This document discusses integrating theories of ego development, hierarchical complexity, and trauma to develop a model of "wisdom skills". It aims to combine adult developmental models with concepts from trauma theory. The model views wisdom as the combination of complexity capacity (learning and growth) and spiritual clarity (releasing structures through healing). It argues that both ascending and descending movements are important for development, as increased complexity can leave behind important capacities.
This document discusses the concept of awakening from both ascending (building up complexity) and descending (releasing complexity) perspectives. It proposes that spiritual awakening involves releasing the deepest structures formed in early perceptual development. While ascending practices like meditation are important, there is also a need for shadow work and "cleaning up" through descending practices. True wisdom involves both increasing complexity capacities as well as spiritual clarity gained from releasing complexity. Developing too quickly in either direction alone can be problematic.
2022 IEC Murray_wisdom skills-upside down SHARABLE.pdfperspegrity5
1. The document discusses the idea that human development and awakening involve both increasing complexity through learning as well as releasing and simplifying prior structures through contemplative practice and shadow work.
2. It proposes that wisdom involves both developing greater complexity capacity through learning as well as deepening spiritual clarity through releasing unnecessary structures.
3. All learned structures eventually occlude and exclude prior capacities, so spiritual practice aims to recover what was lost through "release, recover, re-organize, re-integrate."
What's going on in later stages?—Do integral developmental theories agree? perspegrity5
The document discusses theories of late-stage adult development and compares different frameworks for conceptualizing wisdom and higher-order thinking. It provides an overview of several integral developmental theories, including ego development theory, meaning-making development theory, and hierarchical complexity theory. It then explores areas of agreement and disagreement between the theories, such as the relationship between cognitive and spiritual development. The document proposes a new model of wisdom development that combines both complexity capacity and spiritual clarity.
Mindful ATF is an adaptive organizational development framework that bridges agility and organizational change. It emphasizes exposing environmental phenomena through mindfulness practices rather than simplifying complexity. The framework incorporates concepts from fields like neuroscience, psychology, and change management. It addresses the cultural challenges of agile transformations and views organizations as complex systems. Mindful ATF uses workshops and leadership development to establish shared understanding, build guiding coalitions, and develop sustainable change visions tailored to each organization's needs and maturity levels.
Spiral Dynamics Integral gives insight in the various value systems (or values, motives, and/or colors) of people. Value systems reflect the preferences in different worldviews, assumptions and intrinsic motives in people and in organizations. Value system show how people think and why we do as we do.
The document discusses critical thinking and different types of thinking. It defines critical thinking as disinterested pursuit of knowledge according to Matthew Arnold and contrasts this definition with how "critical thinking" is sometimes used to mean indoctrination. It also discusses strategic thinking vs intuitive thinking, with strategic thinking defined as conceptual, imaginative, systematic, and opportunistic and intuitive thinking described as quick insight. The document provides examples of famous intuitive thinkers and describes 4 types of intuitive thinking. It also lists qualities of strategic thinkers and contrasts rational vs intuitive thinking.
This document presents an alternative approach to moral development and expertise based on the Dreyfus model of skill acquisition. It argues that moral maturity is not achieved through conformity to moral principles, but rather through the development of moral know-how and sensitivity gained through experience and habitual practice. This cultivates intuitive responsiveness and the interconnection of perception and action without reliance on rules or principles. Children's moral development is better conceived as an engagement in moral practice and life skills, not the teaching of principles.
The document discusses three key aspects of human development: physical, cognitive, and psychosocial. It also discusses factors that influence human development such as heredity, environment, and maturation. It defines personal development as a process of self-reflection, self-understanding, and learning new values and skills to reach one's full potential. The document also discusses the concepts of ideal self versus actual self, and describes self-concept and personality in terms of Freud's concepts of the id, ego, and superego.
This document discusses the concept of awakening from both ascending (building up complexity) and descending (releasing complexity) perspectives. It proposes that spiritual awakening involves releasing the deepest structures formed in early perceptual development. While ascending practices like meditation are important, there is also a need for shadow work and "cleaning up" through descending practices. True wisdom involves both increasing complexity capacities as well as spiritual clarity gained from releasing complexity. Developing too quickly in either direction alone can be problematic.
2022 IEC Murray_wisdom skills-upside down SHARABLE.pdfperspegrity5
1. The document discusses the idea that human development and awakening involve both increasing complexity through learning as well as releasing and simplifying prior structures through contemplative practice and shadow work.
2. It proposes that wisdom involves both developing greater complexity capacity through learning as well as deepening spiritual clarity through releasing unnecessary structures.
3. All learned structures eventually occlude and exclude prior capacities, so spiritual practice aims to recover what was lost through "release, recover, re-organize, re-integrate."
What's going on in later stages?—Do integral developmental theories agree? perspegrity5
The document discusses theories of late-stage adult development and compares different frameworks for conceptualizing wisdom and higher-order thinking. It provides an overview of several integral developmental theories, including ego development theory, meaning-making development theory, and hierarchical complexity theory. It then explores areas of agreement and disagreement between the theories, such as the relationship between cognitive and spiritual development. The document proposes a new model of wisdom development that combines both complexity capacity and spiritual clarity.
Mindful ATF is an adaptive organizational development framework that bridges agility and organizational change. It emphasizes exposing environmental phenomena through mindfulness practices rather than simplifying complexity. The framework incorporates concepts from fields like neuroscience, psychology, and change management. It addresses the cultural challenges of agile transformations and views organizations as complex systems. Mindful ATF uses workshops and leadership development to establish shared understanding, build guiding coalitions, and develop sustainable change visions tailored to each organization's needs and maturity levels.
Spiral Dynamics Integral gives insight in the various value systems (or values, motives, and/or colors) of people. Value systems reflect the preferences in different worldviews, assumptions and intrinsic motives in people and in organizations. Value system show how people think and why we do as we do.
The document discusses critical thinking and different types of thinking. It defines critical thinking as disinterested pursuit of knowledge according to Matthew Arnold and contrasts this definition with how "critical thinking" is sometimes used to mean indoctrination. It also discusses strategic thinking vs intuitive thinking, with strategic thinking defined as conceptual, imaginative, systematic, and opportunistic and intuitive thinking described as quick insight. The document provides examples of famous intuitive thinkers and describes 4 types of intuitive thinking. It also lists qualities of strategic thinkers and contrasts rational vs intuitive thinking.
This document presents an alternative approach to moral development and expertise based on the Dreyfus model of skill acquisition. It argues that moral maturity is not achieved through conformity to moral principles, but rather through the development of moral know-how and sensitivity gained through experience and habitual practice. This cultivates intuitive responsiveness and the interconnection of perception and action without reliance on rules or principles. Children's moral development is better conceived as an engagement in moral practice and life skills, not the teaching of principles.
The document discusses three key aspects of human development: physical, cognitive, and psychosocial. It also discusses factors that influence human development such as heredity, environment, and maturation. It defines personal development as a process of self-reflection, self-understanding, and learning new values and skills to reach one's full potential. The document also discusses the concepts of ideal self versus actual self, and describes self-concept and personality in terms of Freud's concepts of the id, ego, and superego.
The document discusses thinking and metacognition. It describes metacognition as thinking about the process of thinking and learning. It discusses various stages of creative thinking such as orientation, preparation, incubation, illumination and verification. It also discusses techniques for effective studying such as active reading, understanding main points, highlighting, and understanding concepts before criticizing them. The document aims to help understand principles of thinking and relevance for medical students.
This document discusses leadership skills and development. It covers several key points:
1. Only three things happen naturally in an organization: friction, confusion, and underperformance. Everything else requires leadership.
2. It explores various leadership theories, styles, and levels. Theories discussed include trait, behavioral, and contingency theories. Styles examined include autocratic, democratic, visionary, affiliate, pace-setting, and coaching. Levels range from position to permission to production to people development to the pinnacle.
3. Various aspects of human nature are addressed, including needs, thought processes, and motivation. Abraham Maslow's hierarchy of needs and the ladder of inference model are summarized.
4.
The document outlines the need for value education and skill development. It discusses that value education helps us understand our aspirations and goals for a fulfilling life, while skill development teaches us the skills to achieve those aspirations. Both values and skills are needed, with values taking priority over skills. The document provides guidelines for value education content, stating it should be universal, rational, natural and verifiable, and all-encompassing. Value education involves self-exploration to discover one's natural values through dialogue between one's current self and true natural acceptance. The goal is to ensure harmony within oneself.
This document provides an agenda and overview for a training on emotional intelligence for professional success. The morning agenda covers resilience, a toolbox project video, and self-awareness. The afternoon agenda covers topics like communication, conflict fluency, decision-making, change, and leadership. It discusses concepts like the Johari window, emotional intelligence, and how emotional skills are important for success in many companies. It also addresses developing self-awareness, understanding emotions, and increasing resilience through emotional intelligence.
This document provides an introduction to personal development. It discusses writing down two things about yourself and reflecting on insights gained. The document outlines three domains of human development: physical, cognitive, and psychosocial. It examines factors that influence development such as heredity, environment, and maturation. Maslow's hierarchy of needs and Carl Rogers' theory on self-worth and unconditional positive regard are presented. The importance of understanding oneself, specifically during adolescence, is explored through defining identity, personality, and the "self". Personality theories like trait theory, the Big Five model, and Myers-Briggs Type Indicator are introduced to better understand human nature and how it influences personal development.
This slideshow focuses on personal capacities required for leading in a fast changing environment. It is being presented by Christopher Baan.
Today’s complex sustainability challenges call for a new generation of leaders and a new paradigm of leadership. Sustainability leaders and change agents need to steer their way through complex change processes in an environment that is characterised by high stakes and high uncertainty. Increasingly, leaders need to be able to facilitate participatory processes and engage a wide variety of stakeholders.
In most cases, the sustainability challenge requires engaging people in profound change, an inner shift in people’s values, aspirations and behaviours guided by their mental models, as well as an outer shift in processes, strategies and practices. Sustainability and CSR managers, change agents and facilitators need to be adept at engaging individuals and groups in a collaborative and dialogical manner, unearthing the group’s collective intelligence and assisting employees to gain a whole system perspective. Facilitating this type of transformation depends first on the authentic leadership of the facilitator.
of the PDC+++ in Integral Permaculture
see www.PermaCultureScience.com
What is the Integral Model & how does it work? Why is it so significant for this time in history?
In this class we study the integral model in depth & ask why it could be one of the most important maps for directing us in the creation of more sustainable human societies.
Integral theory is an all-inclusive framework that draws on the key insights of the world’s greatest knowledge traditions.
The awareness gained from drawing on all truths and perspectives allows the Integral thinker to bring new depth, clarity and compassion to every level of human endeavor — from unlocking individual potential to finding new approaches to global-scale problems.
Ito ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niyIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalaIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tuIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taovvvvvvIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tuIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taomutukoy sa pagiging hiwalay niya sa ibang taomutukoy sa pagiging hiwalay niya sa ibang taovvvvvvvy niya sa ibang taIto ay tumutukoy sa pagiging hiw
The document provides an overview of key concepts in educational philosophy, including:
- Philosophy centers on questions of reality, truth, and ethics/aesthetics.
- Educational philosophy examines ideas, traditions, and ways of thinking to develop insights into educational problems.
- Content of philosophy includes activities like analysis and attitudes like flexibility.
- Metaphysics, epistemology, axiology, ethics, and aesthetics are the main branches of philosophy.
- Metaphysics deals with existence and reality, epistemology with knowledge, and axiology with values.
This document discusses theories of human development across the lifespan and their implications for creating effective youth ministry programs. It notes that theories of cognitive, emotional, faith, and spiritual development are often too linear and do not account for cultural differences. Effective youth programs need to meet young people where they are, focus on their current developmental needs and interests, involve multigenerational support, and be adaptable based on changing individual and group spiritual development. The document advocates for youth voice and collaboration in program design.
Organisasi Pembelajar dalam Manajemen Perubahan PendidikanAdy Setiawan
This document discusses organizational learning. It begins by defining organizational learning as organizations where people continuously expand their capabilities and learn. Characteristics of learning organizations include facilitating learning for all members and continuously transforming themselves. Dimensions of learning organizations include career development programs, career-oriented assessments, and career tracking/placement. Schools are discussed as learning organizations, with aspects like creating a supportive environment, two-way communication, and managing employee privacy. Finally, reasons why learning organizations are needed center around avoiding mistakes in terminations and managing layoffs, downsizing, and retirement.
Meaning of positive psychology, Components of positive psychology, Virtues, Character strengths, Signature strengths, Flow experience, Savoring, Good adaptation, Resilience, flourishing, Terman's life cycle study, research studies.
Become a better leader and manager by clarifying your thinking - understand not what you think but also how you think and why you think that way you do .... Learn the Power of Spiral Dynamics and improve the quality of your working life
The document discusses various perspectives on critical thinking. It defines critical thinking as the intellectually disciplined process of conceptualizing, applying, analyzing, synthesizing, and evaluating information. Other definitions view it as actively conceptualizing and reaching conclusions. Critical thinking is important for understanding ideas, evaluating arguments, and solving problems systematically. It also discusses how to foster critical thinking through establishing a culture of dialogue, building personal meaning profiles for learners, understanding students' interests, and challenging students to share their thoughts. The final thoughts discuss how the influx of information poses challenges to obtaining thoughtful insights and the importance of allowing time for reflection.
The document discusses personality, identity, and social psychology. It defines personality as distinctive characteristics and qualities that form an individual's character. Social psychology examines how people think about, relate to, and influence each other. The document also discusses how social factors shape identity development and recognition. It notes personality is shaped both by individual traits and social situations.
This document summarizes the key topics and agenda for a class session on transformative learning. It includes:
1. An overview of Mezirow's original 10 steps for how transformative learning occurs through a disorienting dilemma, self-examination, critical reflection, relating to others' experiences, exploring new roles, building competence in new roles, planning a new course of action, acquiring skills to implement it, trying new roles and assessing them, and reintegrating with a new perspective.
2. A discussion of different theoretical perspectives on how transformative learning occurs, including cognitive/rational, beyond rational/extra-rational, and social critique approaches.
3. The major outcomes of transformative learning like
This document discusses Suzanne Cook-Greuter and her work on ego development psychology. It outlines the stages of ego development from theorists like Loevinger and Cook-Greuter, including Impulsive, Diplomat, Expert, Achiever, Individualist, Strategist, and Unitive stages. It also discusses the WUSCT test used to measure ego development and provides examples of responses. Finally, it reflects on the current state of developmental theory, addressing postmodern criticisms and the role of developmental theory in fields like education and leadership.
Virtue ethics focuses on developing good character and moral virtues. According to Aristotle, virtues are habits of character that allow one to find the golden mean between deficiencies and excesses for any given moral situation. Practical wisdom, or phronesis, is needed to apply moral virtues and determine the appropriate course of action. Developing virtues and practical wisdom leads to eudaimonia, or human flourishing.
Virtue ethics focuses on developing good character and moral virtues. According to Aristotle, virtues are habits of character that allow one to find the golden mean between deficiencies and excesses for any given moral situation. Practical wisdom, or phronesis, is needed to apply moral virtues and determine the appropriate course of action. Developing virtues and practical wisdom leads to eudaimonia, or human flourishing.
Part 1 (Spirituality) Lecture on Spirituality & Development to students at Cambridge University -- explains why misconceptions about knowledge in west make it difficult to understand spirituality
2021 Summary of Research on the STAGES Developmental Modelperspegrity5
The document summarizes recent research on validating the STAGES developmental model. Ten studies are briefly outlined: 1) A replication study found excellent agreement between STAGES and another developmental model. 2) A new study found 93% accuracy between raters at the item level. 3) A longitudinal study found that 50% of assessments increased over time, with higher increases for later stages. 4) Analysis showed late stage patterns include strategic thinking. 5) Rasch analysis supported the model's structure and level spacing. 6) A new scoring method was developed to address issues with prior methods. 7) Specialty inventories showed good validity. 8) A study of children's development is in progress. 9) Vocabulary analysis is ongoing. 10
Experiential integral ed book group slides 1perspegrity5
This document discusses concepts related to learning, education, spirituality, and integral theory. It presents models of human development, including Spiral Dynamics levels ranging from instinctive to integral. It discusses the progression from ego-centric to world-centric perspectives, pre-conventional to post-conventional thinking, and black-and-white to more nuanced understandings. It also covers wisdom skills, perspective-taking, justification of beliefs, and applying AQAL theory to education.
The document discusses thinking and metacognition. It describes metacognition as thinking about the process of thinking and learning. It discusses various stages of creative thinking such as orientation, preparation, incubation, illumination and verification. It also discusses techniques for effective studying such as active reading, understanding main points, highlighting, and understanding concepts before criticizing them. The document aims to help understand principles of thinking and relevance for medical students.
This document discusses leadership skills and development. It covers several key points:
1. Only three things happen naturally in an organization: friction, confusion, and underperformance. Everything else requires leadership.
2. It explores various leadership theories, styles, and levels. Theories discussed include trait, behavioral, and contingency theories. Styles examined include autocratic, democratic, visionary, affiliate, pace-setting, and coaching. Levels range from position to permission to production to people development to the pinnacle.
3. Various aspects of human nature are addressed, including needs, thought processes, and motivation. Abraham Maslow's hierarchy of needs and the ladder of inference model are summarized.
4.
The document outlines the need for value education and skill development. It discusses that value education helps us understand our aspirations and goals for a fulfilling life, while skill development teaches us the skills to achieve those aspirations. Both values and skills are needed, with values taking priority over skills. The document provides guidelines for value education content, stating it should be universal, rational, natural and verifiable, and all-encompassing. Value education involves self-exploration to discover one's natural values through dialogue between one's current self and true natural acceptance. The goal is to ensure harmony within oneself.
This document provides an agenda and overview for a training on emotional intelligence for professional success. The morning agenda covers resilience, a toolbox project video, and self-awareness. The afternoon agenda covers topics like communication, conflict fluency, decision-making, change, and leadership. It discusses concepts like the Johari window, emotional intelligence, and how emotional skills are important for success in many companies. It also addresses developing self-awareness, understanding emotions, and increasing resilience through emotional intelligence.
This document provides an introduction to personal development. It discusses writing down two things about yourself and reflecting on insights gained. The document outlines three domains of human development: physical, cognitive, and psychosocial. It examines factors that influence development such as heredity, environment, and maturation. Maslow's hierarchy of needs and Carl Rogers' theory on self-worth and unconditional positive regard are presented. The importance of understanding oneself, specifically during adolescence, is explored through defining identity, personality, and the "self". Personality theories like trait theory, the Big Five model, and Myers-Briggs Type Indicator are introduced to better understand human nature and how it influences personal development.
This slideshow focuses on personal capacities required for leading in a fast changing environment. It is being presented by Christopher Baan.
Today’s complex sustainability challenges call for a new generation of leaders and a new paradigm of leadership. Sustainability leaders and change agents need to steer their way through complex change processes in an environment that is characterised by high stakes and high uncertainty. Increasingly, leaders need to be able to facilitate participatory processes and engage a wide variety of stakeholders.
In most cases, the sustainability challenge requires engaging people in profound change, an inner shift in people’s values, aspirations and behaviours guided by their mental models, as well as an outer shift in processes, strategies and practices. Sustainability and CSR managers, change agents and facilitators need to be adept at engaging individuals and groups in a collaborative and dialogical manner, unearthing the group’s collective intelligence and assisting employees to gain a whole system perspective. Facilitating this type of transformation depends first on the authentic leadership of the facilitator.
of the PDC+++ in Integral Permaculture
see www.PermaCultureScience.com
What is the Integral Model & how does it work? Why is it so significant for this time in history?
In this class we study the integral model in depth & ask why it could be one of the most important maps for directing us in the creation of more sustainable human societies.
Integral theory is an all-inclusive framework that draws on the key insights of the world’s greatest knowledge traditions.
The awareness gained from drawing on all truths and perspectives allows the Integral thinker to bring new depth, clarity and compassion to every level of human endeavor — from unlocking individual potential to finding new approaches to global-scale problems.
Ito ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niyIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalaIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tuIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taovvvvvvIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tuIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taomutukoy sa pagiging hiwalay niya sa ibang taomutukoy sa pagiging hiwalay niya sa ibang taovvvvvvvy niya sa ibang taIto ay tumutukoy sa pagiging hiw
The document provides an overview of key concepts in educational philosophy, including:
- Philosophy centers on questions of reality, truth, and ethics/aesthetics.
- Educational philosophy examines ideas, traditions, and ways of thinking to develop insights into educational problems.
- Content of philosophy includes activities like analysis and attitudes like flexibility.
- Metaphysics, epistemology, axiology, ethics, and aesthetics are the main branches of philosophy.
- Metaphysics deals with existence and reality, epistemology with knowledge, and axiology with values.
This document discusses theories of human development across the lifespan and their implications for creating effective youth ministry programs. It notes that theories of cognitive, emotional, faith, and spiritual development are often too linear and do not account for cultural differences. Effective youth programs need to meet young people where they are, focus on their current developmental needs and interests, involve multigenerational support, and be adaptable based on changing individual and group spiritual development. The document advocates for youth voice and collaboration in program design.
Organisasi Pembelajar dalam Manajemen Perubahan PendidikanAdy Setiawan
This document discusses organizational learning. It begins by defining organizational learning as organizations where people continuously expand their capabilities and learn. Characteristics of learning organizations include facilitating learning for all members and continuously transforming themselves. Dimensions of learning organizations include career development programs, career-oriented assessments, and career tracking/placement. Schools are discussed as learning organizations, with aspects like creating a supportive environment, two-way communication, and managing employee privacy. Finally, reasons why learning organizations are needed center around avoiding mistakes in terminations and managing layoffs, downsizing, and retirement.
Meaning of positive psychology, Components of positive psychology, Virtues, Character strengths, Signature strengths, Flow experience, Savoring, Good adaptation, Resilience, flourishing, Terman's life cycle study, research studies.
Become a better leader and manager by clarifying your thinking - understand not what you think but also how you think and why you think that way you do .... Learn the Power of Spiral Dynamics and improve the quality of your working life
The document discusses various perspectives on critical thinking. It defines critical thinking as the intellectually disciplined process of conceptualizing, applying, analyzing, synthesizing, and evaluating information. Other definitions view it as actively conceptualizing and reaching conclusions. Critical thinking is important for understanding ideas, evaluating arguments, and solving problems systematically. It also discusses how to foster critical thinking through establishing a culture of dialogue, building personal meaning profiles for learners, understanding students' interests, and challenging students to share their thoughts. The final thoughts discuss how the influx of information poses challenges to obtaining thoughtful insights and the importance of allowing time for reflection.
The document discusses personality, identity, and social psychology. It defines personality as distinctive characteristics and qualities that form an individual's character. Social psychology examines how people think about, relate to, and influence each other. The document also discusses how social factors shape identity development and recognition. It notes personality is shaped both by individual traits and social situations.
This document summarizes the key topics and agenda for a class session on transformative learning. It includes:
1. An overview of Mezirow's original 10 steps for how transformative learning occurs through a disorienting dilemma, self-examination, critical reflection, relating to others' experiences, exploring new roles, building competence in new roles, planning a new course of action, acquiring skills to implement it, trying new roles and assessing them, and reintegrating with a new perspective.
2. A discussion of different theoretical perspectives on how transformative learning occurs, including cognitive/rational, beyond rational/extra-rational, and social critique approaches.
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1. Integrating ego development,
hierarchical complexity, and trauma
theory:
Wisdom Skills model
Tom Murray
ESRAD conference
April, 2021
(video at https://youtu.be/JpwtYvWikLc)
2. Origins: 2009 IR journal paper
Do Heart and Ego Develop Through
Hierarchical Integration?
Intuiting the Cognitive Line in Developmental Assessment
3. Underlying Intuition
• Hierarchical complexity alone does not
capture much that is important to the
development of “wisdom”
• Ego development (and ethical capacity)
involves letting go as well as building up.
4.
5. Goal #1
• To integrate/coordinate adult developmental
models:
– 1. Hierarchical Complexity (Fischer; Commons)
– 2. Ego Development (Loevinger, Torbert, Cook-
Greuter, O’Fallon) and
– Orders of Consciousness (Kegan)
• Conceptually/Theoretically
– First principles and mechanisms
– NOT: assessments or level-by-level concordance
7. Growing critiques of misuse
of developmental theories
• Fetishization of vertical growth, esp. in
practice communities
• Growth to goodness fallacy, that higher/later
development is
– better,
– happier,
– more ethical,
– most needed,
– …
8. The VUCA Narrative
We live in a complex and fast-changing world…
We have to increase the complexity of our thinking
9. Premise #1
(Question Complexity)
• We over-focus on vertical advancement
• Most of the worlds problems are from existing
cognitive structures (not insufficient complexity)
• We need equal focus on
releasing/deconstructing structures (i.e.
complexity)
10. Goal #2
• Integrate modern Trauma Theories better into
Adult Developmental models
– Shadow work as informed by cognitive science
– Models of health & recovery at all levels of self
11. Goal #3
• Need better models of how Spiritual
Development (states and stages) integrates
with adult developmental theories
12. Premise #2
(Question Transcendence)
• Spiritual Development models conflate
– Developmental growth w. Structural Release
– (Ascending w. Descending)
– (Learning w. Unlearning)
– (Construction w. Deconstruction)
14. Premise #4
• In reality, human development (almost)
always TRANSCENDS AND EXCLUDES;
(requiring more emphasis on recovery and
healing)
15. Wisdom Skill model
• Integrating cognitive developmental theories of
hierarchical complexity and trauma recovery into
“grow up, clean up, wake up”
• Is strongly informed by O’Fallon’s STAGES model
16. What is vertical development?
• Learning as increased complexity (including
emergent “simplicity on the other side”)
• Commons’ axiomatic “complexity order”:
• Building upon (composition, coordination,
operating upon…defined in terms of)
17. “Operating upon”
>> five sub-operations
of hierarchical complexity
1. Differentiation
2. Composition
3. Generalization
4. Abstraction
5. Integration
18. …Inevitably lead to “demi-realities”
1. Disastrous Differentiation
2. Noxious Composition
3. Vicious Abstraction
4. Pernicious Generalization
5. Tyrannical Integration
19. E.g.: “Vicious” Abstraction
• Our theories, models, beliefs, ideologies are
composed of conceptual abstractions.
• I.E. simplifications that highlight certain
properties and ignore others
• Who chooses what is left out as unimportant?
• Abstractions are always biased (motivated,
perspectival)
20. Negative Externalities
• Structures later found to be inadequate,
partial, occluding
• Lost capacities and psychic resources
• And need unlearning, recovering, healing
processes
24. Wisdom skill = complexity capacity + spiritual clarity
A developmental model of shadow work and spiritual practice
Spiritual Clarity:
deconstruct,
critique,
release,
heal,
unlearn,
see through,
reveal,
Insight…
Post-Rational Mind
Rational Mind
Social Mind
Perceptual Mind
Philosophy
Psycho-
therapy
Contemplative
practice
27. Applications
• Is “transcendence” about the bottom or top?
– A critique of “Omega Point” and evolutionary Telos
– “Nonduality” or “Source of Being” -- bottom or top?
– Spiritual Attainment as descending …then ascending
• Why are some “awake” people such jerks?
• Can one evolve/awaken too fast? (in ego or
spiritual development)
• How to honor, yet not romanticize, aboriginal
wisdom?
• When should interventions construct, vs.
deconstruct?
31. Compounding
complexity & complication
• Any “solution” that ignores root causes
• Rules/laws to fix the imperfection of rules/laws…
• Bureaucracies; runaway tech-acceleration
• Family dynamics: lies (or silences) produced to
cover for prior lies or silences
• Shadow: complex defense mechanisms to avoid
painful memories/realities (“double binds”)
• The global “meta-crisis”…
32. Meta-Crises
"We’re building technologies that are supposed
to foster bigger, more complex communities, but
instead they are leading us into mistrust, privacy
invasion, fragmentation, and loss of shared
public rituals. ”
Annalee Newitz, Feb 22, 2021, https://thehypothesis.substack.com/p/the-internet-as-we-know-it-is-doomed
33. What can get left behind?
• At 2nd PP Conventional: Playfulness, awe, creativity,
physicality, naive trust, …
• At 3rd PP Modern: Loyalty to tribe and ideologies,
concrete communities and rituals…
• At 4th PP Pluralist: solid identity, confidence in
rationality, …
`
• From infancy:
Oneness, timelessness, space-lessness, subject-
object nonduality, synesthesia,
fullness/abundance, selflessness ....
34. Proposition
• It is more important to recover what was left
behind, than to push toward greater complexity
• Receptivity (openness), awe (reverence,
humility), trust in a basic goodness (that the
world is safe, kind..), joy/playfulness/vibrancy,
ease/quiet mind, …
• These are not truths, they are perspectives that
are vital psychic resources for troubled times
35. From HCT to Ego Development
1. Complexity capacity
2. >> Applied to psycho-social world
(me/you/we) [but exterior “out their” first]
3. >>>>Applied reflectively to SELF
understanding and de-selfing
== Wisdom / Ego Development (and Kegan’s
meaning making “levels of consciousness”)
36. • Growing in “ego development” and
wisdom necessitates a self-
deconstruction move (of something
different for each level)
37. Not forgetting/erasing, but releasing
the grip/necessity/assumption of…
• For example:
– Postconventional: releasing dependence on
family and tribe to be more independent
– Pluralist: releasing the idea that logic (& individual
choices) is sufficient for collective well-being
– Socialization: releasing impulsivity, narcissism
– Contemplative practice:
41. Spiritual Attainment as descending
…then ascending
• SC: Releasing structures in the lowest layers
• SC: Recovering occluded modes of potential
• INSIGHT: into what is NOT true!
• OPENING new potentials
• CC: Re-integrating into current meaning-
making system.
42. The Jerk Guru
• Releasing structures at lowest levels does not
necessitate releasing structures at other
(middle) levels of the psyche
• Nor does releasing foundational structures
necessitate ethical maturity
43. Growing too fast?
• What does the method deconstruct?
• WHY would one need to deconstruct that?
• What are the dangers of deconstructing that?
• Development in response to real needs
• Complexity needed to untie the knot, then drop
it.
• People are “OK where they are at”
45. Aboriginal Wisdom
• What is “left behind” in modernity is not a few
minor details; it may be 90% of our humanity
– that traditional culture remind us of, and can help
us recover
– Health of the lower levels is most important
• Alternative “intelligences” can develop
• Avoiding romanticizing….
46. Issues in Measurement
• Ego development assessment (and the SOI)
include descending movements implicitly, but
they combine ascending and descending
• We don’t have good measures to separate out
descending health or “spiritual clarity”
47. Conclusions
• Increased Hierarchical Complexity creates
shadow and “leaves things behind”
• Unlearning and releasing complexity is called
for for healthy individuals/organizations
• But under theorized/modeled
• Ego development = wisdom skill = CC + SC
– Descending movement is just as important
49. Change Mechanisms
VERTICAL DEVELOPOMENT
• (Undifferentiated)
• (problem/opportunity >
focus)
• Differentiation
• >> practice, feedback…
• Vertical Integration
• Automation (> unconscious)
RELEASE / CLARITY
• (Hidden structure < unconscious)
• (motivation to change/look within)
• Differentiated awareness of pre-
aggregated elements, tensions, and
emotions
• Witnessing the steps of construction
• Releasing the automation/habit
• Insight and re-construction
50. Concepts from Trauma Theories
• Stress/threat effects
• Post-traumatic growth
• Collective trauma/shadow
• Titration, Pendulation
• Attachment theory
• Resourcing, Co-regulation
• Coping and resilience
• Triggers, dissociation
51. Importance of Foundations
• Embodiment
– Not being lost in abstractions, wishes, ideologies
– Grounding ideas in actions
– Emotional awareness (bodily sensation)
• Basic Ethics and mental health
– Integrity, non-knowing, self-acceptance
• “Indigenous” knowledge and perceptual
acuity
52. Common Issues in using
developmental models
• Reification (confusing the map for the territory)
• Pigeonholing people (over-simplification,
caricatures, objectification)
• Growth to goodness fallacy (higher is better,
happier, more ethical…)
• Push to the top (neglecting horizontal health,
robustness, depth)
– Cogntive complexity version
– Spiritual attainment version
• Conflating wisdom with complexity
• Sloppy extensions of individual development
research into cultural development
53. Wisdom Skills
• Self-understanding; self-inquiry; humility
• Complexity / systems thinking
• Perspective taking/seeking; empathy
• Ability to receive (and seek) feedback
• Tolerance for uncertainty, chaos, change
• Creative responsiveness (Sense for what wants to emerge)
• Vision-time-scope: today…months…decades…
• Pragmatic, context-aware judgment
Black-&-white, us-vs-them >> increasing
54. Example for Conflict Resolution Work
• Assessing the field in preparation for a conflict resolution session
• 1) What dialogical/dialectical skills does this group have? (on average; and its leaders)
• 2)** What needs to be released to allow enough trust, openness, listening, forgiveness,
appreciation, and/or gratitude?
• >> Skills build only very slowly (take as a given)
• >> Methods toward release (possible on one or a few sessions):
– Setting: welcoming, non-judgmental, respect, listening…
– Monitor/support emotional/philological stress/calm levels
– Sharing stories (I statements); sharing values
– Putting ideologies, abstract “truths,” and categories aside
– Finding common ground: facts; values; interests
– Clarifying disagreements or differences in perspective
– Perspective-taking (“in their shoes…”)
– Reflecting on assumptions; deconstructing beliefs and mental models
– Taking responsibility: how I/we contribute; immunity to change; I could do better if…
– Caucusing: safe containers for vulnerable exploration of biases, mistakes, missed opportunities;
– Celebrating strengths and achievements; appreciations
Editor's Notes
Open ended question
This work started for me in 2009 when I wrote this short article in integral review.
I was a fan of both ego development models and hierarchical complexity models.
The hierarchical complexity models were super elegant, powerful, very precise.
They claimed to offer an underlying model for development in any domain, which would include ego development.
But I was, along with some others, sensing that models of ego development and meaning-making development were pointing at something that was not completely covered by HCT.
10 years later I have some tentative answers…will with you…
I want to start by asking you to feel into your experience of two types of processes, the evolutionary and the involutionary.
Recognize importance of Shadow and immunity to change
Orders of consiousness
First steps
Celebrate the importance of developmental theory.
Hard to understate its importance in understanding so many domains
The concept of vertical development still needs to be disseminated more widely
Over Enthsiasm or unrealiztic expectations that devotees to vertical development often have
True enough!
Ref B Roy…
Theories and practices …Give just as much voice
Inevitable aspect of cognitive growth
Don’t have time to argue for all of the premises here
Not really such a pessimist..
These are two very different, and equally important modalities.
Earlier – feel into the movement or calling of transcend and include…
We do talk often about shadow work in our community.
Shadow work or cleaning up is not only needed along side of developmental growing up, the three can be integrated together, so that they inform each other. (The same with Waking Up.)
(Here I Borrow from Ofallon’s and Barta’s work)
Health and robustness of every strata of the psyche
Must include ongoing dance between learning and unlearning
…
CC is growth, SC is….
Very approximate principles
It is less well studied scientifically; more studied in the spiritual traditions
Its in the downward direction, involutionary, we find unity, emptiness, timelessness, etc.
Processes of SC releases structures that occlude those experiences…
Related:
MOTIVATION INSIGHT
We can move from our intellects down to experience what we have in common with all humans.
Down furhter still to experience what we have in common with all mamals; or all of life;
And perhaps further even still to experience what we have in common with all matter.
Alittude
Increasing complexity that pushes more and more into shadow or denial.
1. Capacities can get left behind for good reasons, but eventually life can demand that they are revisited and reintegrated.
But difficult when culture is focused on growth, advance, development, achievement, even spiritual state achievements.
2. Further: Higher spiritual states are actually from deconstructing early structures.
Not a regression to early levels but a loosening of rigid structures built at early levels
So we experience what its like to not be bound be those structures.
Without access to them we live in more stress, trauma response, and bias
Its in the downward direction, involutionary, we find unity, emptiness, timelessness, etc.
Processes of SC releases structures that occlude those experiences…
Related:
MOTIVATION INSIGHT
We can move from our intellects down to experience what we have in common with all humans.
Down furhter still to experience what we have in common with all mamals; or all of life;
And perhaps further even still to experience what we have in common with all matter.
Exmaple with ralationship with mother…
1) Spychological 2) perceptual
Issues of application and understanding; not necc of the theoriests.
Separately but also track together…
And … Working with polarities