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.
This document describes a study that tested an online deliberation facilitator's dashboard designed to support quality dialogues. The dashboard included visualizations and text analysis tools to help facilitators identify individual and group participation levels, patterns of engagement, and potential areas of conflict or progress. The study compared dialogue outcomes between a control group that used a basic online platform and an experimental group that used the same platform plus reflective dialogue tools like opinion sliders. Results found the experimental group showed significantly higher levels of social deliberation skills and intersubjective speech acts compared to the control group. The dashboard and text analysis methods showed potential to help facilitators guide online deliberations and improve dialogue outcomes.
BP 2014: Supporting Deeper Deliberative Dialogue Through Awareness Toolsperspegrity5
This document provides an agenda for a 1.5 hour working session on supporting deep dialogue and deliberation in socio-technological systems. The agenda includes:
1. A 10 minute introduction on the theme of the workshop.
2. Two 20 minute periods for discussion questions and presentations. This includes a 7 minute presentation from Murray on UMass research and a 7 minute presentation from Murray on NCDD resources.
3. A 7 minute presentation from Fry on the Justify system.
4. The remainder of the time is left for an open discussion.
This document provides an overview of developmental levels and theories. It begins with an introduction to developmental levels based on the works of Wilber, Beck, and Torbert. It then discusses the explanatory power of developmental theories and provides examples of how they can be applied. Several developmental models and theories are presented, including Maslow's hierarchy of needs, Beck and Cowan's spiral dynamics model, and Wilber's integral model. The document outlines an activity called "Spiralectics" to experience different developmental levels. It discusses caveats and limitations of developmental models, and addresses criticisms around labeling individuals. Finally, it explores the differences between new age, magical, and integral beliefs regarding metaphysical concepts.
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.
This document provides information on critical thinking and logical fallacies as they relate to making ethical arguments. It defines critical thinking as evaluating evidence, considering multiple perspectives, and using sound reasoning rather than just having an opinion. Logical fallacies are faulty logic that weaken arguments, such as appeals to emotion, false authority, slippery slopes, and straw man arguments. Examples are given to illustrate different types of logical fallacies. The document emphasizes the importance of fair-mindedness and avoiding logical fallacies when evaluating ethical issues.
According to hard determinism, all human actions are entirely caused by preceding events and not by free will. This means people are not responsible for their actions. Soft determinism or compatibilism holds that determinism is compatible with freedom and responsibility, as when our actions are caused by our own choices rather than external forces we are still free. Indeterminism posits that certain decisions occur by chance without causes, opening up the possibility of real freedom and moral responsibility.
Moral psychology studies morality from philosophical and psychological perspectives. Studies have found that emotions play a key role in moral judgment through evolutionary processes. Jonathan Haidt conducted studies showing that emotions like disgust often override reasoning in moral judgments. He proposes four principles of moral psychology: 1) intuitions primarily drive moral judgments but reasoning can sometimes override intuitions, 2) moral reasoning serves social goals rather than finding truth, 3) morality binds groups together, and 4) morality involves more than just harm and fairness, with additional factors like loyalty, authority, and purity.
The document discusses the legal rights of conscious computers. It defines key terms like consciousness, computers, and proposes new terms like "bemes" and "transbemanism". The document argues that conscious computers should be granted legal rights and protections based on their ability to demonstrate consciousness, comply with social rules, and have a shared identity defined by "bemes" rather than genes or DNA. It suggests a new classification of "transbeman" that includes both humans and conscious computers as a unified species defined by shared thought patterns and values rather than physical form.
This document describes a study that tested an online deliberation facilitator's dashboard designed to support quality dialogues. The dashboard included visualizations and text analysis tools to help facilitators identify individual and group participation levels, patterns of engagement, and potential areas of conflict or progress. The study compared dialogue outcomes between a control group that used a basic online platform and an experimental group that used the same platform plus reflective dialogue tools like opinion sliders. Results found the experimental group showed significantly higher levels of social deliberation skills and intersubjective speech acts compared to the control group. The dashboard and text analysis methods showed potential to help facilitators guide online deliberations and improve dialogue outcomes.
BP 2014: Supporting Deeper Deliberative Dialogue Through Awareness Toolsperspegrity5
This document provides an agenda for a 1.5 hour working session on supporting deep dialogue and deliberation in socio-technological systems. The agenda includes:
1. A 10 minute introduction on the theme of the workshop.
2. Two 20 minute periods for discussion questions and presentations. This includes a 7 minute presentation from Murray on UMass research and a 7 minute presentation from Murray on NCDD resources.
3. A 7 minute presentation from Fry on the Justify system.
4. The remainder of the time is left for an open discussion.
This document provides an overview of developmental levels and theories. It begins with an introduction to developmental levels based on the works of Wilber, Beck, and Torbert. It then discusses the explanatory power of developmental theories and provides examples of how they can be applied. Several developmental models and theories are presented, including Maslow's hierarchy of needs, Beck and Cowan's spiral dynamics model, and Wilber's integral model. The document outlines an activity called "Spiralectics" to experience different developmental levels. It discusses caveats and limitations of developmental models, and addresses criticisms around labeling individuals. Finally, it explores the differences between new age, magical, and integral beliefs regarding metaphysical concepts.
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.
This document provides information on critical thinking and logical fallacies as they relate to making ethical arguments. It defines critical thinking as evaluating evidence, considering multiple perspectives, and using sound reasoning rather than just having an opinion. Logical fallacies are faulty logic that weaken arguments, such as appeals to emotion, false authority, slippery slopes, and straw man arguments. Examples are given to illustrate different types of logical fallacies. The document emphasizes the importance of fair-mindedness and avoiding logical fallacies when evaluating ethical issues.
According to hard determinism, all human actions are entirely caused by preceding events and not by free will. This means people are not responsible for their actions. Soft determinism or compatibilism holds that determinism is compatible with freedom and responsibility, as when our actions are caused by our own choices rather than external forces we are still free. Indeterminism posits that certain decisions occur by chance without causes, opening up the possibility of real freedom and moral responsibility.
Moral psychology studies morality from philosophical and psychological perspectives. Studies have found that emotions play a key role in moral judgment through evolutionary processes. Jonathan Haidt conducted studies showing that emotions like disgust often override reasoning in moral judgments. He proposes four principles of moral psychology: 1) intuitions primarily drive moral judgments but reasoning can sometimes override intuitions, 2) moral reasoning serves social goals rather than finding truth, 3) morality binds groups together, and 4) morality involves more than just harm and fairness, with additional factors like loyalty, authority, and purity.
The document discusses the legal rights of conscious computers. It defines key terms like consciousness, computers, and proposes new terms like "bemes" and "transbemanism". The document argues that conscious computers should be granted legal rights and protections based on their ability to demonstrate consciousness, comply with social rules, and have a shared identity defined by "bemes" rather than genes or DNA. It suggests a new classification of "transbeman" that includes both humans and conscious computers as a unified species defined by shared thought patterns and values rather than physical form.
The OpenStack Havana release had more than 910 contributors and delivers nearly 400 new features, including two new services: Orchestration and Metering.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can offer improvements to mood, focus, and overall feelings of well-being over time.
Better Biz Dev – Music Startup Academy Denver - October 8, 2015Shawn Yeager
My talk on the keys to doing better business development delivered to the Music Business Association's Music Startup Academy in Denver on October 8, 2015
This document presents several photographs claimed to show paranormal phenomena such as ghosts or spirits. One photograph from 1986 allegedly shows a giant 15-20 meter wave in Faial Island. Another from 1916 seems to show the departing soul of someone. A third shows an unexplained figure appearing in a photo of a baby taken by its parents.
O documento lista organismos extintos e vivos divididos em cinco reinos: Monera, Protista, Fungi, Plantae e Animalia. Ele fornece exemplos de organismos que existiam no passado e ainda existem nos dias de hoje para cada um dos reinos, identificados por números entre parênteses.
The story of the tortoise and the hare teaches several lessons about teamwork and competition. Initially, the hare loses by being overconfident and resting, but wins the next race by running consistently without stopping. Later races show the value of adapting to one's strengths and working as a team, with the tortoise and hare helping each other complete the course. The moral is that individual brilliance is not enough, and true success comes from harnessing each person's skills through teamwork and situational leadership.
- XING is a social network for professional contacts with over 12.6 million members worldwide and 5.9 million members in German-speaking countries.
- In Q3 2012, total revenues increased 11% to €18.33 million compared to Q3 2011, while EBITDA was €5.52 million at a margin of 30%.
- XING launched the XING Talent Manager, a recruiting tool for businesses, in late September which is expected to boost the e-Recruiting business.
- Burda, XING's major shareholder, acquired additional shares bringing its total to 38.9% and triggering a mandatory takeover offer for remaining shares at €44 per share, an
This document contains the resume of Prabhu Kumar, who is seeking an exciting and challenging career opportunity. He has a B.Tech in Electronics and Communication Engineering from Lala Lajpat Rai Institute of Engineering and Technology in 2015. His skills include C, C++, MS SQL Server 2008, and he has experience working with networking projects using Domain Name Service. He is a quick learner, good team player, and hard worker seeking to contribute his knowledge and skills to organizational goals.
This document discusses specialty lubricants for the food processing industry from OKS Germany. It explains that OKS lubricants can be used anywhere that humans may come into indirect contact with lubricants during food production. It also discusses various regulations for approving lubricants for food processing from organizations like the FDA and NSF. The document highlights that OKS lubricants help customers in the food industry comply with important health and safety standards.
Alexander Alexandrovich Belov – The greatest basketball player of all timeprosvsports
Alexander Belov was a Soviet basketball player considered one of the greatest of all time. He played professionally for Spartak Leningrad from 1967-1978, winning numerous club championships and medals with the Soviet national team including gold at the 1972 Olympics where he scored the winning points against Team USA. Belov died tragically young at age 26 from cardiac sarcoma, but was honored for his achievements with inductions in the FIBA Hall of Fame and recognition as one of the 50 Greatest Players in history. An annual tournament in St. Petersburg commemorates his Olympic victory over the Americans.
Holding and Promoting Beliefs: A Develpmental View.perspegrity5
Murray, T. (2010). Holding and Promoting Beliefs: A Develpmental View. Presented at Integral Education and Sustainability Seminar, Aug. 2010, Mt. Madonna, CA
Introduction to ethics (Term 30/11/2012 to 7/4/2013)MonyNeath Srun
This document provides an overview and syllabus for an Introduction to Ethics course at Paññāsāstra University of Cambodia. It includes information about the course lecturer, textbook, and topics that will be covered over the course of the semester. The course aims to provide students a fundamental understanding of major issues in ethics and help answer questions about morality, character, right and wrong actions, and living an examined life. It will examine theories of ethics and virtues, as well as issues of diversity, relativism, and religious ethics. The first chapter will define morality and ethics, and discuss morality in relation to self-interest.
FINAL LOGIC POWER-1-1.pptx its the best slide to readReshidJewar
This document provides an overview of the topics covered in the first six chapters of a book on critical thinking. Chapter one introduces philosophy by discussing what it is, its branches including metaphysics and epistemology, and the importance of learning philosophy. It explores questions addressed by each branch. Chapter two covers basic concepts of logic including the definition of logic and components of arguments. Chapter three discusses logic and language. Chapter four introduces basic concepts of critical thinking. Chapters five and six cover informal fallacies and categorical propositions respectively.
The OpenStack Havana release had more than 910 contributors and delivers nearly 400 new features, including two new services: Orchestration and Metering.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can offer improvements to mood, focus, and overall feelings of well-being over time.
Better Biz Dev – Music Startup Academy Denver - October 8, 2015Shawn Yeager
My talk on the keys to doing better business development delivered to the Music Business Association's Music Startup Academy in Denver on October 8, 2015
This document presents several photographs claimed to show paranormal phenomena such as ghosts or spirits. One photograph from 1986 allegedly shows a giant 15-20 meter wave in Faial Island. Another from 1916 seems to show the departing soul of someone. A third shows an unexplained figure appearing in a photo of a baby taken by its parents.
O documento lista organismos extintos e vivos divididos em cinco reinos: Monera, Protista, Fungi, Plantae e Animalia. Ele fornece exemplos de organismos que existiam no passado e ainda existem nos dias de hoje para cada um dos reinos, identificados por números entre parênteses.
The story of the tortoise and the hare teaches several lessons about teamwork and competition. Initially, the hare loses by being overconfident and resting, but wins the next race by running consistently without stopping. Later races show the value of adapting to one's strengths and working as a team, with the tortoise and hare helping each other complete the course. The moral is that individual brilliance is not enough, and true success comes from harnessing each person's skills through teamwork and situational leadership.
- XING is a social network for professional contacts with over 12.6 million members worldwide and 5.9 million members in German-speaking countries.
- In Q3 2012, total revenues increased 11% to €18.33 million compared to Q3 2011, while EBITDA was €5.52 million at a margin of 30%.
- XING launched the XING Talent Manager, a recruiting tool for businesses, in late September which is expected to boost the e-Recruiting business.
- Burda, XING's major shareholder, acquired additional shares bringing its total to 38.9% and triggering a mandatory takeover offer for remaining shares at €44 per share, an
This document contains the resume of Prabhu Kumar, who is seeking an exciting and challenging career opportunity. He has a B.Tech in Electronics and Communication Engineering from Lala Lajpat Rai Institute of Engineering and Technology in 2015. His skills include C, C++, MS SQL Server 2008, and he has experience working with networking projects using Domain Name Service. He is a quick learner, good team player, and hard worker seeking to contribute his knowledge and skills to organizational goals.
This document discusses specialty lubricants for the food processing industry from OKS Germany. It explains that OKS lubricants can be used anywhere that humans may come into indirect contact with lubricants during food production. It also discusses various regulations for approving lubricants for food processing from organizations like the FDA and NSF. The document highlights that OKS lubricants help customers in the food industry comply with important health and safety standards.
Alexander Alexandrovich Belov – The greatest basketball player of all timeprosvsports
Alexander Belov was a Soviet basketball player considered one of the greatest of all time. He played professionally for Spartak Leningrad from 1967-1978, winning numerous club championships and medals with the Soviet national team including gold at the 1972 Olympics where he scored the winning points against Team USA. Belov died tragically young at age 26 from cardiac sarcoma, but was honored for his achievements with inductions in the FIBA Hall of Fame and recognition as one of the 50 Greatest Players in history. An annual tournament in St. Petersburg commemorates his Olympic victory over the Americans.
Holding and Promoting Beliefs: A Develpmental View.perspegrity5
Murray, T. (2010). Holding and Promoting Beliefs: A Develpmental View. Presented at Integral Education and Sustainability Seminar, Aug. 2010, Mt. Madonna, CA
Introduction to ethics (Term 30/11/2012 to 7/4/2013)MonyNeath Srun
This document provides an overview and syllabus for an Introduction to Ethics course at Paññāsāstra University of Cambodia. It includes information about the course lecturer, textbook, and topics that will be covered over the course of the semester. The course aims to provide students a fundamental understanding of major issues in ethics and help answer questions about morality, character, right and wrong actions, and living an examined life. It will examine theories of ethics and virtues, as well as issues of diversity, relativism, and religious ethics. The first chapter will define morality and ethics, and discuss morality in relation to self-interest.
FINAL LOGIC POWER-1-1.pptx its the best slide to readReshidJewar
This document provides an overview of the topics covered in the first six chapters of a book on critical thinking. Chapter one introduces philosophy by discussing what it is, its branches including metaphysics and epistemology, and the importance of learning philosophy. It explores questions addressed by each branch. Chapter two covers basic concepts of logic including the definition of logic and components of arguments. Chapter three discusses logic and language. Chapter four introduces basic concepts of critical thinking. Chapters five and six cover informal fallacies and categorical propositions respectively.
Social Justice as a Form of Discourse Impacting Identity for Action.docxwhitneyleman54422
Social Justice as a Form of Discourse Impacting Identity for Action
By Philip S. Mirci, Ph.D. (2015)Introduction
Richard Paul (1992) wrote:
Because we do not come to our experience with a blank slate for a mind, because our thinking is already, at any given moment, moving in a direction, because we can form new ideas, beliefs, and patterns of thought only through the scaffolding of our previously formed thought, it is essential that we learn to think critically in environments in which a variety of competing ideas are taken seriously. … Knowledge is discovered by thinking, analyzed by thinking, organized by thinking, transformed by thinking… There is no way to take the thinking out of knowledge, or the struggle out of thinking, just as there is no way to create a neat and tidy step-by-step path to knowledge that all minds can mindlessly follow … But thinking requires counter-thinking, opposition and challenge, as well as support. We need reasons meaningful to us, some persuasive logic, to move our minds from one set of ideas or beliefs to another. In other words, we must “argue” ourselves out of our present thinking and into thinking that is more or less novel to us if we are to gain genuine knowledge [Critical thinking: what every person needs to survive in a rapidly changing world. Santa Rosa, CA: The Foundation for Critical Thinking, p. xi].
The search for truth and knowledge is one of the finest attributes of man ― though often it is most loudly voiced by those who strive for it the least.
The world we have made as a result of the level of thinking we have done thus far creates problems that cannot be solved at the same level of thinking at which we created them.
Constructivism, as a learning theory, was consistent with neuroscience research: the brain makes sense of experience by accessing its own existing knowledge base in order to interpret that experience. Furthermore, one’s identity is connected to this sense-making process. Thus, one’s own knowledge about self, others, and the world is limited. Intellectual humility is the discipline of bringing this awareness to different methods of knowing. Stephen Freeman (2000) summarized three different methods of knowing that were first stated by Charles Peirce in 1940:
The first method of knowing, the method of tenacity, states that people hold firm to truths they “know” are true. In establishing these truths there may be a tendency to omit evidence that does not support our beliefs and to find and include that, which does. This represents the well-known problem of objectivity. Frequent repetition or re-indoctrination of these assumptions or truths enhances their validity. This, simply stated, means one finds what one looks for…
The second method of knowing is the method of authority or established belief. This method has the weight of tradition and public sanction behind it. Many of the things we think we know have been handed down by tradition. People have also .
Group work is becoming increasingly common in the business world.
But how do we make our work in teams and meetings as efficient and as effective as possible? Leading theories of organizational development offer multiple ways of viewing group dynamics. Together, they provide a set of tools to help foster better outcomes in all types of group situations. Examples of these tools include the chaordic design process, trust theory and process-oriented psychology.
The document discusses different perspectives on the self and its development through social interactions. It addresses how children internalize social norms and values through language and interactions from a young age based on theories from Mead and Vygotsky. Family plays a key role in shaping one's self-hood and initiating them into ways of living. The self is also discussed as a mental construct that is created and recreated through memory and is influenced by social comparisons and relationships.
Media Literacy for a Post-Truth Age: An Integrally-Informed Approach to Media...Integral Cinema Project
A presentation to the Carey Institute for Global Good outlining an integrally-informed approach to media literacy designed to help people discern what is the truth in this age of fake news, reality bubbles and invisible propaganda networks. This approach has been developed from an integration of the some of the most recent understandings and advances in the fields of communication theory, propaganda theory and practice, media psychology, human perception research, and Integral, complexity and systems theories. Topics covered include identifying truth frames, discerning types of truth, sorting truth by spotting propaganda framing techniques, and a set of practices for good media literacy hygiene in the post-truth age.
Media Literacy for a Post-Truth Age: An Integrally-Informed Approach to Media...Mark Allan Kaplan
A presentation to the Carey Institute for Global Good outlining an integrally-informed approach to media literacy designed to help people discern what is the truth in this age of fake news, reality bubbles and invisible propaganda networks. This approach has been developed from an integration of the some of the most recent understandings and advances in the fields of communication theory, propaganda theory and practice, media psychology, human perception research, and Integral, complexity and systems theories. Topics covered include identifying truth frames, discerning types of truth, sorting truth by spotting propaganda framing techniques, and a set of practices for good media literacy hygiene in the post-truth age.
More Than a Feeling: Emotions and Knowledge ManagementSIKM
Matt Moore presented on emotions and knowledge management. He discussed how emotions are rarely talked about in knowledge management but are important to understand as they drive human behavior. Moore outlined some fears in the knowledge management field such as people no longer caring about knowledge or technologists being right that people don't matter. The discussion covered how emotions are constructed by our brains and bodies and impact organizations. Knowledge managers need to consider how emotions affect designing products, programs and managing communities.
Presented at the Idean UX Summit Austin, May 2014. My colleagues and I are integrating approaches for creating with social complexity, and this talk provides an overview of our work in progress.
It outlines the nature of social complexity, and surveys three approaches appropriate for the challenge: Positive Deviance, Theory U & Social Labs, and the work of Dave Snowden and Cognitive Edge.
Consider this a case of "showing my mess." Future installments will reflect more synthesis, tell more stories, and better describe the emerging practice of managing emergence.
Ai Workshop Slides Used By John Loty In 2008.John Loty
These slides together with a workbook were used in a 2 day Introductory Workshop on Appreciative Inquiry and how AI is being used for change management and organisational development.
Positive Media Psychology: Harnessing the Power of Media for GoodPamela Rutledge
Overview of positive media psychology by Dr. Pamela Rutledge for the Fielding Graduate University School of Psychology Colloquium, April 9, 2021. Positive Media Psychology is a specialized area within media psychology that emerged to promote the use and development of media technologies that support well-being and human flourishing. By using a positive psychology paradigm, researchers and developers will be better able to evaluate and harness the power of media technologies to impact lives and society for the better. This deck includes an overview of some theoretical constructs and real-world examples.
Class Notes - Critical Thinking and The Nature of Knowledgeestice
This document discusses the nature of philosophy and critical thinking. It begins by defining philosophy as the love of wisdom and lists some common philosophical questions. It then outlines the main branches of philosophy: metaphysics, epistemology, logic, and axiology. For each branch, it provides examples of the types of questions examined. The document also discusses the five pillars of critical thinking: logic, argument, rhetoric, background knowledge, and attitudes/values. It defines key terms like claims, truth, knowledge, and belief. Overall, the document provides a high-level overview of philosophy and critical thinking concepts.
Relationship Awareness Theory is a self-learning model for effectively and accurately understanding and inferring the motive behind the behavior.
Relationship Awareness® gives organizations and individuals the awareness and skills they need to build more effective personal and professional relationships.
It helps them to sustain those relationships through understanding the underlying Motivational Value Systems™ of themselves and others under two conditions:
When things are going well
During conflict
The theory helps people to recognize that they can choose their behaviors to accommodate their underlying values, while also taking into account the values of others.
It is a dynamic and powerful way of looking at human relationships that aids in building communication, trust, empathy, and effective, productive relationships.
The Theory (and the psychometric tests which are based on it) were developed by psychologist, clinical therapist, educator, and author Elias H. Porter, Ph.D.
The document discusses paradigms in social science research. It defines a paradigm as a systematic set of beliefs that shape one's perspective. Paradigms determine the possible questions, research methods, and what is considered valid knowledge. The document outlines characteristics of qualitative and quantitative research methods and the differences between a representative view of communication versus a constitutive view. It provides examples of how paradigms influence the study of topics like self-presentation on Facebook.
Appreciative inquiry applying the heliotropic principle to influence organiza...Christy Nichols
Appreciative inquiry is a transformational change process that focuses on improving existing organizational processes and challenging established belief systems through sharing new ideas and knowledge. It concentrates on the positive aspects of an organization rather than deficits. The heliotropic principle describes how organisms, like sunflowers, turn toward sunlight and applies this concept to organizations turning toward what gives them energy and life. Determining an organization's internal dialogue is important, as is discovering past successes, dreaming about potential futures, designing plans to achieve dreams, and putting plans into action to achieve an empowering destiny.
This is a talk I have successfully given 3x prior for over 120 people, and it's been profound the response I've had. This talk is about the structure of evolution, and self-evolution, in particular.
INTERACTIVE PRESENTATION LINK: https://bit.ly/personal-paradigms
It contains some solid frameworks for developing more resilient, flexible, and accurate "roadmaps" for decision-making and life-having.
The agenda:
- What is a paradigm? Definitions & Examples
- How are paradigms powerful? How are they limited?
- Paradigm Shifts
- Some Frameworks to Explore
Ethics issues for administrators power point session #8brucemiller9901
The document discusses several key topics:
1) It examines how educational opportunities should allow students to pursue their own identities and conceptions of what is good for them.
2) It emphasizes the importance of open dialogue and debate, as well as recognizing there may be multiple truths.
3) It argues that educational opportunities should both celebrate shared identities but also acknowledge and respect differences among students.
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.
The document discusses the topic of doing philosophy. It provides instructions for classroom activities where students will be split into groups and discuss philosophical questions. It also summarizes some of the key questions and methods used in philosophy, such as questions about reality, certainty, ethics, and the tools philosophers use like systematic doubt, argumentation, and thought experiments.
Similar to On the development of beliefs vs. capacities: A post-metaphysical view of second tier skillfulness. (20)
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.
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.
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."
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
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.
Authoring Tools, Complexity, Epistemic Forms, and Cognitive Developmentperspegrity5
This document discusses authoring tools for intelligent tutoring systems (ITS). It begins by describing several past and present ITS authoring tool projects. It then examines some recent theoretical interests in ITS authoring, including matching the complexity of authoring tools to user roles and capacities, and applying activity theory and theories of epistemic forms/games and cognitive development. The document outlines some design tradeoffs in ITS authoring tools regarding usability, flexibility, and modeling depth and complexity. It analyzes different user roles for authoring tools and their benefits and limitations. Finally, it advocates matching the complexity of authoring tools to user and task complexity based on these theories to create tools that can be used by a wide range of
Supporting Social Deliberative Skills-StudiesDashboardTextanalysis-Murrayperspegrity5
The document provides an overview of research on supporting social deliberative skills in online contexts. It discusses:
1. Experimental studies of reflective scaffolding tools in college classroom discussions, which found the tools improved use of deliberative skills like perspective taking.
2. A facilitator dashboard for visualizing dialogue quality and providing advice. It analyzes text using linguistic and discourse features and demographics.
3. Automated text classification of deliberative skills using machine learning, finding moderate success identifying skills from linguistic features of discussion text. Further analysis across domains is planned.
This document discusses social deliberative skills and their measurement. It defines social deliberative skills as the capacity to deal productively with different perspectives through dialogue and deliberation. This includes skills like collaboration, problem solving, and knowledge building. The document outlines work supporting these skills online through tools and facilitation. It also discusses measuring these skills through human coding of dialogues and machine classification. Deeper exploration is needed of the definitions and constructs around social deliberative skills. The goal is to better define, support, measure and understand these important interpersonal and group skills.
This document describes a project aimed at developing and evaluating software to support online social deliberation skills. The project has received funding from the National Science Foundation. It involves researchers from the fields of computer science, psychology, law and conflict resolution. The project seeks to enhance online dialogue and deliberation tools to provide support like perspective taking, self-reflection, consideration of different viewpoints, and management of uncertainty. It explores facilitating skills related to argumentation, critical thinking and inquiry. The project also examines issues around power differences and applying deliberation methods across cultural contexts. It aims to provide passive interface supports, facilitator dashboards, and adaptive intelligent supports within mediated online discussions.
On the development of beliefs vs. capacities: A post-metaphysical view of second tier skillfulness.
1. On the development of beliefs vs. capacities: A post-metaphysical view of Second tier skillfulness Tom Murray Integral Theory Conference August 2010, JFK University 1
2. Integral as EpistemicsMethodolgcl. Pluralism | Perspectives | Post-metaphysics Integral theory (esp. “Wilber-5”) is fundamentally about Epistemology and Method How do we know? What can we know is true/real? How do we discover and justify what we think is true or good? Epistemics: knowledge, belief, method, certainty, theories, concepts… Includes emotional, social, ethical: uncertainty, unknowing, assumptions & worldviews, communication, decision making… Tom Murray | www.perspegrity.com | August 2010 2
3. An inquiry into belief-holding Exploring what an integral or second tier approach to belief and knowledge could mean …what integralists believe (and don’t believe) What do we think it is important for others to believe/know/do based on integral theories? Our relationship to what we believe: How certain can we be? How do we explain, promote, critique, justify? How do we respond to other belief systems? Epistemological and ethical implications…? Tom Murray | www.perspegrity.com | August 2010 3
4. Portability of integral ideas 4 THEM Beliefs, values?? US (integralists) beliefs, knowledge, values… Skills??
5. Overview Development described in terms ofbeliefs and world views vs. skills and capacitates Post-metaphysicsas part of second-tier enacting & skill Positive & Negative Capability(and ethical implications) …Audience deliberation… Tom Murray | www.perspegrity.com | August 2010 5
6. In groups of 3 or 4 (10 min.) 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!). How do you know/explain it is true or valid? How certain were/are you? Why did you want them to understand it? 6
7. Some New Age vs. Integral Beliefs Tom Murray | www.perspegrity.com | August 2010 7 mythical, magical or metaphysical thinking??
17. Belief and certainty/commitment We take integral ideas seriously — believe they are useful to us and to others What exists (metaphysics) vs. what is true Habermas: to believe an idea is to be prepared to justify it But belief has a spectrum of certainty/commitment What is most important to commit to? Vs. be laissez-faire or hypothetical about? (why?) Tom Murray | www.perspegrity.com | August 2010 9
18. Interdependent modes of justification/critique— which did you use/observe? — First hand experience Deep intuition (or gut feeling) Reasonable assumptions/bases/premises Logical inference (supporting truth) It is ethically right It is pragmatically useful (it works) Consistent with other knowledge Support of experts/authorities Trusted sources (journal, NPR, etc.) Someone I know and trust believes it Most people (peers in my group) believe it I used a trusted method Tom Murray | www.perspegrity.com | May 2010 10
19. Second tier transcends & includesmagical, mythical, conventional, modern modes of justification Q is when and how to we use these modes? Tom Murray | www.perspegrity.com | August 2010 11
20. Magical thinking All is one; there are no boundaries; we are all connected Nonliving things have an animate life force; intentions, can hurt & bless Powerful beings (gods, spirits…) can punish or reward; we are vulnerable I have the psychic power to effect the world; bless or curse; pray, manifest; (omnipotency) I hear inner messages; I use special objects and rituals to access divinations Impulses and emotions and power dynamics determine my actions (not abstract ideas or plans) Wishful thinking (the unwanted is unreal) Tom Murray | www.perspegrity.com | May 2010 12
21. Magical/mythical thinking How do we know: What to believe or do? -- same criteria for the true and the good: -- Authority figures and charismatics Magical or sacred books and objects Social norms, habit, they way it has been Peer pressure; what everyone else does My own experience Tom Murray | www.perspegrity.com | May 2010 13
22. Magical/mythical thinking (2) Little differentiation between: Inner vs. outer (ideas & imaginings vs. reality) The true and the good/right Thoughts and feelings Self and group Past, present, future Tom Murray | www.perspegrity.com | May 2010 14
33. A heuristic spectrumof developmental narratives Tom Murray | www.perspegrity.com | August 2010 18 WHAT one believes HOW one believes/thinks What on does/can DO Skills &Capacities Beliefs &World Views (Virtues, Habits) (Values, Identity,)
34. “Skill” = Higher order skills, capacities, capabilities, "skillful means" Cognitive, social/ethical/emotional skills E.g. systemic thinking, ego awareness, construct awareness, leadership, communication, empathy The beliefs in focus are meaning-generative:cultural, metaphysical, spiritual, philosophical… (not concrete facts) Tom Murray | www.perspegrity.com | August 2010 19
35. Tentative Assumptions Value of stage-based theories of development for (is and ought): Descriptive models of human development Prescriptive: “Health of the spiral”; “Greatest depth for greatest span” More “second tier” capacity in general Tom Murray | www.perspegrity.com | August 2010 20
36. E.G. belief & world-view basedNarratives of human development Cohen & Hamilton’s Evolutionary Enlightenment Kosmos Journal McIntosh’s Integral Consciousness Beck & Cohen’s Spiral Dynamics Tom Murray | www.perspegrity.com | August 2010 21
37. Belief & World-view basedNarratives of human develpment Cohen & Hamilton’s Evolutionary Enlightenment: 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" Tom Murray | www.perspegrity.com | August 2010 22
39. McIntosh’s Integral Consciousness Promotes an "integral worldview" and “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" "[if] you read and consider the ideas in this book, they will literally raise your consciousness" Tom Murray | www.perspegrity.com | August 2010 24
40. Beck & Cohen’s Spiral Dynamics (text) 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" 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 Skills implied but not fleshed out in a teachable or measurable way Tom Murray | www.perspegrity.com | August 2010 25
41. Skill & Capacity approaches to development Action Logics (Cook-Greuter & Torbert) Kegan’s Subject/Object Theory Skill Theory & Hierarchical Complexity Theory (Fischer, Commons, Dawson, Stein) Many “developmentalists” past and present (Wilber – covers both ‘sides of the fence’) Psychologists/sociologists focusing on describing, understanding, measuring, supporting human capacity Tom Murray | www.perspegrity.com | August 2010 26
49. Wisdom skills — relates belief to action Tom Murray | www.perspegrity.com | August 2010 27
50. Wisdom Skills Egoawareness (self/ego/will and being/spirit/essence; "I" dimension) Relationalawareness (emotional/social/ethical/interpersonal intelligence; "We" dimension) Constructawareness(cognitive; "It" dimension) Systemsawareness ("Its" dimension; also a cognitive capacity, but reflecting on dynamic systems and networks of relationships as opposed to mental constructs) Tom Murray | www.perspegrity.com | August 2010 28
51. Memes as Beliefs vs. Skills Critical mass to establish a meme Then people from any level can be attracted to it “Mean Green Meme” is actually a cultural identity grouping that does not reflect green skill development Tom Murray | www.perspegrity.com | May 2010 29
52. Some Problems with Development as a Worldview or Belief System Beliefs: perspectival, culturally bound, fallible Attached to identity and support in/out group Beliefs can “clash” in struggles of power and identity; skills are “cognitive tools” Beliefs-systems can be ideologies/dogmas (manipulation/misconception/misuse) Charismatic propaganda, peer pressure (inculcation/adoption vs. teaching/learning) Tom Murray | www.perspegrity.com | August 2010 30
53. Supporting Belief vs. Skill Design of skill/capacity support is more difficult Persuasion/argumentation are ancient arts Articulating & supporting skills is new Requires special knowledge; more precision Skill acquisition: Instruct, model, practice (practice!), feedback Support and challenge Tom Murray | www.perspegrity.com | August 2010 31
54. The value of belief systems Motivation, intention, vision! …when and why to USE skills/capacities Power of story, myth, narrative Shared world-view Synergetic action, solidarity, meaning-generation Stable base for new levels of cultural evolution Need shared beliefs (community) to create skills? “Beliefs” can be stable useable knowledge of “how things work” Tom Murray | www.perspegrity.com | August 2010 32
56. Integral & post-metaphysical injunctions Don’t confuse map with territory Avoid the Myth of the Given Take a post-metaphysical perspective Good goals – but can we enact them?? Tom Murray | www.perspegrity.com | August 2010 34
57. Post-metaphysics How we hold or beliefs Level/type of certainty & importance (emotional) How we explain or promote beliefs (cognitive) Who should believe them and to what ends? (ethical) Involves second tier skills/knowledge of “how the mind/ideas work” concepts, models, communication, ego… Tom Murray | www.perspegrity.com | August 2010 35
59. Further deconstructing my argument Tom Murray | www.perspegrity.com | August 2010 37 Skills &Capacities Beliefs &World Views Models & Theories (Values, Identity, Virtues, Habits) Facts &Knowledge
60. Belief/knowledge structuresa useful framework Non/pre-Linguistic: Experience (phenomena; what happens) Linguistic / symbolic Concepts (categories; what exists; is real) (concrete … > … abstract) Statements (propositions; what is true/right) Model/Theory (system of related beliefs) [World-view] Tom Murray | www.perspegrity.com | August 2010 38
61. Belief/knowledge structures (2) Linguistic / symbolic Concepts Examples Taste of chocolate; gut certainty; meditative state; being a parent; a baseball game; (intuitions…) Tree, democracy, interior, consciousness… Trees are…; We should…; the cognitive line leads… AQAL, SD, Einstein’s, …. Tom Murray | www.perspegrity.com | August 2010 39 Non/pre-Linguistic: Experience Statements Model/Theory
62. Concept Indeterminacy(Lakoff) Abstract Concepts: Graded (fuzzy) Metaphorical (limited by embodiment) Have “metaphorical pluralism” Generate polarities, paradoxes A fragile house of cards used to build up (abstract) statements Tom Murray | www.perspegrity.com | August 2010 40
63. Interdependent modes of statement justification/critique— (revisited) — First hand experience Deep intuition (or gut feeling) Reasonable assumptions/bases/premises Logical inference (supporting truth) It is ethically right It is pragmatically useful (it works) Consistent with other knowledge Support of experts/authorities Trusted sources (journal, NPR, etc.) Someone I know and trust believes it Most people (peers in my group) believe it Tom Murray | www.perspegrity.com | May 2010 41
64. Model/Theory indeterminacy/fallibility Kuhn… Lakatos… Latour… Meta-theorists… (Rob Smith: “integral is the mother of all escapes”) Tom Murray | www.perspegrity.com | August 2010 42
72. HolonDoes it exist? In what way? How sure are you? (sure enough to commit to…) How would I explain/argue for (against) it? Who should believe me? Tom Murray | www.perspegrity.com | August 2010 43
73. Perspectives on “Post-metaphysics” When something exists metaphysically, it claims freedom from rational justification and dialog. (it is beyond both physical and neural/psycho/social laws) Tom Murray | www.perspegrity.com | August 2010 44
74.
75. No view from nowhere (privileged perspective), beyond myth of the given; map is not territory;
76. Perspectival: all truths/experiences come from a perspective and are partialThere are no fixed eternal forms, structures, or archetypes, because everything is evolving Phenomena are enacted/co-constructed (makes no sense to say things exists(ed) unless (until) perceived) (there is no ideal, transcendental, essential, or primordial in the metaphysical sense) Tom Murray | www.perspegrity.com | May 2010 45
77. Post-metaphysics (2)Habermas Procedural/formal/method conceptions of rationality (“a rational person thinks this” to "…thinks like this") Replaced foundationalism with fallibilism with regard to valid knowledge Contextualized or situated reason in actual practices, historical contexts, & world views Sees knowledge and truth as strongly related to ethics (affected by notions of rightness, sincerity, and authenticity) [and emotion] Tom Murray | www.perspegrity.com | August 2010 46
78. Post-metaphysics (3)Integral PM Kosmic address: altitude + perspective (of S,O) Who x How x What Who: adequatio (developmental level(s) of perceiver) How: method / tool; relationship of S,O; zone What: quadrant (I,we,it,its) Tom Murray | www.perspegrity.com | August 2010 47 the dog, Santa Claus, √-1, Emptiness, ecosystem,… - where/how do the referents to these signifiers exists? - “ecosystems exist only in a worldspace of turquoise or higher”
94. Solid conceptual boundariesPsychology: MP is not just an avoidable error: its hard-wired in embodied cognition Subject / “Object” development Tom Murray | www.perspegrity.com | August 2010 51
100. Belief and Emotion(embodiment, ethics, enaction) Certainty / importance / emotional intensity Fear, risk, urgency, ecstasy… (states) Risk of misplaced concreteness Magnification of epistemic (and other) drives Regression to black & white (us/them; either/or) Reliance on authority, peers & norms Tom Murray | www.perspegrity.com | August 2010 54
101. Positivism/certainty vs. fallibilism/indeterminacy Positivist attitude: clarity, certainty, action knowledge/meaning-generative; problem solving, theorizing Negative capability: awe, humility, curiosity Limits of language & knowledge & method Tolerance for ambiguity, uncertainty, unknowing Dealing with the above Tom Murray | www.perspegrity.com | August 2010 55 Espoused fallibility vs. Stylistic (or illocutionary/enacted) fallibility
102. Palliatives:from “ontological humility” to “epistemic wisdom” How do we hold beliefs post-metaphysically (with second tier epistemics)? “I believe in reincarnation” “Non-dual states are beyond mind, matter, time, space” “the universe is constructed of holons” (or consists of perspectives) Tom Murray | www.perspegrity.com | August 2010 56
103. Experience (phenomena) Continuously ground abstractions in phenomena (experience) and shared intuitions Face it: reality and phenomena are:(infinitely?) messy, complex, codependent, deeply detailed… ideas like to be pristine, singular…. Indeterminacy => vulnerability => ethical implications Tom Murray | www.perspegrity.com | August 2010 57
104. Concepts:Epistemic language games Positivist epistemics: It IS… (foundational, essential, ultimate) It always is/was (eternal, given, primordial,..) Negative (epistemic) capability It is as if ; (what if; suspension..) “Chances are”…“as far as we can tell,” To the extent that… (in this context) In this sense/way… (from this perspective) Tom Murray | www.perspegrity.com | August 2010 58
105. Statements:A 4th Validity Type True Good/Right/Just Beautiful (sincerity/authenticity) & Meaning-generative Tom Murray | www.perspegrity.com | August 2010 59
106. Models “Indeterminacy analysis” – deliver models with a “wrapper” showing assumptions and limitations of concepts (what falls in the grey area) Not just “Caution: this map is not the territory” Tom Murray | www.perspegrity.com | August 2010 60
107. Certainty & Commitment in Belief & Action Tom Murray | www.perspegrity.com | August 2010 61
108.
109. Ontological humility => epistemic wisdomCompensate for fallibility Expect and forgive fallibility Tom Murray | www.perspegrity.com | August 2010 62
112. Second Tier - going “meta”(from ITC-2008) Meta-cognition (thinking about thinking) Meta-knowledge (knowledge about the nature and limitations of knowledge); META-BELIEF! Meta-learning (learning how to learn, also called triple-loop learning) Meta-dialog (dialog about how we engage in dialog) Meta-decision making (making decisions about how we will go about making decisions) Meta-affect (investigating the feeling of our feelings; somatic awareness of feeling states) Meta-leadership (supporting leadership in others) Tom Murray | www.perspegrity.com | August 2010
113. Calls for higher level thought David Bohm: "underneath [humanity's dilemmas] there's something we don't understand about how thought works" and that what is needed is a "very deep [and] very subtle" awareness of thought itself. Albert Einstein: "the significant problems we face cannot be solved at the same level of thinking we were at when we created them.” Cultural development as skill of understanding mind, thought, language, knowledge, belief…=> the “post-metaphysical turn” Tom Murray | www.perspegrity.com | August 2010 66
114. Some Polarities in Epistemic Drives Abstract (ideas) vs. concrete (tangible, sensory, real) General (generalization) vs. specific (specialization) Integration vs. differentiation Universal vs. relative (or contextual) Fundamental (essential, central, root) vs. consequential (peripheral or subordinate) Permanent (unchanging, fixed, predictable) vs. changing (transient, unpredictable, chaotic) Simple vs. complex Oneness/singularity/unity vs. multiplicity (the many) Whole (holism; integration) vs. part (differentiation) Completeness (comprehensiveness; totality; systemic) vs. partiality (details, deconstruction) Similarity vs. difference (diversity) Transcendence vs. immanence Perfection and purity vs. imperfection Tom Murray | www.perspegrity.com | August 2010 67
Editor's Notes
Not about AQAL….or this is the foundation of AQAL; underlies; Makes philosphers of us all…Metaphysics is about what is real or what exists.
These are some of the general questions in my mind that lead to the paperI’d like to engage you in some of them so we can think about this together…More about questions than answers or models; I will talk about questions vs models under themes of positive epistemic capability vs negative capability
Beliefs define a communityWhat do we have to offer the wider world? Models? Skils/capacities? Methods; wayts; princilples?(offer the second tier world?)
How we FRAME devel narratives…- realtionship TO beliefs (values)- PM is a perspective on belief and knowledge itself…
We distinguish oursleves form prior memes…How important are some of these beliefs to you or others?How do we articulate what’s unsettling (or unjustified) about some beliefs? LATER: talk about mythical, magical and metaphysical thinkiing…its ROLE
And why does it matter??
Looking at epstemology; ways of thinking, capacities; not values/needs.
Many ways we talk about it; all the models wilber mentions- stage based models…STRAW man spectrum!- not critique of existing narratives/projects; an exploration into where next
Ref Kurt Fischer Skill Theory…
Ref Stein on is/ought conflation; naturalistic fallacy; myth of the xxx
puts humans at the forefront of the evolution of consciousness - deeply experience ..access to the motivation (ecstatic impulse) to break free of our egoic and narcissistic tendencies and align with a moral and spiritual sense of purpose and service - more than a surface belief system for its adherents—it is a lived experience that deeply implicates self identity
puts humans at the forefront of the evolution of consciousness - deeply experience ..access to the motivation (ecstatic impulse) to break free of our egoic and narcissistic tendencies and align with a moral and spiritual sense of purpose and service - more than a surface belief system for its adherents—it is a lived experience that deeply implicates self identity
not meant to be fair representations of the core content of the articles they are taken from, but are selected to illustrate a common theme - A story/narrative (vs. a theory/model)
alludes to skills and capacities, but does not describe them sufficiently to allow them to be evaluated or directly supported - a model set of principles; a philosophy
This is about the BOOK only- describes each meme in terms of response to life conditions (p. 56), concerns and priorities (p. 65), decision making style, education modes, family dynamics, community interactions, and life space structures (p. 332). - imply skill sets. -- missing a sufficient description of exactly what these ways of thinking are, as opposed to what they are like.- Asssesment: most/leat like me; about values and beliefs, not thinking skils
can’t blame others for not having these skills or focus; point is to bring more of this in to what we do…- and there are informal non-research ways to orient to skills and capacities over belief systems- in workshops by Cohen, Beck, McIntosh skill building IS happening; but not explicitly…
- I’m particularly interested in second tier skills (not only sequence of development but the FOCAL GOAL)-“look and feel” is it about skillful means or what is believed?- communication (including dialog, deliberation, and written communication), problem solving (including planning and design), decision-making, collaboration (including group dynamics), leadership (and parenting), and learning (including adaptation and self-improvement)
So far, just argued for the different narratives; next argue for problems with beliefs and need for more skills-based; moving along that spectrum- If I had to choose between a Turquise belief system and skills set… “Mean Green Meme” is actually a cultural identity grouping that does not reflect green skill development Think of intelligent/evolved integral non-believers; are hey second tier?
Wiping up the crowd; extreem states; - partial, always wrong-
Its both- at second tier
what do you think of as 'higher self' 'true/authentic self':is it 'higher and overseeing" rest of self; UNDERpinning/fundamental?; Encircling/embracing?
reality is not out there waiting to be seen; not simply as it appears
From Cooke; fact/value convolution
Zone == how x what?Who, how, what enact each other (conascent)- Seean EH:Object’s [altitude & quadrivium] XSubject’s [>= devel level & quadrant]
- In people & in philosophers…
We do these things with a vengeance! We are wired to do this..help us accurately understand the world but can create biases and errors- we also have the opposite drives… (just like we have aggression and nurturance drives in us)See it in yourself. See it in great philosophers….Embodied mind -- Lakoff & Johnson, 1999; Clark 1996; Varela et al. 1993- abstract concepts (e.g. democracy, African-American, god, ego, compassion, spirit, evolution, formal operational thinking, left hand quadrant, green meme, or Eros)
OK for Wilber! That certainty and precision creates a force; but WE don’t have to copy it…How can we bring both of these into play?- everybody is partially RIGHT; vs Everybody is (partly) wrong