zien en laten horen, mijn verhaal, wat groot is en een lading heeft. Hierdoor is er een onderlinge openheid ontstaan, de anderen deelden dit ook hoe hun afhankelijkheidsproces is verlopen en hoe ze allemaal onze ingangen vonden en opvattingen verdedigden als kind. De onbewuste manipulaties zijn de lucht die we allemaal inademden als kind. Die gevaarlijke kwaliteiten van die lucht moet je wel zien als volwassenen. Als we leren onze kinderlijke gevoelens te beleven en te verhelderen hoeven we niemand te manipuleren met theorieën en kunnen we hen laten worden wie ze zijn!
  • 3. In de groep hebben sommige die pijnlijke ervaring en aanvaarding van die eigen waarheid gedeeld hoe dat in een persoonlijke reis is verlopen, onze oefeningen daarin gedeeld met de anderen en de theorieën en welke personen ons daarin hielpen, de boeken, de video,s hoe wij zelf die innerlijke taal van onszelf hebben leren interpreteren en hebben ontdekt, blootgelegd! We hebben dit niet inhoudelijk gedaan maar wel de vorm met elkaar gedeeld en hoe lang we hier al mee bezig zijn om die innerlijke reis te ontdekken en hoe we die ruimte en die tijd hebben genomen hiervoor. Het is heel erg interessant om te zien wat er allemaal nog meer is en hoeveel mensen en theorieën er zijn waarvan je nog nooit iets gehoord hebt. Je perspectieven gaan verruimen en dat is een heel fijn gevoel van binnen, dat geeft ruimte, meer ruimte om dingen vanuit nog meer perspectieven te zien. Dat is het nieuwe holistische wereldbeeld, het spirituele wat met wetenschap verbonden is. Veel mensen weten dit nog niet en dat zal ook nog wel tot 2020 duren voordat dit in alle rust en in een eigen tempo geïntegreerd is in ons systeem, in de samenleving. Hierover ga ik nu ook verder niks vertellen want dat is een aparte blog of verhaal. Het gaat erom dat er niemand in de groep heeft gelachen om mijn gevoeligheid en intensiteit en dit niet als zwak zagen maar juist complimenten bleef ontvangen en dit juist een enorme kracht is. Die boodschappen hebben mij getriggerd tijdens deze afgelopen 3 maanden. De gevoelens van “spanningen” gezonde spanningen of niet, die zijn dus afkomstig uit de systemen die gaan over het hoofd, de liefdevolle gevoelens van welkom zijn komen uit het hart, en als we dat allemaal van te voren zouden weten dat die ruimte overal zo is dan zouden we geen spanningen meer hoeven voelen. Alles wat uit het hoofd komt en zo is voor een ander beperkt het bewegingsveld van de ander die wel in zijn hart vertrekt. Als we alle drie de systemen leren integreren dan betekent dit dat je zelf je eigen hart leert openen hiervoor en dat durft! Je gevaar wat je loopt als je jezelf openstelt, en daarover gaat mijn reisje op facebook sinds januari 2012 j.l. Ik ben vanuit niks op facebook gekomen en gaan studeren aan de GBU en omdat ik daar mijn verhaal heel open heb gedeeld en daar een diepe band ontstond met de andere
  • 4. studenten en de professor van deze module is er in mij iets vrijgekomen, iets losgemaakt. De liefde, het begrip en de aanvaarding van wat er in mijn systeem leeft en er mag zijn,dat is Systems Being. Dat is waar het nieuwe wereldbeeld over gaat en daarbij gebruiken we ons hoofd en onze handen om dit in een actie om te zetten. Dit is een totaal nieuwe benadering dan die van de laatste 20 jaar waarin we met allerlei modellen en technieken in communicatie en therapeutische concepten bezig zijn geweest om een verandering te creëren in de wereld. Het was niet genoeg. Dit is uitgesproken tijdens de Global United Day waarin de verenigde naties een summit gaven waar alle grote denkers met hun vraagstellingen met elkaar in dialoog gingen. Dit was 24 oktober 2012. Verschillende platformen gaven helder inzicht in de problemen en oplossingen die zichtbaar zijn in de wereld. Educatie, relationeel, organisatie, culturele vraagstukken werden openlijk met elkaars ideeën daarover uitgewisseld. De rode draad is de corestone van de nieuwe wereldvisie van de 21e eeuw. Het Quantum bewustzijn als het nieuwe paradigma wat nu voorzichtig in de samenleving geïntroduceerd wordt. Veel mensen , bijna 90 % van de bevolking, kent de nieuwe wetenschap nog niet. Het wereldbeeld is een nivo van bewustzijn waar we naartoe geëvolueerd zijn. Het is de wetenschap die samengaat met spiritualiteit. In het concept van Spiral Dynamics noemen we dit het holistische wereldbeeld wat alle andere nivo,s omvat. Het wordt nog veel verward met de groene beweging en de stroming zoals uit de tijd met de hippies. Hun visie is niet meer voldoende en heeft niet genoeg impact , er is meer nodig. Van binnenuit moeten er meer mensen hun waarden gaan veranderen en daarmee hun denken, en daarmee tonen we een Leadership aan die evolutionair is. In Nederland betekent dit zowel voor links als voor rechts dus baanbrekende inzichten en tools waarmee we met elkaar gaan samenwerken ipv elkaar te bevechten of in discussies te gaan. In dialoog
  • 5. gaan met elkaar is de oplossing en dit faciliteren van dialogen vraagt om een nieuwe sociale vorm. Deze ontwerpen zijn we aan het maken en zijn er al en in samenwerking met deze wetenschappers mag ik je die aanreiken en aanbieden om ermee te starten in jouw omgeving. Een United World View aanreiken is wat iedereen kan doen en waar iedereen in kan participeren. De deuren zijn geopend! De informatie over deze global United Day is beschikbaar op pfd bestand. Iedereen kan de nieuwste science gaan uitdragen als Leadership, met ons zonder titel. Evolutionary Leadership is ontwikkeld op verschillende Universiteiten in Amerika. Er is een non profit organisatie die dit binnen haar organisatie geïntegreerd heeft en aanbied aan organisaties omdat het er nog niet is. De Giordano Bruno University is geopend om change agents opleiding aan te bieden vanuit die nieuwe wereldbeeld. De doelgroep is vooral jongeren en kinderen en volwassenen met een jonge geest die dit willen uitdragen in hun omgeving vooral met jongeren. De lancering was ook einde 2012. De eerste studenten werden via de chat met elkaar verbonden en dit was een enorme ervaring, je kon de energie voelen die ontstaan door het verbinden van zoveel mensen tegelijk op de chat. Alle verschillende landen kwamen bij elkaar. Ik verheug mij op wat er allemaal nog gaat komen, er is ondertussen veel gebeurd en ontwikkeld, ben met de laatste afwerkingen bezig van mijn project, en kan je uit mijn hart vertellen dat het een prachtige ervaring is. Laat jezelf meenemen in die flow, in die waves of syntony,,,want het opent je hart zoveel meer en geeft je zoveel meer energie als je op die manier in de wereld sturing gaat geven. Met het enorme netwerk wat er nu ligt weet ik dat de komende jaren alleen maar heel innovatief zullen zijn en heb voor Jullie alle netwerkcontacten in een dossier met de juiste namen van mensen die actief aan het ontwerpen zijn hierin. Je hoeft niet alles alleen te onderzoeken en te doen en dat duurt ook veel te lang, het is onmogelijk. Alleen via relaties en verbindingen kun je jouw wereld waarin jij leeft verrijken en daarin kiezen
  • 6. voor die Leadership role..en anderen ook aanreiken hoe er een nieuw wereldbeeld actief is. Meehelpen om dat systeem van binnenuit te gaan veranderen. Ik ben er voor jullie, als Ambassador en als Facilitator luister ik diep in de nacht de events en lees alle verslagen en zit overal in de kern. Dit is de reden dat ik zelf niet met opleidingen naar buiten toe kan komen, puur gebrek aan tijd . Ik kan het jullie wel aanreiken en de trainers en wetenschappers onder ons het materiaal en de weg aanwijzen, zodat jullie sneller op pad kunnen en ook dit plezier kunnen voelen. Ik hoor jullie graag! De eerste afspraken staan al gepland deze lente en zomer, voor de herfst en de winter hoor ik het graag als er een evenement is of nieuw project van het nieuwe wereldbeeld, als er ondersteuning of support nodig is of gewoon een leuk verhaal. Let me know~Liefs Sarah Vanaf juni kan ik de Projecten gaan aanbieden. http://www.lumosity.com/landing_pages/188?gclid=CMjC_t7e77YCFYZe 3godqA4Abw Hele leuke plaats om te bezoeken jezelf te testen of je clienten, leerlingen of kinderen ~ Er is zoveel nieuw materiaal gedeeld dat er heel veel energie vrijkwam in mijn systeem, zoveel nieuwe interpretaties, dat je systeem letterlijk gaat groeien en er een explosie komt van energie die je vrijmaakt. Het spelen. Hierna zijn we met elkaar gaan praten en gevoelens gaan uitwisselen, elkaars mooie creatieve kant gaan versterken en dat nog meer gaan vrijmaken bij elkaar. De eigen talenten zijn we ook gaan delen en zo wisten we heel snel hoe we bij iemand terecht konden voor extra inzichten in een specifiek gebied. Veranderingen zijn voelbaar in het hoofd want er komen nieuwe
  • 7. gedachten voorbij en zo ontstaat er een verschuiving in je denken, nog meer dan ik zelf al aan het activeren was. Het anders denken zorgt voor andere gevoelens en dat geeft rust en plezier in je gedrag, voelbaar. Hierdoor krijg je vanzelf zin om er iets mee te gaan doen. Ik heb gemerkt dat de meeste mensen uit deze groep allemaal intelligent zijn en waakzaam, opmerkzaam, gevoelig maar hun echte zelf zit niet in de kelder want ook zij weten dat je eigen kinderen en de kinderen om ons heen alleen kunt voeden met je eigen kind in jezelf. Het echte is wat kinderen voelen. Als kinderen dit niet voelen krijgen ze onbewust de angst van de eigen gevoelens van die ander binnen. Veel volwassenen manipuleren door verdringing van de eigen gevoelens. In het contact met kinderen kun je dit opnieuw leren ,om echt te zien wat je in jouw eigen kamertje verborgen hebt als er dus nieuw leven in dat kamertje komt. Vrijuit spelen en geen rollen. De focus ligt voor ons allemaal op de kinderen in de toekomst en op het kind in onszelf of het nu om projecten in het onderwijs gaat of over werk in economische landschappen, er moet een contact zijn vanuit openheid en het hart. Het kind in onszelf. In de eerste opleidingen die ik volgde in de NLP wereld,ook een eigen landschap, kwamen er veel mensen voorbij die nlp gingen studeren om anderen juist te kunnen manipuleren omdat ze het heerlijk vonden als anderen zo open waren tegen hen. Ik ben hier heel erg van geschrokken en heeft mij ook allert gemaakt. Ik ben daardoor in de Systeem Wetenschappen terecht gekomen. Als je een angst vertelt of gevoel en die ander gaat erom lachen en probeert je gerust te stellen met woorden, en dan ook nog te zeggen dat hij of zij er altijd zal zijn voor je, dan heb je absoluut met manipulatie te maken. De onbewuste angst die doorgegeven wordt is de eigen angst van de eigen kinderjaren en de verwachting van iets griezeligs en de onbeantwoorde vragen, waarom maakt degene van wie ik hou en die van mij houdt, mij zo bang? Iedereen heeft zo,n kamertje voor zichzelf verborgen en die subjectieve
  • 8. wereld ga je wel blootleggen en onderzoeken als je met een innerlijke reis gaat starten. Research Article Evolution Guided by Design: A Systems Perspective1 Bela H. Banathy* International Systems Institute and Saybrook Graduate School, Carmel, CA, USA We are at a critical juncture of societal evolution where unprecedented human fulfillment as well as a loss of direction are equally possible. However, we are not at the mercy of forces beyond our control but have the potential arid the opportunity to give direction to our evolution by design and steer it toward a hoped-for future, provided we: (1) develop evolutionary consciousness (2) engaging iii conscious evolution (3) acquire evolutionary competence by evolutionary learning (4) create evolutionary images of our future, and (5) bring those images to life by design. © 1998 John Wiley & Sons, Ltd. Syst. Res. 15: 000—000, 1998 No. of Figures: 2 No. of Tables: O No. of References: 22 Keywords conscious evolution; evolution by design; evolutionary competence; evolutionary consciousness; evolutionary guidance systems; evolutionary learning; guided evolution; societal evolution; systems perspective of evolution. ASYSTEMS PERSPECTiVE OF EVOLUTION A historical view of societal evolution helps us to take a systems perspective of evolution. We can identify several evolutionary stages. Even though the stages build on each other, they are discontinuous. A description of these stages follows: • Stage one spanned possibly a million years, during which human consciousness evolved, coupled with the greatest human creation: speech. Speech made it possible to expand the boundaries of human experience in time and space, as oral tradition embraced the past. Magico-religious myth became the Cor~spondc~ce to B. H. Biinathy. International Sy5tems Institute and Saybrook. Graduate School. 25781 Morse Drive. Cannel. CA 93923. USA ‘This article is adapted rn part h~mChapter 7 of Banathy (19%). all-embracing paradigm of understanding. Hunting—gathering tribes became the integrating context of collective human experience. • With stage two, about ten thousand years ago, we entered the agricultural age and created a new mode of communication: writing. It enabled the further extension of the boundaries of human experience. This stage was marked by the flourishing of city states and the philosophy and logic that emerged in the Greek culture. • Sorne five hundred years ago, the Renaissance became the genesis of stage three. With print
  • 9. as the new technology of communication, the boundaries of human experience were extended into national states. At this stage, Newtonian science, the mechanistic/deterrninistic world view, and the science-based CCC 1092—7026/98/000000—00 $17.50 ©1996 John Wiley & Sons, Ltd. RESEARCH ARTICLE Syst. Res. technology of the machine age emerged. culminating in the Industrial Revolution. Its emerging technologies were often used unwisely, resulting lit destructive influences on our habitaL With ‘instant’ global telecommunications the potential of global consciousness emerged. • Stage four is our current evolutionary stage. It emerged around the middle of this century. Its genesis was marked by: (1) the introduction of the greatest destructive force, the atomic bomb; (2) the creation of the United Nations, as a new hope for humanity; and most significantly (3) the emergence of a new mode of communication: cybernetic technology, aided by computers. We often call this stage the Postindustrial Information/knowledge age. While the machine age exploded our physical power, cybernetic technology exploded our cognitive powers. Systems science has émerged as the new paradigm for knowledge production, organization and utilization. A review of the evolutionary stages reveals a great disproportion of their time span. Stage one evolved about a million years, stage two ten thousand, stage three five hundred, and our current stage fifty years. The synergic effect of the speed and intensity of the development of the current stage has resulted in a perilous evolutionary, imbalance. While global communication at stage three brought forth the potential of a global human community, our collective consciousness is still locked within ethno-centric, racial and national boundaries; thus creating an evolutionary consciousness gap. Furthermore, during the last several decades, the technological revolution, while giving us earlier urtimagined and unprecedented power, has accelerated to the point wherewe havelost control over it. We have failed to match the advancement of our technological intelligence with an advancement in our socio-cultural intelligence, and advancement in human quality and wisdom. This situation has created the second evolutionary gap, an imbalance between our technological and sociocultural intelligence. A systems perspective of societal evolution
  • 10. helps us to draw some general conclusions from ~ 1998 John Wiley & Sons, Ltd. the historical review depicted above. It provides us with a lens through which we can view societal evolution and capture a comprehensive systemic vision of evolution. We may come to understand evolution as: (a) a phenomenon of the constantly expanding boundaries of the space and time dimensions of the human experience; (b) the conscious design of new systems of technologies of communication which enhance such expansion; (c) the continuous unfolding of new relationships among human systems, leading to their reorganization at ever higher levels of complexity; (d) the emergence of new paradigms of knowledge organization and utilization and new ways of beliefs and thinking; and, from the systemic integration of all the above (e) the emergence of new images of mankind at higher levels of collective consciousness. Such emergence is the ultimate hallmark of a particular evolutionary stage. » However, at the current evolutionary stage, as I pointed out earlier, we have yet to create collective consciousness. Thus, today we are confronted with an evolutionary crisis, a crisis of consciousness. This crisis is a major source of the current societal predicament. This is a crisis that we created, and we are responsible for acting upon it. We can face the challenge of this responsibility by attaining the will and capability of conscious and purposeful evolution. FROM EVOLUTIONARY CONSCIOUSNESS TO CONSCIOUS EVOLI.TrION The human race has profoundly changed the evolutionary process. Our unlimited capacity for learning and the explosive rate at which we produce knowledge and artifacts and create systems have had an extraordinary impact on evolution. The question that now confronts us is: for what purpose are we going to use this unlimited capacity and our collective creative power? We can mobilize this capacity and power to create a better future and give a hopeful direction to our evolution. This, however, is dependent upon the development of evolutionary consciousness and the attainment of a will of conscious evolution. Syst. Res., Vol. 15. 000—000 (1998) 2 Bela H. Banathy Syst. Res. RESEARCH ARTICLE In evolution the most advanced state of existence is human consciousness. It is best manifested in those who are most developed in terms of their relationship to others and in their ability
  • 11. to interact harmoniously with all else in their sphere of life. Its highest form is ‘conscious evolution’ which enables us to collaborate actively with the evolutionary process. Salk (1983) says that evolutionary consciousness can motivate action toward ‘conscious evolution’, by which we can guide our future. Conscious evolution enables us to use the creative power to guide our systems and our society toward the fulfillment of their potential. Laszlo (1987) highlights our evolutionary responsibility as he says: ‘The evolution of our societies, and therewith the future of our species, is now in our hands. Only by becoming conscious of evolution can we make evolution conscious’ (p. 122). Conscious evolution is enabled by ‘self-reflective consciousness’ and it is activated by ‘creating consciousness’ (Banathy, 1993a). Self-reflective consciousness is a process by which individuals, groups, organizations and societies contemplate and make presentations of their perceptions of the world, and their understanding of their place in the world, in their individual and collective minds. These representations are developed on the b.asis of values we hold and the ideas we have about how the world works, leading to the creation of a cognitive map of ‘what is’. Cognitive maps are developed, confirmed, elaborated, tested, disconfirmed, changed, and are redrawn. They are ‘alive’. These maps affect our behavior and our behavior affects the maps. Creating Consciousness The genesis of creating consciousness is selfreflection that brings forth aspirations and change of consciousness. It is a process by which individuals, groups, organizations and societies envision images of ‘what should be’. This creating thrust is based on the belief, that while the future is influenced by the past and present. it is not determined by what was or what is. It remains open to conscious and purposeful ~)1998John Wiley & Sons, Ltd. intervention that can be guided by an evolution- .ary image of the future. A representation of that image is the normative cognitive map of a desired future, which we can create individually and collectively by design. DEVELOPING EVOLUTiONARY COMPETENCE THROUGH EVOLUTIONARY LEARNING Conscious evolution is activated as we acquire evolutionary competence through evolutionary learning. EVolutionary competence enables us to give direction to our individual and collective
  • 12. evolution through purposeful design, provided we individually and collectively learn specific knowledge, ways of thinking, skills and dispositions that jointly and interactively constitute the domain of evolutionary learning. The greatest source of change in social systems is the process of learning. It is this source that we have to activate in order to attain conscious evolution and acquire evolutionary competence through evolutionary learning. Evolutionary learning is first explored here in the context of current practices in education. It will be shown that we face a major evolutionary task in education itself, namely, the redesign of the educational agenda so that it can engender the acquisition of evolutionary competence through evolutionary learning (Banathy, 1987). Contrasting Maintenance Learning with Evolutionary Learning A major hindrance to the development of evolutionary competence is inherent in our current practice of education, which focuses on ‘maintenance learning’ (Botnik, 1979). It involves the acquisition of fixed outlooks, methods and rules of dealing with known events and recurring situations. Facing massive societal changes and transformations, today we still promote already established ways of working and living. Maintenance learning is indispensable for the functioning of a society; but it is far from being adequate at tiznes of turbulence, rapid change, Syst. Res., Vol. 15, 000—000 (1998) Evolution Guided by Design 3 RESEARCH ARTICLE Syst. Res. discontinuity and massive transformations — characteristics of our current era. Our present learning agenda should focus on another type of learning which is even more essential at the current evolutionary stage, namely, ‘evolutionary learning’. Evolutionary learning enables us to cope with change and complexity, renew our perspectives, and redesign our systems, often reorganizing them at higher levels of complexity. Evolutionary learning empowers us to anticipate and face unexpected situations. It will help us to progress from unconscious adaptation to our environment to conscious innovation and coevolution with the environment and the development of the ability to direct and manage change. While maintenance learning reinforces already learned ways, it leads to reluctance to change. Evolutionary learning enables us to engage in purposeful change as we develop the will and capability to shape change rather than just
  • 13. coping with it or becoming its victims. Evo] - utionary learning calls upon our creative potentials as it empowers us to envision images of the future and bring those images to life by design. The Learning Agenda of Evolutionary Competence The acquisition of evolutionary competence enables individuals, families, groups, organizations, communities, and society to create positive images of the future and based on those.images steer their evolution by purposeful design. A program of evolutionary learning will include such domains as: • The nurturing of evolutionary values, such as cooperation, trust, benevolence, altruism, love and harmony; and the articulation of a shared set of values that generate an ever-maturing vision of the future. • The fostering of evolutionary ethics that include self-realization ethics, social and ecological ethics. • The attainment of cooperative group interaction skills by which we can increase our capacities for entering into ever-widening © 1998 .~nWiley & Sons. Ltd. human relationships and managing conflicts in a non-violent manner. The acquisition of competence in systems thinking, a systems view and systems practice; required for understanding and managing complexity, grasping connectedness and interdependence, and perceiving the notion of wholeness. The development of competence that enables the creation of desirable images of the future and the learning of the skills to generate and evaluate alternatives by which to bring those images to life by design. Creating Conditions for Evolutionary Learning Conditions that enhance evolutionary learning include providing for. a climate of nurturing, multiple learning types, providing functional contexts relevant to the learner, broad-based learning resources, opportunities for generating self-creating meaning, and applying what is learned in the context of real-life situations, which are interesting and important to the learner. Creating a Climate of Nurturing
  • 14. Evolutionary learning can flourish only in a climate in which nurturing and caring relationships are created, and support and trust flows both ways between those who learn and those who foster learning. As Elise Boulding (1981) noted, our current educational practices expect compliance, which often engenders insecurity, resistance and even fear. Nurturing builds confidence, encourages exploration, and secures conditions for creativity and evolutionary learning. Offering Multiple Learning Types Learning types that are conducive to evolutionary learning include: socially supported individual learning in which the learner is guided by others; learning by discovery, self-directed learning in which the learner has access to a varietyof learning resources available in the community and the larger society; team-learning arrangements in which learners cooperate and share Syst. Res.. Vol. 15, 000—000 (1998) 4 Bela H. Banathy Syst. Res. RESEARCH ARTiCLE experiences in joint mastery of learning tasks, and learning by travelling on and exploring the vast resources of the information super-highway. Providing Learner-relevant Functional Contexts To become meaningful to the learner, evolutionary learning should be provided in the context of social systems, such as the learning group, family, youth groups, organizations, the cornmuriity, etc.; systems in which the learner is a participant and which offer actionable task environments for applications of what has been learned. Only in such contexts can we expect the development of knowledge, understanding. dispositions and skills which enable the emergence of evolutionary values and competencies by which to guide one’s own evolution and make contribution to the purposeful evolution of systems in which one lives and works. Accessing Broad-based Learning Resources Education is much more than schooling, and learning is much more than education (Banathy, 1991). The development of children and youth and continuing development through lifemeshes intricately with learning opportunities available in all facets of life. Beyond the boundaries of schooling and formal educational settings, learning opportunities and resources are offered in the home, in religious organizations, in youth and civic groups, in cultural and community agencies, through various media, in high-tech networks, in the world of work, and in a host of everyday situations. Apowerful potential resides in the notion of creating an alliance of all the
  • 15. societal sectors that have the capability to support learning. Evolutionary learning can become the focus for creating such an alliance that cart tap into a vast reservoir of resources for nurturing evolutionary learning and developing and applying evolutionary competence. Generating Self-created Meanings Whatever learning task is attended to by the learner, it can be ‘owned’ by the learner only if the learner can self-reflect on it, if the learner can make sense of it and create meaning from the content of the learning experience The learner can internalize and integrate into his or her © 1998 John Wiley & Sons, Ud. cognitive map what is being learned only if he or she can ‘construct’ from it his or her own meaning and understanding. Reflections In the course of our evolutionary journey we advanced from evolutionary consciousness to the potential of engaging in conscious evolution. We can activate this potential only once we develop evolutionary competence that enables us to guide our own evolution individually and collectively. We recognize, however, that evolutionary competence has to be acquired by evolutionary learning. In taking a systemic perspective on evolution, I suggested that we are faced with art evolutionary consciousness gap and a gap between our technological and socio-cultural intelligence. I also proposed that these gaps can be bridged by conscious and purposeful evolution which is enabled by evolutionary learning and the attainment of evolutionary competence, Developing evolutionary competence will enable us individually and collectively to engage in the design of evolutionary guidance systems. EVOLUTIONARY GUIDANCE Csikszentmihalyi (1993) sets forth the imperative of directing evolution. Up to now, he says, our societal way of life has been the result of a random chain of changing events. • And now we suddenly realize that unless we take things in hand, this process of change will continue under the sway of relentless change, entirely blind to human dreams and desires If there is a central task for humankind in the next millennium, it is to start on the right track in its efforts to control the direction of evolution. (p. 149) Conscious evolution provides a sense of direction for cultural and societal processes by illuminating those processes with guiding images. And the faster we go, as we do at our
  • 16. Sys. ges., Vol. 15. 000—000 (1998) Evolution Guided by Design 5 RESEARCH ARTiCLE Syst. Res. current evolutionary stage, the further we have to look for signs and images to guide our journey (Jantsch, 1980). The core idea of evolutionary guidance is that evolution, is not the result of one-sided adaptation and a desperate quest for survival, but is an expression of selftranscendence; the creative reaching out beyond the system’s own boundaries. ‘We humans are the integral agents of evolution we spear-head it on our planet and perhaps in our entire solar system. We are evolution and we are, to the extent of our power, responsible for it’ (p. 4). Evolutionary guidance implies arrangements and operations that are built into various human activity systems at all levels of the society by which these systems are empowered to give direction to their own evolution arid move toward the realization of their evolutionary vision. In what follows, I define evolutionary guidance, propose an example of an image of a generic Evolutionary Guidance System, explore its potential, and explain the role of systems design in guided evolution. Evolutionary Guidance: Definition and Purpose Evolutionary guidance is the process of giving direction to the conscious evolution of human systems and developing in these systems the organizatiorial capacity and human capability to: (1) nurture the physical, mental, emotional and spiritual development and self-realization ethics of individuals and their systems; (2) extend the boundaries of social and economic justice and genuine political participation; (3) increase cooperation and integration among societal systems and manage conflicts in a non-violent manner; and (4) engage in the creation of societal systems that can guide their own evolution by purposeful design. By attaining these capacities and capabilities, we can re-create and empower our social systems as Evolutionary Guidance Systems (EGS). This re-creation requires a fundamental shift in consciousness and a new way of thinking about perceiving ourselves, our role in the world, and our relationship with others. It (~)1998 John Wiley & Sons, Lit requires the creation of shared images of our collective future while maintaining respect for the diversity of our many cultures and societal systems.
  • 17. As a néw evolutionary stage emerges, the use of old images creates more problems than it solves. On the other hand, when a new image leads socio-cultural evolution, it can exert a ‘magnetic pull’ toward the future. As a society moves toward the realization of that image, ‘the congruence increases between the image and the development of man arid society’ (Markley and Harmnan, 1982, p.5) and internal consistency and harmony will prevail. Today we are still extrapolating from the old image of an industrial society. But it is not working for us any more. It causes widespread frustration, alienation and social upheavals. We desperately need a new image. This image shall spring forth from a shared evolutionary vision. EVOLUTIONARY GUIDANCE SYSTEMS Evolution means ‘unrolling’. It is a process by which successive forms arid content unfold creatively. This process unfolds our multidimensional life (Bohm, 1983). Such multi-dimensional unfolding is the agenda of conscious evolution and its realization is the task of evolutionary guidance. If guided evolution is possible, as I suggest it is, we face three critical questions: (11.) What kind of systems can enhance the creative purposeful unfolding of human evolution, from the family on to the global human community, along the multi-dimensions of human experience? (2) What are those dimensions that represent the wholeness of human •experience? (3) How do we go about designing those systems? A possible answer to these questions is proposed here as I introduce a generic image of an EGS as an arrangement of a set of interacting dimensions that enables purposeful evolutionary unfolding and propose an approach to designing it. The set of dimensions is contemplative. Although it has been implemented in a variety of systems, by no means is it prescriptive. It Syst. Res., Vol. 15, 000—000 (1998) 6 Bela H. Banathy Syst. Res. RESEARCH ARTICLE
  • 18. serves as an example. This contemplative EGS has the following dimensions: • a socio-cultural dimension, ensuring social justice and an increase in cooperation among and integration of our societal systems at ever higher levels of complexity; • a socio-economic dimension with a focus on economic justice and integrated and indigen-.• ous development; • a moral dimension of our lives which is manifested in actions guided by self-realization, social, and ecological ethics; • a weliness dimension that nurtures the physical, mental, emotional and spiritual health and well-being of the individual and society; • a learning and human dee~elopmentdimension of nurturing the full development of individuals and social groups and enabling them to attain evolutionary competence. • a scientific/technological dimension, mobilized for enhancing societal evolution and promoting human and social betterment; • an aesthetic dimension in the pursuit of beauty, cultural and spiritual values, the various forms of arts, all for the enrichment of our inner quality of life; • a societal/polity dimension of self-deterrnirtation,
  • 19. genuine participation in self-governance, peace development, and continuous action for human betterment and the improvement of the human condition. The purposeful design of these dimensions, as interactive and integrated components of EGS of our societal systems, will provide a powerful agenda for the self-directed evolution of our human systems. Figure 1 portrays an image of organizing the dimensions into a first systemic representation of an EGS. Organizing Perspectives In the center of Figure 1 I have placed a set of organizing perspectives that guide in the design of the EGS and have an integrating, systemscreating effect. These are as follows: • Purpose-~the (generic) set of purposes already identified above coupled with purposes ®1998 John Wiley & Sons, Ltd. that are unique to the specific EGS to be designed. • Focus, that is specific to the functional coritextual nature of the system for which we design the EGS. For example, a health prevention/ maintenance system will have the wellness and educational dimensions as its focus. The other dimensions are built around this two-dimensional focus. • Underlying values and assumptions, such as the (generic) set of evolutionary values already introduced earlier as well as values that are sought to be realized in the systems for which we design the EGS. In designing the EGS, values are transformed into observable qualities of the EGS. Examples of underlying assumptions include: each and every individual has the right to, and is expected to take responsibility for, involvement in decisions affecting his or her life, and no one has the right to design a social system for someone else. • Integratives have the power to integrate the various dimensions into the EGS. Examples: being guided by an ethical stance, seeking balance among, the dimensions, ensuring harmony, mutual reinforcement, compatibility, arid internal consistency among the dimensions, and ensuring wholeness. Underconceptuali.zation In considering the design of the EGS we should
  • 20. be particularly concerned about avoiding underconceptualization (UC). The most significant UC is compromising on the ideal and not seeking and defining the most promising, the truly ideal image of the EGS. On the other hand, the most frequent manifestation of UC is that we work out from a ‘dimension-poor’ image. Most of our social systems suffer from this. In exploring dimensions, consciously and purposefully attended by families, I found that, as a rule, families limit attention to consideration of the economic dimension while also paying attention to some aspects of weilness. Most systems of science/technology seldom go beyond their own domains, with some Syst. Res., Vol. 15, 000—000 (1998) Evolution Guided by Design 7 RESEARCH ARTICLE Syst. Res. attention to economic and political issues. Most health service systems focus on disease control (rather than education and weilness) and are concerned with economics and make use of the technological/scientific domains, but neglect the others. Our business/production systems, even our governance systems, are driven by economics, mostly disregarding social justice, the moral/ethical, the spiritual and the aesthetics. ~ 1998 John Wiley & Sons, Ltd. Shortcomings In addition to the kind of UCs mentioned above, there are several potential shortcomings that threaten an adequate creation of images of EGSs. These include the following: (1) The lack of having internal consistency among the dimensions of the image of the EGS. This happens, for example, when the definition of the various dimensions are not grounded in a shared value Syst. Res., Vol. 15, 000—000 (1998) Figure 1. An image of an evolutionary guidance system 8 Bela H. Banathy Syst. Res~ RESEARCH ARTICLE system or in stated underlying assumptions. (2) The characterization of dimensions are made at various levels of resolution: thus, they are incompatible. (3) The disciplined nature of the inquiry, the use of a knowledge base to formulate the image, and the time required to create the image are underestimated. (4) The involvement of ‘stakeholders’ is limited. These are just a few examples of shortcomings. WHAT IF? What would happen if the idea of EGS becomes reality? What would happen if our human
  • 21. activity systems were to engage in purposeful integration of the (generic) dimensions proposed above and redesign themselves as evolutionary guidance systems? Earlier (Banathy, 1988) I answered this ‘if’ question in the context of the most basic human activity system: the family. I explored the creation of a dimension-rich evolutionary guidance system that would enable the family to shape its future and develop along the lines of the dimensions described above. What would happen if our organizations, our communities, our social and societal systems were to purposefully engage in the design of the EGS? Such an engagement is the only approach if we are to take charge of our future and take part in shaping decisions that affect our lives. The design of EGS was already introduced, tested, and was found to be useful in the context of a variety of types. In a special issue of World Futures (Banathy, 1993b) we reported on the design of EGS in a variety of contexts. Included were: the design of an EGS for the retirement of a couple (Gougen Frantz, 1993); the design of an EGS for ISSS (Bach, 1993): medical practice for evolutionary learning and the use of EGS (McGee, 1993); EGS for evolutionary systems management of organizations (Wailand, 1993); and a mediation approach that fosters evolutionary consciousness and competence (Pastoririo, 1993). Furthermore, Biach (1995) demonstrated the use of EGS in guiding the evolution of a synagogue community, Blais (1995) created an evolutionary journey from work life to life work, © 1998 John Wiley & Sons, Ltd. and Dills (1995) developed an idealized design for a senior support group. DESIGNING EVOLUTiONARY GUIDANCE SYSTEMS The key proposition advanced here is that
  • 22. societal systems are purposeful systems in which design cart guide evolution. With the emergence of the process-oriented, sel.f-organization paradigm in human systems (Jantsch, 1980), evolution became the integral aspect of self-organization, in which the system reaches out beyond its boundaries and design becomes the core process of evolution. Thus, in the evolution of societal systems, design is the central activity and competence in design is a commodity of the highest value. Design is a creative, decision-oriented, disciplined inquiry that aims to: formulate expectations, aspirations and requirements of the system to be designed; clarify ideas and images of alternative representations of the future system; devise criteria by which to evaluate those alternatives; select and describe or ‘model’ the most promising alternative; and prepare a plan for the development of the selected model. The design and description of alternative EGS enable their conceptual and empirical testing, and the selection of the most promising ‘ideal’ modeL Design inquiry operates in several arenas or design spaces. The integration of these spaces provides us with a design architecture. I describe next the use of this architecture for the creation of EGS (Figure 2). The Explorationfimage Creation Space (EICS) In the space of EJCS, a social system creates an evolutionary vision for itself, explores inquiry boundaries and design options, articulates its collective values and core ideas about its desired future, and develops the first systemic representation of that desired future as the image of its evolutionary guidance system in all of the dimensions of the EGS. The design tasks of Syst. Res., Vol. 15, 000—000 (1998) Evolution Guided by Design 9 RESEARCH ARTiCLE Syst. Res. exploration and image creation are integrated with evolutionary learning aimed at thedevelopment of evolutionary competence. This learning is accomplished lit the functional context of attending to the exploration/image-creation tasks. The Design Solution Space (DSS) In the DSS we formulate the systemic representation, or systems model of the particular evolutionary guidance system. It is in this space where we transform the image of the EGS into (~)1998 John Wiley & Sons, Ltd. the design of the EGS. Primary tasks that we undertake in this space include formulation of alternatives solutions to (1) the core definition
  • 23. and the purposes of the EGS (2) the description of specifications of the evolutionary dimensions of the EGS (3) the selection and systelitic arrangement of functions that enable us to attain the purposes and meet specifications, (4) the design of the enabling systems of the EGS that will have the human capability and organizational capacity to carry out the functions, and the systemic environment that provides the necessary resources for the EGS. Syst. Res., Vol. 15, 000—000 (1998) Figure 2. A generic design architecture lo Bela H. Banathy Syst. Res. RESEARCH ARTiCLE The Organizid Knowledge Space (OKS) in the OKS we display the information we generated in the exploration/image-creation space as well as collect and organize information and knowledge we generate pertinent to the various evolutionary dimensions previously described. We also continuously seek information knowledge required as we carry out the various design tasks. The Evaluation/Experimentation Space (EES) This space is created to enable us to test the emerging solution alternatives both conceptually and empirically. Such evaluation (1) collects evidence for the qualities we seek to realize in the EGS we design (2) guards against errors, such as urtderconceptualization, and (3) ensures the operational/practical implementable quality of the particular EGS. The Space of the Futuxe System (SFS) it is in this space where we finally, display a description 9T systems model of the evolutionary guidance sys.tem we designed. Here we also describe the systemic environment of the EGS that provides the necessary support of the EGS and formulate a plan for the development and implementation of the EGS. The Dynamics of Design Design is not accomplished in a step-by-step, linear fashion. It is carried out through recurring cycles of several design spirals as we explore, and re-explore, the various spaces of the design architecture and integrate aspiration and purpose, information and knowledge, insight and vision in order to create a design that best enhances and can best guide the evolution of the societal system of our interest. (!) 1998 John Wiley & Sons, Ltd. REFLECTIONS It is the power of design which enables us to share in the continuing process of creation. Our unique gift of creativity enables us to form
  • 24. images of the future, create designs that represent those images, and then develop those designs in our experiential world. It is the unique challenge and responsibility of each of us personally and collectively to engage in the purposeful evolution of o’.ir societal systems. There is no more noble and no more important task than meeting this challenge and assuming this responsibility. Creation continues and we can become instruments as co-workers of the Creator in designing and building a better future for the common good. REFERENCES Bach, J. (1993). Evolutionary guidance system in organizational design. World Futures 36(2—4), 107— 128. Banathy, B. H. (1987). The characteristics pf acquisition of evolutionary competence. World Futures 23(1—2), 123-144. Banathy, B. H. (1988). The design of evolutionary guidance systems. Systems Research 6(4), 299—296. Bartathy, B. H. (1991). Systems Design of Education, Educational Technology Publications, Englewood Cliffs, NJ. Banathy, B. H. (1993a). The cognitive mapping of social systems. In Laszlo, E. (ed.), The Evolution of Cognitive Maps, Gordon & Breach, New York. Banathy. B. H. (1993b). Evolutionary consciousness. World Futures 36(2—4) (special issue). Banathy, B. H. (1996). Designing Social Systems in a Changing World, Plenum, New York. Biach, (1995). An idealized design of a design to guide the growth and evolution of a synagogue comxnunity. Progress 4(Surnmer), 41-58. Blais, S. (1995). From work life to life work: creating the journey. Progess 4(Surruner), 141—160. Bohrn, D. (1983). VtPholeness and the Implicate Order, Routledge & Kegan Paul, London. Botruk, J. W., and Malti.za, M.. (1979). No Limits to Learning, Pergamon Press, Oxford. Bouldirtg. E. (1981). Evolutionary vision: sociology and the human life span. In Jantsch, E. (ed.), Evolutionary Vision, Westview Press, Boulder, CO. Csikszerttmihalyi, M. (1993). The Evolving Self A Psychology for the Third Millenium, Harper Perennial, New York. Syst. Res.. Vol. 15, 000—000 (1998) Evolution Guided by Design 11 RESEARCHARTICLE Syst. Res. Dulls, (1995). Idealized design of senior support group. Progess 4(Surnmer), 91-112. Gougen Frarttz, T. (1993). Art idealized design approach. World Futures 36(2—4), 83—106. Jantsch, E. (1980). The Evolutionary Vision, Westview Press, Boulder, CO.
  • 25. L.aszlo, E. (1987). Evolution: A Grand Synthesis, New Science Library, Boston, MA. Markbey, O. W., and Harman, W. (1982). Changing Images ofMan, Pergarnon Press, Oxford. C.!) 1998 John Wiley & Sons, Ltd. McGee, D. (1993). A medical practice as a vehicle for evolutionary learning. World Futures 36(2—4), 129—140. Pastorirto, R. E. (1993). A ‘user designed’ mediation approach: fostering evolutionary learning and competence. World Futures 36(2—4), 155—166. Salk,J. (1983). Anatomy of Reality: Merging of Intention and Reason, Columbia University Press, New York. Wailand, C. (1993). Evolutionary/systems management of organizations, World Futures 36(2—4), 141—154. Syst. Res., Vol. 15, 000—000 (1998) 12 Bela H. Banathy