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On the development of beliefs vs. capacities: A post-metaphysical view of Second tier skillfulness <br />Tom Murray<br />I...
Integral as EpistemicsMethodolgcl. Pluralism | Perspectives | Post-metaphysics<br />Integral theory (esp. “Wilber-5”) is f...
An inquiry into belief-holding<br />Exploring what an integral or second tier approach to belief and knowledge could mean ...
Portability of integral ideas<br />4<br />THEM<br />Beliefs, values??<br />US (integralists)<br />beliefs, knowledge, valu...
Overview<br />Development described in terms ofbeliefs and world views  vs. skills and capacitates<br />Post-metaphysicsas...
In groups of 3 or 4 (10 min.)<br />Reflect on an idea or “truth” from integral theory/practice or evolutionary spiritualit...
Some New Age vs. Integral Beliefs<br />Tom Murray |  www.perspegrity.com  |  August 2010<br />7<br />mythical, magical or ...
Integral/Evolutionary Beliefs and Concepts<br />How do we know/prove what is true/”real”?  How sure can we be?<br /><ul><l...
The universe is evolving – through us
All objects/events/perspectives fit in 4 quadrants
The True, the Good, the Beautiful..
Gross, Subtle, Causal, Non-dual states
Subtle energies and chakras.  Synchronicities
Over-soul; Spirit; Authentic Self; Omega Point
Collective consciousness?  Intuition?  Flow? Morphogenetic field? Ground of Being? Involution?
Higher meditative states/truths (oneness, wholeness, light, love, emptiness…)</li></ul>Tom Murray |  www.perspegrity.com  ...
Belief and certainty/commitment<br />We take integral ideas seriously — believe they are useful to us and to others<br />W...
Interdependent modes of justification/critique— which did you use/observe? —<br />First hand experience<br />Deep intuitio...
Second tier transcends & includesmagical, mythical, conventional, modern modes of justification<br />Q is when and how to ...
Magical thinking<br />All is one; there are no boundaries; we are all connected<br />Nonliving things have an animate life...
Magical/mythical thinking<br />How do we know: What to believe or do?<br />-- same criteria for the true and the good: --<...
Magical/mythical thinking (2)<br />Little differentiation between:<br />Inner vs. outer (ideas & imaginings vs. reality)<b...
Then comes Blue/Amber, Orange…<br /><ul><li>Blue meme: ideals, rules, principles, predictable patterns
Orange meme: systematic, possibilities/probabilities, logic; rigor, efficiency & perfection drives
Differentiating/discriminating:
Feelings vs. thoughts
Interiors vs. exteriors (self reflection)
True / Good / Beautiful (scientific method) (what is vs. what should be)
Self vs. group/culture
Belief vs. truth</li></ul>Tom Murray |  www.perspegrity.com  |  May 2010<br />15<br />
Integral/Second Tier thinking?<br />…more exploration later…<br />Tom Murray |  www.perspegrity.com  |  August 2010<br />1...
Theories/narratives of human development<br />As shared and promoted within the integral community…<br />17<br />
A heuristic spectrumof developmental narratives<br />Tom Murray |  www.perspegrity.com  |  August 2010<br />18<br />WHAT o...
“Skill” = <br />Higher order skills, capacities, capabilities, "skillful means" <br />Cognitive, social/ethical/emotional ...
Tentative Assumptions<br />Value of stage-based theories of development for (is and ought):<br />Descriptive models of hum...
E.G. belief & world-view basedNarratives of human development<br />Cohen & Hamilton’s Evolutionary Enlightenment<br />Kosm...
Belief & World-view basedNarratives of human develpment<br />Cohen & Hamilton’s Evolutionary Enlightenment:<br />An "evolu...
Kosmos Journal(Nancy Roof, Ed.)<br />Tom Murray |  www.perspegrity.com  |  August 2010<br />23<br />
McIntosh’s Integral Consciousness<br />Promotes an "integral worldview" and<br />“Integral consciousness [that is] a new p...
Beck & Cohen’s Spiral Dynamics (text)<br />A sequence of core intelligences or memes, that each "reflects a worldview, a v...
Skill & Capacity approaches to development<br />Action Logics (Cook-Greuter & Torbert)<br />Kegan’s Subject/Object Theory<...
Second Tier Skills/Capacities(integral, post-formal, post-post-modern)<br /><ul><li>What does it look and feel like to be ...
Thinking skills & social/emotional skills:
Communication & Collaboration
Leadership & Conflict resolution & Parenting
Knowledge building & Systems design
Self-awareness & self-directed learning
Epistemology—one’s relationship to belief
Wisdom skills — relates belief to action </li></ul>Tom Murray |  www.perspegrity.com  |  August 2010<br />27<br />
Wisdom Skills<br />Egoawareness (self/ego/will and being/spirit/essence; "I" dimension)<br />Relationalawareness (emotiona...
Memes as Beliefs vs. Skills<br />Critical mass to establish a meme<br />Then people from any level can be attracted to it<...
Some Problems with Development as a Worldview or Belief System <br />Beliefs: perspectival, culturally bound, fallible <br...
Supporting Belief vs. Skill<br />Design of skill/capacity support is more difficult <br />Persuasion/argumentation are anc...
The value of belief systems<br />Motivation, intention, vision!<br />…when and why to USE skills/capacities<br />Power of ...
A post-metaphysical approach to belief – holding?<br />Tom Murray |  www.perspegrity.com  |  August 2010<br />33<br />
Integral & post-metaphysical injunctions<br />Don’t confuse map with territory<br />Avoid the Myth of the Given<br />Take ...
Post-metaphysics<br />How we hold or beliefs<br />Level/type of certainty & importance (emotional)<br />How we explain or ...
…some useful distinctions…<br />Tom Murray |  www.perspegrity.com  |  August 2010<br />36<br />
Further deconstructing my argument<br />Tom Murray |  www.perspegrity.com  |  August 2010<br />37<br />Skills &Capacities<...
Belief/knowledge structuresa useful framework<br />Non/pre-Linguistic:<br />Experience (phenomena; what happens)<br />Ling...
Belief/knowledge structures (2)<br />Linguistic / symbolic <br />Concepts<br />Examples<br />Taste of chocolate; gut certa...
Concept Indeterminacy(Lakoff)<br />Abstract Concepts:<br />Graded (fuzzy)<br />Metaphorical (limited by embodiment)<br />H...
Interdependent modes of statement justification/critique— (revisited) —<br />First hand experience<br />Deep intuition (or...
Model/Theory indeterminacy/fallibility<br />Kuhn…<br />Lakatos…<br />Latour…<br />Meta-theorists…<br />(Rob Smith: “integr...
Group reflections onthings said to Exist (concepts)<br />OBJECTS / Concepts<br />QUESTIONS<br /><ul><li>Eros
Involution
UR, LL, …quadrants
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On the development of beliefs vs. capacities: A post-metaphysical view of second tier skillfulness.

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Murray, T. (2010). On the development of beliefs vs. capacities: A post-metaphysical view of second tier skillfulness. Presented at the 2nd Biannual Integral Theory Conference, John F. Kennedy University. Pleasant Hill, CA, July, 2010.

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On the development of beliefs vs. capacities: A post-metaphysical view of second tier skillfulness.

  1. 1. On the development of beliefs vs. capacities: A post-metaphysical view of Second tier skillfulness <br />Tom Murray<br />Integral Theory Conference<br />August 2010, JFK University<br />1<br />
  2. 2. Integral as EpistemicsMethodolgcl. Pluralism | Perspectives | Post-metaphysics<br />Integral theory (esp. “Wilber-5”) is fundamentally about Epistemology and Method<br />How do we know? What can we know is true/real?<br />How do we discover and justify what we think is true or good?<br />Epistemics: knowledge, belief, method, certainty, theories, concepts…<br />Includes emotional, social, ethical: uncertainty, unknowing, assumptions & worldviews, communication, decision making…<br />Tom Murray | www.perspegrity.com | August 2010<br />2<br />
  3. 3. An inquiry into belief-holding<br />Exploring what an integral or second tier approach to belief and knowledge could mean <br />…what integralists believe (and don’t believe)<br />What do we think it is important for others to believe/know/do based on integral theories?<br />Our relationship to what we believe: <br />How certain can we be?<br />How do we explain, promote, critique, justify? <br />How do we respond to other belief systems? <br />Epistemological and ethical implications…?<br />Tom Murray | www.perspegrity.com | August 2010<br />3<br />
  4. 4. Portability of integral ideas<br />4<br />THEM<br />Beliefs, values??<br />US (integralists)<br />beliefs, knowledge, values…<br />Skills??<br />
  5. 5. Overview<br />Development described in terms ofbeliefs and world views vs. skills and capacitates<br />Post-metaphysicsas part of second-tier enacting & skill<br />Positive & Negative Capability(and ethical implications)<br />…Audience deliberation…<br />Tom Murray | www.perspegrity.com | August 2010<br />5<br />
  6. 6. In groups of 3 or 4 (10 min.)<br />Reflect on an idea or “truth” from integral theory/practice or evolutionary spirituality that you have tried to explain to friends/colleagues (with limited success!). <br />How do you know/explain it is true or valid? <br />How certain were/are you?<br />Why did you want them to understand it?<br />6<br />
  7. 7. Some New Age vs. Integral Beliefs<br />Tom Murray | www.perspegrity.com | August 2010<br />7<br />mythical, magical or metaphysical thinking??<br />
  8. 8. Integral/Evolutionary Beliefs and Concepts<br />How do we know/prove what is true/”real”? How sure can we be?<br /><ul><li>Eros & Agape influence (or cause) evolution
  9. 9. The universe is evolving – through us
  10. 10. All objects/events/perspectives fit in 4 quadrants
  11. 11. The True, the Good, the Beautiful..
  12. 12. Gross, Subtle, Causal, Non-dual states
  13. 13. Subtle energies and chakras. Synchronicities
  14. 14. Over-soul; Spirit; Authentic Self; Omega Point
  15. 15. Collective consciousness? Intuition? Flow? Morphogenetic field? Ground of Being? Involution?
  16. 16. Higher meditative states/truths (oneness, wholeness, light, love, emptiness…)</li></ul>Tom Murray | www.perspegrity.com | May 2010<br />8<br />
  17. 17. Belief and certainty/commitment<br />We take integral ideas seriously — believe they are useful to us and to others<br />What exists (metaphysics) vs. what is true<br />Habermas: to believe an idea is to be prepared to justify it<br />But belief has a spectrum of certainty/commitment<br />What is most important to commit to? Vs. be laissez-faire or hypothetical about? (why?)<br />Tom Murray | www.perspegrity.com | August 2010<br />9<br />
  18. 18. Interdependent modes of justification/critique— which did you use/observe? —<br />First hand experience<br />Deep intuition (or gut feeling)<br />Reasonable assumptions/bases/premises<br />Logical inference (supporting truth) <br />It is ethically right<br />It is pragmatically useful (it works)<br />Consistent with other knowledge<br />Support of experts/authorities<br />Trusted sources (journal, NPR, etc.)<br />Someone I know and trust believes it<br />Most people (peers in my group) believe it<br />I used a trusted method<br />Tom Murray | www.perspegrity.com | May 2010<br />10<br />
  19. 19. Second tier transcends & includesmagical, mythical, conventional, modern modes of justification<br />Q is when and how to we use these modes?<br />Tom Murray | www.perspegrity.com | August 2010<br />11<br />
  20. 20. Magical thinking<br />All is one; there are no boundaries; we are all connected<br />Nonliving things have an animate life force; intentions, can hurt & bless<br />Powerful beings (gods, spirits…) can punish or reward; we are vulnerable <br />I have the psychic power to effect the world; bless or curse; pray, manifest; (omnipotency) <br />I hear inner messages; I use special objects and rituals to access divinations<br />Impulses and emotions and power dynamics determine my actions (not abstract ideas or plans)<br />Wishful thinking (the unwanted is unreal)<br />Tom Murray | www.perspegrity.com | May 2010<br />12<br />
  21. 21. Magical/mythical thinking<br />How do we know: What to believe or do?<br />-- same criteria for the true and the good: --<br />Authority figures and charismatics<br />Magical or sacred books and objects<br />Social norms, habit, they way it has been<br />Peer pressure; what everyone else does<br />My own experience<br />Tom Murray | www.perspegrity.com | May 2010<br />13<br />
  22. 22. Magical/mythical thinking (2)<br />Little differentiation between:<br />Inner vs. outer (ideas & imaginings vs. reality)<br />The true and the good/right<br />Thoughts and feelings<br />Self and group<br />Past, present, future <br />Tom Murray | www.perspegrity.com | May 2010<br />14<br />
  23. 23. Then comes Blue/Amber, Orange…<br /><ul><li>Blue meme: ideals, rules, principles, predictable patterns
  24. 24. Orange meme: systematic, possibilities/probabilities, logic; rigor, efficiency & perfection drives
  25. 25. Differentiating/discriminating:
  26. 26. Feelings vs. thoughts
  27. 27. Interiors vs. exteriors (self reflection)
  28. 28. True / Good / Beautiful (scientific method) (what is vs. what should be)
  29. 29. Self vs. group/culture
  30. 30. Belief vs. truth</li></ul>Tom Murray | www.perspegrity.com | May 2010<br />15<br />
  31. 31. Integral/Second Tier thinking?<br />…more exploration later…<br />Tom Murray | www.perspegrity.com | August 2010<br />16<br />
  32. 32. Theories/narratives of human development<br />As shared and promoted within the integral community…<br />17<br />
  33. 33. A heuristic spectrumof developmental narratives<br />Tom Murray | www.perspegrity.com | August 2010<br />18<br />WHAT one believes<br />HOW one believes/thinks<br />What on does/can DO<br />Skills &Capacities<br />Beliefs &World Views<br />(Virtues, Habits)<br />(Values, Identity,)<br />
  34. 34. “Skill” = <br />Higher order skills, capacities, capabilities, "skillful means" <br />Cognitive, social/ethical/emotional skills<br />E.g. systemic thinking, ego awareness, construct awareness, leadership, communication, empathy<br />The beliefs in focus are meaning-generative:cultural, metaphysical, spiritual, philosophical… (not concrete facts)<br />Tom Murray | www.perspegrity.com | August 2010<br />19<br />
  35. 35. Tentative Assumptions<br />Value of stage-based theories of development for (is and ought):<br />Descriptive models of human development<br />Prescriptive:<br />“Health of the spiral”; “Greatest depth for greatest span”<br />More “second tier” capacity in general <br />Tom Murray | www.perspegrity.com | August 2010<br />20<br />
  36. 36. E.G. belief & world-view basedNarratives of human development<br />Cohen & Hamilton’s Evolutionary Enlightenment<br />Kosmos Journal<br />McIntosh’s Integral Consciousness<br />Beck & Cohen’s Spiral Dynamics<br />Tom Murray | www.perspegrity.com | August 2010<br />21<br />
  37. 37. Belief & World-view basedNarratives of human develpment<br />Cohen & Hamilton’s Evolutionary Enlightenment:<br />An "evolutionary context" in which "who and what God is can no longer be taken as fixed—that from a developmental perspective, God is also evolving, just as we are" <br />Tom Murray | www.perspegrity.com | August 2010<br />22<br />
  38. 38. Kosmos Journal(Nancy Roof, Ed.)<br />Tom Murray | www.perspegrity.com | August 2010<br />23<br />
  39. 39. McIntosh’s Integral Consciousness<br />Promotes an "integral worldview" and<br />“Integral consciousness [that is] a new perspective on the world that expands our perception of reality and provides fresh motivation…arises from and enlarged set of values framed by an expanded understanding of cultural evolution" <br />"[if] you read and consider the ideas in this book, they will literally raise your consciousness" <br />Tom Murray | www.perspegrity.com | August 2010<br />24<br />
  40. 40. Beck & Cohen’s Spiral Dynamics (text)<br />A sequence of core intelligences or memes, that each "reflects a worldview, a valuing system…a belief structure, an organizing principle, a way of thinking or mode of adjustment" <br />But: talks about and around skills without getting sufficiently specific about exactly what they are, and focus more on human drives, needs, motivation, and values<br />Skills implied but not fleshed out in a teachable or measurable way<br />Tom Murray | www.perspegrity.com | August 2010<br />25<br />
  41. 41. Skill & Capacity approaches to development<br />Action Logics (Cook-Greuter & Torbert)<br />Kegan’s Subject/Object Theory<br />Skill Theory & Hierarchical Complexity Theory (Fischer, Commons, Dawson, Stein)<br />Many “developmentalists” past and present<br />(Wilber – covers both ‘sides of the fence’)<br />Psychologists/sociologists focusing on describing, understanding, measuring, supporting human capacity <br />Tom Murray | www.perspegrity.com | August 2010<br />26<br />
  42. 42. Second Tier Skills/Capacities(integral, post-formal, post-post-modern)<br /><ul><li>What does it look and feel like to be in a second tier collaboration, inquiry, deliberation, or organization?
  43. 43. Thinking skills & social/emotional skills:
  44. 44. Communication & Collaboration
  45. 45. Leadership & Conflict resolution & Parenting
  46. 46. Knowledge building & Systems design
  47. 47. Self-awareness & self-directed learning
  48. 48. Epistemology—one’s relationship to belief
  49. 49. Wisdom skills — relates belief to action </li></ul>Tom Murray | www.perspegrity.com | August 2010<br />27<br />
  50. 50. Wisdom Skills<br />Egoawareness (self/ego/will and being/spirit/essence; "I" dimension)<br />Relationalawareness (emotional/social/ethical/interpersonal intelligence; "We" dimension)<br />Constructawareness(cognitive; "It" dimension)<br />Systemsawareness ("Its" dimension; also a cognitive capacity, but reflecting on dynamic systems and networks of relationships as opposed to mental constructs)<br />Tom Murray | www.perspegrity.com | August 2010<br />28<br />
  51. 51. Memes as Beliefs vs. Skills<br />Critical mass to establish a meme<br />Then people from any level can be attracted to it<br />“Mean Green Meme” is actually a cultural identity grouping that does not reflect green skill development<br />Tom Murray | www.perspegrity.com | May 2010<br />29<br />
  52. 52. Some Problems with Development as a Worldview or Belief System <br />Beliefs: perspectival, culturally bound, fallible <br />Attached to identity and support in/out group<br />Beliefs can “clash” in struggles of power and identity; skills are “cognitive tools” <br />Beliefs-systems can be ideologies/dogmas (manipulation/misconception/misuse)<br />Charismatic propaganda, peer pressure (inculcation/adoption vs. teaching/learning)<br />Tom Murray | www.perspegrity.com | August 2010<br />30<br />
  53. 53. Supporting Belief vs. Skill<br />Design of skill/capacity support is more difficult <br />Persuasion/argumentation are ancient arts<br />Articulating & supporting skills is new<br />Requires special knowledge; more precision <br />Skill acquisition: <br />Instruct, model, practice (practice!), feedback<br />Support and challenge<br />Tom Murray | www.perspegrity.com | August 2010<br />31<br />
  54. 54. The value of belief systems<br />Motivation, intention, vision!<br />…when and why to USE skills/capacities<br />Power of story, myth, narrative <br />Shared world-view <br />Synergetic action, solidarity, meaning-generation<br />Stable base for new levels of cultural evolution<br />Need shared beliefs (community) to create skills? <br />“Beliefs” can be stable useable knowledge of “how things work”<br />Tom Murray | www.perspegrity.com | August 2010<br />32<br />
  55. 55. A post-metaphysical approach to belief – holding?<br />Tom Murray | www.perspegrity.com | August 2010<br />33<br />
  56. 56. Integral & post-metaphysical injunctions<br />Don’t confuse map with territory<br />Avoid the Myth of the Given<br />Take a post-metaphysical perspective<br />Good goals – but can we enact them??<br />Tom Murray | www.perspegrity.com | August 2010<br />34<br />
  57. 57. Post-metaphysics<br />How we hold or beliefs<br />Level/type of certainty & importance (emotional)<br />How we explain or promote beliefs (cognitive)<br />Who should believe them and to what ends? (ethical)<br />Involves second tier skills/knowledge of “how the mind/ideas work” <br />concepts, models, communication, ego…<br />Tom Murray | www.perspegrity.com | August 2010<br />35<br />
  58. 58. …some useful distinctions…<br />Tom Murray | www.perspegrity.com | August 2010<br />36<br />
  59. 59. Further deconstructing my argument<br />Tom Murray | www.perspegrity.com | August 2010<br />37<br />Skills &Capacities<br />Beliefs &World Views<br />Models & Theories<br />(Values, Identity, Virtues, Habits)<br />Facts &Knowledge <br />
  60. 60. Belief/knowledge structuresa useful framework<br />Non/pre-Linguistic:<br />Experience (phenomena; what happens)<br />Linguistic / symbolic <br />Concepts (categories; what exists; is real)<br /> (concrete … > … abstract)<br />Statements (propositions; what is true/right)<br />Model/Theory (system of related beliefs)<br />[World-view]<br />Tom Murray | www.perspegrity.com | August 2010<br />38<br />
  61. 61. Belief/knowledge structures (2)<br />Linguistic / symbolic <br />Concepts<br />Examples<br />Taste of chocolate; gut certainty;<br />meditative state; being a parent; <br />a baseball game; (intuitions…)<br />Tree, democracy, interior, consciousness…<br />Trees are…; We should…; the cognitive line leads…<br />AQAL, SD, Einstein’s, ….<br />Tom Murray | www.perspegrity.com | August 2010<br />39<br />Non/pre-Linguistic:<br />Experience<br />Statements<br />Model/Theory<br />
  62. 62. Concept Indeterminacy(Lakoff)<br />Abstract Concepts:<br />Graded (fuzzy)<br />Metaphorical (limited by embodiment)<br />Have “metaphorical pluralism”<br />Generate polarities, paradoxes<br />A fragile house of cards used to build up (abstract) statements<br />Tom Murray | www.perspegrity.com | August 2010<br />40<br />
  63. 63. Interdependent modes of statement justification/critique— (revisited) —<br />First hand experience<br />Deep intuition (or gut feeling)<br />Reasonable assumptions/bases/premises<br />Logical inference (supporting truth) <br />It is ethically right<br />It is pragmatically useful (it works)<br />Consistent with other knowledge<br />Support of experts/authorities<br />Trusted sources (journal, NPR, etc.)<br />Someone I know and trust believes it<br />Most people (peers in my group) believe it<br />Tom Murray | www.perspegrity.com | May 2010<br />41<br />
  64. 64. Model/Theory indeterminacy/fallibility<br />Kuhn…<br />Lakatos…<br />Latour…<br />Meta-theorists…<br />(Rob Smith: “integral is the mother of all escapes”)<br />Tom Murray | www.perspegrity.com | August 2010<br />42<br />
  65. 65. Group reflections onthings said to Exist (concepts)<br />OBJECTS / Concepts<br />QUESTIONS<br /><ul><li>Eros
  66. 66. Involution
  67. 67. UR, LL, …quadrants
  68. 68. The green (any) meme
  69. 69. Non-duality or ND states
  70. 70. Spirit/soul/reincarnation
  71. 71. (Collective) consciousness
  72. 72. Holon</li></ul>Does it exist?<br />In what way?<br />How sure are you? (sure enough to commit to…)<br />How would I explain/argue for (against) it?<br />Who should believe me?<br />Tom Murray | www.perspegrity.com | August 2010<br />43<br />
  73. 73. Perspectives on “Post-metaphysics”<br />When something exists metaphysically, it claims freedom from rational justification and dialog.<br />(it is beyond both physical and neural/psycho/social laws) <br />Tom Murray | www.perspegrity.com | August 2010<br />44<br />
  74. 74. Post-metaphysics (1)<br /><ul><li>Is not anti-metaphysics (there are non-physical ‘things’)
  75. 75. No view from nowhere (privileged perspective), beyond myth of the given; map is not territory;
  76. 76. Perspectival: all truths/experiences come from a perspective and are partial</li></ul>There are no fixed eternal forms, structures, or archetypes, because everything is evolving<br />Phenomena are enacted/co-constructed (makes no sense to say things exists(ed) unless (until) perceived)<br />(there is no ideal, transcendental, essential, or primordial in the metaphysical sense)<br />Tom Murray | www.perspegrity.com | May 2010<br />45<br />
  77. 77. Post-metaphysics (2)Habermas<br />Procedural/formal/method conceptions of rationality (“a rational person thinks this” to "…thinks like this") <br />Replaced foundationalism with fallibilism with regard to valid knowledge<br />Contextualized or situated reason in actual practices, historical contexts, & world views <br />Sees knowledge and truth as strongly related to ethics (affected by notions of rightness, sincerity, and authenticity) [and emotion]<br />Tom Murray | www.perspegrity.com | August 2010<br />46<br />
  78. 78. Post-metaphysics (3)Integral PM<br />Kosmic address: altitude + perspective (of S,O)<br />Who x How x What<br />Who: adequatio (developmental level(s) of perceiver)<br />How: method / tool; relationship of S,O; zone<br />What: quadrant (I,we,it,its)<br />Tom Murray | www.perspegrity.com | August 2010<br />47<br />the dog, Santa Claus, √-1, Emptiness, ecosystem,…<br /> - where/how do the referents to these signifiers exists?<br /> - “ecosystems exist only in a worldspace of turquoise or higher”<br />
  79. 79. Post-metaphysical Validation(Wilber’s “three strands” of knowledge, plus)<br /><ul><li>1. Injunction — If you want to know this, do this.
  80. 80. 2. Experience —Beyond concepts/words.
  81. 81. 2.5 Conceptualize, Infer, & Communicate —A “truth” from the experience & everything else you know.
  82. 82. 3. Dialog (with a community of the adequate) — What do others who followed the injunction think?</li></ul>Tom Murray | www.perspegrity.com | May 2010<br />48<br />— and Indeterminacy Analysis —<br /><ul><li>What are my/our biases, assumptions, capacities?
  83. 83. Describe alternatives; limitations; fallibilities…
  84. 84. What is the knowledge for and what level of certainty is needed/called for?
  85. 85. Other perspectives to invite? New Qs? — Iterate!</li></li></ul><li>Positive (epistemic) capability vs.Negative (epistemic) capability<br />Negative not as in destructive/deconstructive, but as awareness of limitation and fallibility <br />Tom Murray | www.perspegrity.com | August 2010<br />49<br />
  86. 86. Post-metaphysics (4)as an ‘epistemic turn’<br /><ul><li>What we now know (bio-psycho-social) about ideas, knowledge, language :
  87. 87. Knowledge is socially constructed
  88. 88. All abstract concepts are “graded” (fuzzy) and metaphorical
  89. 89. Rationality is “bounded” & embodied
  90. 90. Concepts and language are indeterminate
  91. 91. …</li></ul>Tom Murray | www.perspegrity.com | August 2010<br />50<br />
  92. 92. Misplaced Concreteness(Whitehead)<br /><ul><li>Abstractions (ideas) treated like concrete/physical realities
  93. 93. Fixed, external (objective)
  94. 94. Solid conceptual boundaries</li></ul>Psychology:<br />MP is not just an avoidable error: its hard-wired in embodied cognition<br />Subject / “Object” development<br />Tom Murray | www.perspegrity.com | August 2010<br />51<br />
  95. 95. Misplaced Concretenessthrough developmental levels<br />Magical thinking<br />imagination/dreams seem “real” and concrete<br />Mythical (and conventional) thinking<br />We believe the “stories” we hear/tell ourselves<br />Myth of the given <br />Rational thinking<br />Abstractions treated as realities<br />Map/territory confusion<br />Tom Murray | www.perspegrity.com | August 2010<br />52<br /><ul><li> Freedom
  96. 96. The economy
  97. 97. Green meme
  98. 98. Eros
  99. 99. UR quadrant</li></li></ul><li>“Epistemic Drives”(in beliefs, ideas, knowledge)<br />Concreteness/reification (of abstractions)<br />Seeing connections, patterns<br />(over-) Generalize & abstract<br />Attribute sharp boundaries to concepts (ignore the grey areas)<br />Foundationalism, essentialism, universality<br />Unity/oneness, totality/wholeness, integration<br />…proto-fascism, grandiosity, hegemony, elitism…?<br />Tom Murray | www.perspegrity.com | August 2010<br />53<br />
  100. 100. Belief and Emotion(embodiment, ethics, enaction)<br />Certainty / importance / emotional intensity <br />Fear, risk, urgency, ecstasy… (states)<br />Risk of misplaced concreteness<br />Magnification of epistemic (and other) drives<br />Regression to <br />black & white (us/them; either/or) <br />Reliance on authority, peers & norms <br />Tom Murray | www.perspegrity.com | August 2010<br />54<br />
  101. 101. Positivism/certainty vs. fallibilism/indeterminacy<br />Positivist attitude: clarity, certainty, action<br />knowledge/meaning-generative; problem solving, theorizing<br />Negative capability: awe, humility, curiosity<br />Limits of language & knowledge & method<br />Tolerance for ambiguity, uncertainty, unknowing<br />Dealing with the above<br />Tom Murray | www.perspegrity.com | August 2010<br />55<br />Espoused fallibility vs.<br />Stylistic (or illocutionary/enacted) fallibility<br />
  102. 102. Palliatives:from “ontological humility” to “epistemic wisdom”<br />How do we hold beliefs post-metaphysically (with second tier epistemics)?<br />“I believe in reincarnation”<br />“Non-dual states are beyond mind, matter, time, space”<br />“the universe is constructed of holons” (or consists of perspectives)<br />Tom Murray | www.perspegrity.com | August 2010<br />56<br />
  103. 103. Experience (phenomena)<br />Continuously ground abstractions in phenomena (experience) and shared intuitions<br />Face it: reality and phenomena are:(infinitely?) messy, complex, codependent, deeply detailed…<br />ideas like to be pristine, singular….<br />Indeterminacy => vulnerability => ethical implications<br />Tom Murray | www.perspegrity.com | August 2010<br />57<br />
  104. 104. Concepts:Epistemic language games<br />Positivist epistemics: <br />It IS… (foundational, essential, ultimate)<br />It always is/was (eternal, given, primordial,..)<br />Negative (epistemic) capability<br />It is as if ; (what if; suspension..)<br />“Chances are”…“as far as we can tell,”<br />To the extent that… (in this context)<br />In this sense/way… (from this perspective)<br />Tom Murray | www.perspegrity.com | August 2010<br />58<br />
  105. 105. Statements:A 4th Validity Type<br />True<br />Good/Right/Just <br />Beautiful (sincerity/authenticity)<br />&<br />Meaning-generative<br />Tom Murray | www.perspegrity.com | August 2010<br />59<br />
  106. 106. Models<br />“Indeterminacy analysis” – deliver models with a “wrapper” showing assumptions and limitations of concepts (what falls in the grey area)<br />Not just “Caution: this map is not the territory”<br />Tom Murray | www.perspegrity.com | August 2010<br />60<br />
  107. 107. Certainty & Commitment in Belief & Action<br />Tom Murray | www.perspegrity.com | August 2010<br />61<br />
  108. 108. In sum<br />Understand the mind and limits of thought/language (Epistemic-turn)<br /><ul><li>Re-integrating all developmental levels, including magical & mythical thinking
  109. 109. Ontological humility => epistemic wisdom</li></ul>Compensate for fallibility<br />Expect and forgive fallibility<br />Tom Murray | www.perspegrity.com | August 2010<br />62<br />
  110. 110. End<br />Tom Murray – tommurray.us@gmail.com<br />
  111. 111. Extra slides<br />Tom Murray | www.perspegrity.com | August 2010<br />64<br />
  112. 112. Second Tier - going “meta”(from ITC-2008)<br />Meta-cognition (thinking about thinking) <br />Meta-knowledge (knowledge about the nature and limitations of knowledge); META-BELIEF!<br />Meta-learning (learning how to learn, also called triple-loop learning)<br />Meta-dialog (dialog about how we engage in dialog)<br />Meta-decision making (making decisions about how we will go about making decisions)<br />Meta-affect (investigating the feeling of our feelings; somatic awareness of feeling states)<br />Meta-leadership (supporting leadership in others)<br />Tom Murray | www.perspegrity.com | August 2010<br />
  113. 113. Calls for higher level thought<br />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.<br />Albert Einstein: "the significant problems we face cannot be solved at the same level of thinking we were at when we created them.” <br />Cultural development as skill of understanding mind, thought, language, knowledge, belief…=> the “post-metaphysical turn”<br />Tom Murray | www.perspegrity.com | August 2010<br />66<br />
  114. 114. Some Polarities in Epistemic Drives <br />Abstract (ideas) vs. concrete (tangible, sensory, real)<br />General (generalization) vs. specific (specialization)<br />Integration vs. differentiation<br />Universal vs. relative (or contextual)<br />Fundamental (essential, central, root) vs. consequential (peripheral or subordinate)<br />Permanent (unchanging, fixed, predictable) vs. changing (transient, unpredictable, chaotic)<br />Simple vs. complex<br />Oneness/singularity/unity vs. multiplicity (the many)<br />Whole (holism; integration) vs. part (differentiation)<br />Completeness (comprehensiveness; totality; systemic) vs. partiality (details, deconstruction)<br />Similarity vs. difference (diversity) <br />Transcendence vs. immanence<br />Perfection and purity vs. imperfection <br />Tom Murray | www.perspegrity.com | August 2010<br />67<br />

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