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.
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 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.
On the development of beliefs vs. capacities: A post-metaphysical view of sec...perspegrity5
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.
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.
A playful stroll thru heuristic fields of thought & feeling, focused upon opportunities for Foreign Language Learning Pedagogy to be transformed by New Media (Lev Manovich), NeuroCinematics, WeChat/WhatsApp, English Corners, right-brained learning/acquisition. Wikinomics and the practices of mass collaboration can be used by language learners for income generation--by doing audio editing of their target language to expandtheir level of i+1 (Krashen's concept of expanding one's level of comprehension of the target language input),by using repetition of audio segments (speeches/film dialogues/songs/etc.), silence, background music, slowing the speed of speech (but not the frequency). Such income-generating mass collaboration projects can benefit economically-challenged individuals/schools/NGOs/etc.
Do Intelligent Machines, Natural or Artificial, Really Need Emotions?Aaron Sloman
(Updated on 14 Jan 2014 -- with substantial revisions.)
Many people believe that emotions are required for intelligence. I argue that this is mostly based on (a) wishful thinking and (b) a failure adequately to analyse the variety of types of affective states and processes that can arise in different sorts of architectures produced by biological evolution or required for artificial systems. This work is a development of ideas presented by Herbert Simon in the 1960s in his 'Motivational and emotional controls of cognition'.
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 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.
On the development of beliefs vs. capacities: A post-metaphysical view of sec...perspegrity5
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.
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.
A playful stroll thru heuristic fields of thought & feeling, focused upon opportunities for Foreign Language Learning Pedagogy to be transformed by New Media (Lev Manovich), NeuroCinematics, WeChat/WhatsApp, English Corners, right-brained learning/acquisition. Wikinomics and the practices of mass collaboration can be used by language learners for income generation--by doing audio editing of their target language to expandtheir level of i+1 (Krashen's concept of expanding one's level of comprehension of the target language input),by using repetition of audio segments (speeches/film dialogues/songs/etc.), silence, background music, slowing the speed of speech (but not the frequency). Such income-generating mass collaboration projects can benefit economically-challenged individuals/schools/NGOs/etc.
Do Intelligent Machines, Natural or Artificial, Really Need Emotions?Aaron Sloman
(Updated on 14 Jan 2014 -- with substantial revisions.)
Many people believe that emotions are required for intelligence. I argue that this is mostly based on (a) wishful thinking and (b) a failure adequately to analyse the variety of types of affective states and processes that can arise in different sorts of architectures produced by biological evolution or required for artificial systems. This work is a development of ideas presented by Herbert Simon in the 1960s in his 'Motivational and emotional controls of cognition'.
Knowledge has always been a prime source through which human societies have advanced materially and elevated themselves spiritually. Knowledge comprises many hundreds of fields and sub-fields, known as subjects, which are interlocking and interlinking
AUTHOR BIOGRAPHY
Joost Abraham Maurits Meerloo (March 14, 1903 â November 17, 1976) was a Dutch Doctor of Medicine and psychoanalyst.
Born as Abraham Maurits 'Bram' Meerloo in The Hague, Netherlands, he came to United States in 1946, was naturalized in 1950, and resumed Dutch citizenship in 1972. Dr. Meerloo was a practicing psychiatrist for over forty years. He did staff psychiatric work in Holland and worked as a general practitioner until 1942 under Nazi occupation, when he assumed the name Joost to fool the occupying forces and in 1942 fled to England (after barely eluding death at the hands of the Germans). He was chief of the Psychological Department of the Dutch Army-in-Exile in England.
After the war he served as High Commissioner for Welfare in Holland, and was an advisor to UNRRA and SHAEF. An American citizen since 1950, Dr. Meerloo was a member of the faculty at Columbia University and Associate Professor of Psychiatry at the New York School of Psychiatry. He was the author of many books, including Rape of the Mind, the classic work on brainwashing, Conversation and Communication, and Hidden Communion.
He was the son of Bernard and Anna (Benjamins) Meerloo. He married Louisa Betty Duits (a physical therapist), May 7, 1948.
Education: University of Leiden, M.D., 1927; University of Utrecht, Ph.D., 1932.
Meerloo specialized in the area of thought control techniques used by totalitarian regimes.
This book has regained prominence because of the Barack H, Obama regime, and the methods that were used to establish it. One can gain many useful insights into Obama's campaign strategy by reading this book.
SPECIAL FEATURE PERSPECTIVEUnraveling the evolution of un.docxwhitneyleman54422
SPECIAL FEATURE: PERSPECTIVE
Unraveling the evolution of uniquely
human cognition
Evan L. MacLeana,b,1
Edited by Richard G. Klein, Stanford University, Stanford, CA, and approved January 7, 2016 (received for review November 12, 2015)
A satisfactory account of human cognitive evolution will explain not only the psychological mechanisms that
make our species unique, but also how, when, and why these traits evolved. To date, researchers have made
substantial progress toward defining uniquely human aspects of cognition, but considerably less effort has
been devoted to questions about the evolutionary processes through which these traits have arisen. In this
article, I aim to link these complementary aims by synthesizing recent advances in our understanding of
what makes human cognition unique, with theory and data regarding the processes of cognitive evolution.
I review evidence that uniquely human cognition depends on synergism between both representational and
motivational factors and is unlikely to be accounted for by changes to any singular cognitive system. I argue
that, whereas no nonhuman animal possesses the full constellation of traits that define the human mind,
homologies and analogies of critical aspects of human psychology can be found in diverse nonhuman taxa.
I suggest that phylogenetic approaches to the study of animal cognition—which can address questions
about the selective pressures and proximate mechanisms driving cognitive change—have the potential to
yield important insights regarding the processes through which the human cognitive phenotype evolved.
cognitive evolution | human evolution | comparative psychology | human uniqueness | cognition
Human minds seem unlike those of any other species.
We participate in large-scale institutions, wage wars
over beliefs, imagine the distant future, and commu-
nicate about these processes using syntax and sym-
bols. What aspects of human cognition allow us to
accomplish these seemingly unique feats, and are
these processes qualitatively different from those of
other animals? Equally importantly, how and why did
such a peculiar psychology evolve? What was it about
early human lifestyles that favored these flexible forms
of cognition, and how did natural selection sculpt
these features from a nonhuman ape-like foundation?
The questions above address different levels of expla-
nation (1, 2) for human cognitive uniqueness, but ulti-
mately a satisfactory account of human cognitive
evolution will explain not only the mechanisms that
make our species unique, but also how, when, and
why these traits evolved. To date, scientists have
made substantial progress toward defining uniquely
human aspects of cognition, but considerably less ef-
fort has been devoted to questions about the evolu-
tionary processes through which these traits have
arisen. In this article, I aim to link these unique but
complementary aims by first highlighting recent ad-
vances in our understanding of how human psych.
This document discusses how science and religion are cognitively different from each other, and more similar to other domains like theology and common sense explanations. It argues that from a cognitive perspective, comparisons of science and religion based on their epistemological or metaphysical merits are misguided. Religions represent the world in ways that only modestly violate intuitive assumptions, allowing many default inferences to apply. This makes religious representations cognitively easy to process and appealing. In contrast, science often represents counterintuitive concepts that are hard to learn and go against intuitions of agency.
This document provides an introduction to Jungian archetypes. It discusses 8 main archetypes: Mother, Father, Feminine Lover, Masculine Lover, Adaptive Thinker, Abstract Thinker, External Manager, and Internal Manager. These archetypes emerged throughout human history and prehistory in relation to survival needs. The document also discusses ideal, mundane, developed, undeveloped, and inappropriate expressions of the archetypes and how they relate to an individual's pursuit of happiness. It suggests analyzing historical eras and interests to understand dominant archetypes.
The mattering-map-a-new-model-for-21-century-psychologyjpdas54
1. The document describes the theoretical model of the "Mattering Map", which organizes principles of contextual feminist therapy in a way that honors the complexity of how people matter to each other.
2. It discusses how contextual theory provides a multidimensional understanding of human psychology that is not reductionist, and is related to social constructionism, quantum theory, and neuroscience. Boundaries between disciplines are artificial and human-defined.
3. The space between people is not empty but filled with their influence on each other. Western science needs to reunite with Eastern philosophy and practices like Buddhism, which provides a fully developed philosophy of the mind. Neuroscience shows how the brain detects patterns and we must work to "
This document discusses the sociology of archetypes. It defines archetypes as collectively shared symbolic representations of ideas or concepts that provide answers to existential questions. While archetypes originate from human imagination and consciousness, the document argues they are not solely a product of consciousness and can be manipulated by interpretive communities to support political and economic agendas. It examines how powerful archetypes like the hero and good vs. evil archetypes influence human behavior and reality. The document aims to demonstrate how sociologists can study how archetypes are situated within elite discourses and agendas.
What We Know about Emotional Intelligence How It Affects Learning, Work, Rela...KorieArsie
This document provides an overview of a book about emotional intelligence. The book examines what is known about emotional intelligence, how it develops over the lifespan, its relationship to intelligence and personality, and its role in learning, relationships, work, and mental health. It aims to present the current state of research on emotional intelligence and evaluate both scientific evidence and popular claims about the topic.
1. Culture plays an important role in sustainable development through both developing the cultural sector itself and ensuring culture has a place in public policies.
2. Sustainable development was originally conceived as having three pillars - economic growth, social inclusion, and environmental balance. There is a growing call to include culture as a fourth pillar of sustainable development.
3. Culture shapes what we mean by development and how we understand and appreciate natural resources and each other. It is intrinsically connected to human development and freedoms.
Dimensionalizing Cultures_ The Hofstede Model in Context.pdfssusercbd35c
This document discusses Geert Hofstede's model of six dimensions of national culture:
1) Power Distance 2) Uncertainty Avoidance 3) Individualism vs Collectivism 4) Masculinity vs Femininity
5) Long Term vs Short Term Orientation 6) Indulgence vs Restraint. It describes how Hofstede developed these dimensions through factor analysis of a large IBM employee survey across many countries. The dimensions empirically validated conceptual frameworks from prior researchers on standard issues across cultures. The dimensions are enduring aspects that cultures vary along and that correlate with other cultural measures.
This document discusses the history of how truth and knowledge have been understood over time. It begins 500 years ago when the Roman Catholic Church determined truth through church authorities. Martin Luther challenged this view by believing individuals could understand the Bible.
The document then discusses how views of truth and knowledge have evolved from absolutism to pluralism and relativism. It notes we may be in a similar time today where dominant methods of knowing truth are being challenged. It questions how we will respond to such challenges. The document provides historical examples and perspectives on these issues over hundreds of years to encourage moving beyond absolutism and relativism to a proper confidence through understanding different viewpoints.
Critical Race Theory: “[I]ntellectual movement and loosely organized framework of legal analysis based on the premise that race is not a natural, biologically grounded feature of physically distinct subgroups of human beings but a socially constructed (culturally invented) category that is used to oppress and exploit people of colour.” (Britannica)
This document provides discussion questions for a course on techniques of the body. It addresses key concepts like systems of representation and how we construct meaning through cultural contexts and language. It discusses representing diversity, equity, and inclusion. It provides reading and video assignments on techniques of the body by Marcel Mauss, the Stonewall Uprising, and the film Paris is Burning. The written assignment questions analyze first impressions of Mauss's concept, mechanisms of control over LGBTQ communities in the 1950s, continuities between challenges in New York LGBTQ lifestyles, and politics of inclusion and exclusion in public spaces.
This document contains notes from an introductory sociology course taught by Dr. Li-chin Huang. It includes an introduction to sociology concepts like critical thinking, social structures, and sociological perspectives. It also outlines the course topics like foundations of society, social institutions, and social change. Key sociological paradigms and theories are discussed as analytical tools to help students think critically about society. Bloom's taxonomy of learning and methods for developing critical thinking skills are presented.
The document discusses several key concepts related to humanities and cultural formation, including ideological formation, cultural norms, and the relationship between individual and cultural perceptions of appropriate behavior. It also addresses how socialization agencies can influence one's beliefs and perceptions of morality, self, and intelligence through reinforcing cultural norms and symbols. Finally, it questions whether education is adequately preparing students for a globalized 21st century world with changing job expectations and cultural diversity.
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.
Knowledge has always been a prime source through which human societies have advanced materially and elevated themselves spiritually. Knowledge comprises many hundreds of fields and sub-fields, known as subjects, which are interlocking and interlinking
AUTHOR BIOGRAPHY
Joost Abraham Maurits Meerloo (March 14, 1903 â November 17, 1976) was a Dutch Doctor of Medicine and psychoanalyst.
Born as Abraham Maurits 'Bram' Meerloo in The Hague, Netherlands, he came to United States in 1946, was naturalized in 1950, and resumed Dutch citizenship in 1972. Dr. Meerloo was a practicing psychiatrist for over forty years. He did staff psychiatric work in Holland and worked as a general practitioner until 1942 under Nazi occupation, when he assumed the name Joost to fool the occupying forces and in 1942 fled to England (after barely eluding death at the hands of the Germans). He was chief of the Psychological Department of the Dutch Army-in-Exile in England.
After the war he served as High Commissioner for Welfare in Holland, and was an advisor to UNRRA and SHAEF. An American citizen since 1950, Dr. Meerloo was a member of the faculty at Columbia University and Associate Professor of Psychiatry at the New York School of Psychiatry. He was the author of many books, including Rape of the Mind, the classic work on brainwashing, Conversation and Communication, and Hidden Communion.
He was the son of Bernard and Anna (Benjamins) Meerloo. He married Louisa Betty Duits (a physical therapist), May 7, 1948.
Education: University of Leiden, M.D., 1927; University of Utrecht, Ph.D., 1932.
Meerloo specialized in the area of thought control techniques used by totalitarian regimes.
This book has regained prominence because of the Barack H, Obama regime, and the methods that were used to establish it. One can gain many useful insights into Obama's campaign strategy by reading this book.
SPECIAL FEATURE PERSPECTIVEUnraveling the evolution of un.docxwhitneyleman54422
SPECIAL FEATURE: PERSPECTIVE
Unraveling the evolution of uniquely
human cognition
Evan L. MacLeana,b,1
Edited by Richard G. Klein, Stanford University, Stanford, CA, and approved January 7, 2016 (received for review November 12, 2015)
A satisfactory account of human cognitive evolution will explain not only the psychological mechanisms that
make our species unique, but also how, when, and why these traits evolved. To date, researchers have made
substantial progress toward defining uniquely human aspects of cognition, but considerably less effort has
been devoted to questions about the evolutionary processes through which these traits have arisen. In this
article, I aim to link these complementary aims by synthesizing recent advances in our understanding of
what makes human cognition unique, with theory and data regarding the processes of cognitive evolution.
I review evidence that uniquely human cognition depends on synergism between both representational and
motivational factors and is unlikely to be accounted for by changes to any singular cognitive system. I argue
that, whereas no nonhuman animal possesses the full constellation of traits that define the human mind,
homologies and analogies of critical aspects of human psychology can be found in diverse nonhuman taxa.
I suggest that phylogenetic approaches to the study of animal cognition—which can address questions
about the selective pressures and proximate mechanisms driving cognitive change—have the potential to
yield important insights regarding the processes through which the human cognitive phenotype evolved.
cognitive evolution | human evolution | comparative psychology | human uniqueness | cognition
Human minds seem unlike those of any other species.
We participate in large-scale institutions, wage wars
over beliefs, imagine the distant future, and commu-
nicate about these processes using syntax and sym-
bols. What aspects of human cognition allow us to
accomplish these seemingly unique feats, and are
these processes qualitatively different from those of
other animals? Equally importantly, how and why did
such a peculiar psychology evolve? What was it about
early human lifestyles that favored these flexible forms
of cognition, and how did natural selection sculpt
these features from a nonhuman ape-like foundation?
The questions above address different levels of expla-
nation (1, 2) for human cognitive uniqueness, but ulti-
mately a satisfactory account of human cognitive
evolution will explain not only the mechanisms that
make our species unique, but also how, when, and
why these traits evolved. To date, scientists have
made substantial progress toward defining uniquely
human aspects of cognition, but considerably less ef-
fort has been devoted to questions about the evolu-
tionary processes through which these traits have
arisen. In this article, I aim to link these unique but
complementary aims by first highlighting recent ad-
vances in our understanding of how human psych.
This document discusses how science and religion are cognitively different from each other, and more similar to other domains like theology and common sense explanations. It argues that from a cognitive perspective, comparisons of science and religion based on their epistemological or metaphysical merits are misguided. Religions represent the world in ways that only modestly violate intuitive assumptions, allowing many default inferences to apply. This makes religious representations cognitively easy to process and appealing. In contrast, science often represents counterintuitive concepts that are hard to learn and go against intuitions of agency.
This document provides an introduction to Jungian archetypes. It discusses 8 main archetypes: Mother, Father, Feminine Lover, Masculine Lover, Adaptive Thinker, Abstract Thinker, External Manager, and Internal Manager. These archetypes emerged throughout human history and prehistory in relation to survival needs. The document also discusses ideal, mundane, developed, undeveloped, and inappropriate expressions of the archetypes and how they relate to an individual's pursuit of happiness. It suggests analyzing historical eras and interests to understand dominant archetypes.
The mattering-map-a-new-model-for-21-century-psychologyjpdas54
1. The document describes the theoretical model of the "Mattering Map", which organizes principles of contextual feminist therapy in a way that honors the complexity of how people matter to each other.
2. It discusses how contextual theory provides a multidimensional understanding of human psychology that is not reductionist, and is related to social constructionism, quantum theory, and neuroscience. Boundaries between disciplines are artificial and human-defined.
3. The space between people is not empty but filled with their influence on each other. Western science needs to reunite with Eastern philosophy and practices like Buddhism, which provides a fully developed philosophy of the mind. Neuroscience shows how the brain detects patterns and we must work to "
This document discusses the sociology of archetypes. It defines archetypes as collectively shared symbolic representations of ideas or concepts that provide answers to existential questions. While archetypes originate from human imagination and consciousness, the document argues they are not solely a product of consciousness and can be manipulated by interpretive communities to support political and economic agendas. It examines how powerful archetypes like the hero and good vs. evil archetypes influence human behavior and reality. The document aims to demonstrate how sociologists can study how archetypes are situated within elite discourses and agendas.
What We Know about Emotional Intelligence How It Affects Learning, Work, Rela...KorieArsie
This document provides an overview of a book about emotional intelligence. The book examines what is known about emotional intelligence, how it develops over the lifespan, its relationship to intelligence and personality, and its role in learning, relationships, work, and mental health. It aims to present the current state of research on emotional intelligence and evaluate both scientific evidence and popular claims about the topic.
1. Culture plays an important role in sustainable development through both developing the cultural sector itself and ensuring culture has a place in public policies.
2. Sustainable development was originally conceived as having three pillars - economic growth, social inclusion, and environmental balance. There is a growing call to include culture as a fourth pillar of sustainable development.
3. Culture shapes what we mean by development and how we understand and appreciate natural resources and each other. It is intrinsically connected to human development and freedoms.
Dimensionalizing Cultures_ The Hofstede Model in Context.pdfssusercbd35c
This document discusses Geert Hofstede's model of six dimensions of national culture:
1) Power Distance 2) Uncertainty Avoidance 3) Individualism vs Collectivism 4) Masculinity vs Femininity
5) Long Term vs Short Term Orientation 6) Indulgence vs Restraint. It describes how Hofstede developed these dimensions through factor analysis of a large IBM employee survey across many countries. The dimensions empirically validated conceptual frameworks from prior researchers on standard issues across cultures. The dimensions are enduring aspects that cultures vary along and that correlate with other cultural measures.
This document discusses the history of how truth and knowledge have been understood over time. It begins 500 years ago when the Roman Catholic Church determined truth through church authorities. Martin Luther challenged this view by believing individuals could understand the Bible.
The document then discusses how views of truth and knowledge have evolved from absolutism to pluralism and relativism. It notes we may be in a similar time today where dominant methods of knowing truth are being challenged. It questions how we will respond to such challenges. The document provides historical examples and perspectives on these issues over hundreds of years to encourage moving beyond absolutism and relativism to a proper confidence through understanding different viewpoints.
Critical Race Theory: “[I]ntellectual movement and loosely organized framework of legal analysis based on the premise that race is not a natural, biologically grounded feature of physically distinct subgroups of human beings but a socially constructed (culturally invented) category that is used to oppress and exploit people of colour.” (Britannica)
This document provides discussion questions for a course on techniques of the body. It addresses key concepts like systems of representation and how we construct meaning through cultural contexts and language. It discusses representing diversity, equity, and inclusion. It provides reading and video assignments on techniques of the body by Marcel Mauss, the Stonewall Uprising, and the film Paris is Burning. The written assignment questions analyze first impressions of Mauss's concept, mechanisms of control over LGBTQ communities in the 1950s, continuities between challenges in New York LGBTQ lifestyles, and politics of inclusion and exclusion in public spaces.
This document contains notes from an introductory sociology course taught by Dr. Li-chin Huang. It includes an introduction to sociology concepts like critical thinking, social structures, and sociological perspectives. It also outlines the course topics like foundations of society, social institutions, and social change. Key sociological paradigms and theories are discussed as analytical tools to help students think critically about society. Bloom's taxonomy of learning and methods for developing critical thinking skills are presented.
The document discusses several key concepts related to humanities and cultural formation, including ideological formation, cultural norms, and the relationship between individual and cultural perceptions of appropriate behavior. It also addresses how socialization agencies can influence one's beliefs and perceptions of morality, self, and intelligence through reinforcing cultural norms and symbols. Finally, it questions whether education is adequately preparing students for a globalized 21st century world with changing job expectations and cultural diversity.
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.
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
Holding and Promoting Beliefs: A Develpmental View.
Spiralectics- Tom Murray 11.10
1. AN EXPLORATION OF DEVELOPMENTAL LEVELS:
Tom Murray
The Graduate Institute, November, 2010
Embodied Understanding, Uses, And
Limitations
2. SECTION I: INTRO TO DEVELOPMENTAL LEVELS
Q RE the readings (Wilber, Beck,Torbert):
What did you learn or find noteworthy?
What curiosities, questions, potentials are alive?
Murray, November 2010 2
3. THE EXPLANATORY (AND NARRATIVE) POWER
OF DEVELOPMENTAL THEORIES
US ‘culture wars’ (& what was the sixties?)
Foreign policy with underdeveloped nations
Leadership development and job placement
Giving critical (and supportive) feedback
Convention vs. evolution vs. revolution
Pitching ideas to multiple stakeholders
Psychological pathologies and regressions
Is humanity, society, or consciousness evolving?
Predictive (not!) vs. normative vs. meaning-generative models
– science vs. narrative (story telling) 3
8. Ego: Ego-centric > Ethnocentric (us/them) > World-
centric
Culture: Pre-conventional > Conventional > Post-
conventional
Truths: Black & White (either/or) > more complex &Murray, November 2010 8
9. WE INTUITIVELY RANK PEOPLE
DEVELOPMENTALLY
People responding to a story about someone breaking a
promise:
My dad would get mad.
It is bad to break promises. Breaking a promise is lying.
It is fairer to keep promises than to break them.
When a parent breaks a promise it teaches the child to break
promises.
You should not make promises that you can’t keep.
Keeping promises maintains order in society.
When you keep a promise, you reaffirm the concept of mutual
trust.
Murray, November 2010 9
10. (From Beck & Cowan figure: see www.spiraldynamics.net)
10
17. “SPIRALECTICS” ACTIVITY
The activity takes about 2 hours; moves through 6
levels with one or two enactment games of micro-
worlds at each. The goal is to experience how
developmental levels live inside of us, and reflect on
our relationships to each one.The activities bring in
both the individual interior and group dynamics for
each level. It shows how the needs and values at
each level create the conditions for the next. It
illustrates not only the progression of values and
world-views, but a progression of complexity in
cognition, interactions, rules, and role taking.
Murray, November 2010 17
18. OVERALL INTENTION: WHAT DID YOU LEARN; WHAT DEEPER
INQUIRY IS CALLING YOU; WHERE COULD YOU TAKE IT NEXT?
Post-Activity: Reflection (write and/or draw; work alongside another if you want).
Specific questions:
1. Select an area of personal strength, ease, skillfulness, or grace revealed by the
Spiralectics activity.
Reflect on how it shows up in your life. How have you used this gift? What practices
give you access to it?
2. Select an area of challenge, fear, confusion, stagnation, or blankness revealed in the
Spiralectics activity. Reflect on its role in your life. Do specific memories come up?
Is anything wanting to shift or transform? What seems in the way? What needs are
met and unmet by the current way of being?
3. Think about how you can bring your area of strength or ease in to help with the area
of challenge or stagnation. What other forms of support might be available in your
life? Is there anyone in this group who you would like to arrange future
brainstorming or supportive check-in with?
4. Were there any other themes that seemed 'juicy' or calling for deeper inquiry from
the Spiralectics activity?
Murray, November 2010 18
19. END OF SECTION 1
Section II: Caveats on Developmental Models –
what users should know
Section III: New Age vs. MythicalThinking (and
“post-metaphysics”)
Section IV:What is SecondTierThought and
Culture? – a look at skills and capacities
Murray, November 2010 19
20. SECTION II: CAVEATS ON DEVELOPMENTAL
MODELS – WHAT USERS SHOULD KNOW
Murray, November 2010 20
21. DEV-THEORY CAVEATS/PROBLEMS
Map/territory confusion
(its just a model, know its limits)
Dangers of labeling and quick-comparisons of
individuals and cultures
People “need” to develop only if their abilities in
cognitive/emotional/social/etc. “intelligence” do
not meet the demands placed on them by their
situation, and they suffer because of lack of
capacity.
Murray, November 2010 21
23. DEVELOPMENT OF PRIOR LEVELS
It is usually more important work to create health and mastery at all prior levels than to
push on to try to reach the next level.
23
24. MICRO-TRANSITIONS AT/BETWEEN EACH LEVEL
(From Beck & Cowan’s Spiral Dynamics)
(Mature version)
(“Convert” version
(hold tight…
fall apart…)
Murray, November 2010 24
25. MEMES AS BELIEFS VS. SKILLS
Is “Mean Green Meme”
about belief or skill?
25Murray, November 2010 25
26. ASYMMETRICAL LINE DEVELOPMENT
MODERNIST VS. NATIVE CULTURE: WHICH IS MORE “EVOLVED”?
• Higher is not necessarily better or happier (just more complex)
• Do we valorize certain developmental lines and minimize
others (“line absolutism”)?
Many developmental lines Many developmental lines
Murray, November 2010 26
27. EMOTION AND CONTEXT
(PERFORMANCE ≠ COMPETENCE)
Ego & emotion (desire, fear, stress, anger,
uncertainty…) play a large role in apparent
developmental level
Beware of: high certainty, importance, urgency,
exaltation
And regression to
Black & white (either/or) thinking
Narcissism, group-think, or us-vs-them thinking
Reliance on authority; peers & norms
“Misplaced concreteness” (ideas as reality)
27Murray, November 2010 27
29. WEAK AND STRONG LAYERS OF THE ONION
EACH LINE IS LIKE AN ONION; SOME ONION LAYERS MAY BE MORE DEVELOPED
Ego
Emotional
Cognitive
Moral
Social
Time / development
Murray, November 2010 29
31. CULTURAL VS. INDIVIDUAL WISDOM
Intelligence and wisdom can be created and stored at the levels of genes/biology,
culture, and individuals. Culture A over many generations may have developed
wisdom beyond what individuals in culture B know. But, the individuals in culture A may
only be doing what everyone has done for generations, and not understand the reasons
or value of their actions. Such wisdom is stored in the culture, not necessarily in most
members.Murray, November 2010 31
33. SECTION III: NEW AGE, MAGICAL, AND
METAPHYSICAL THINKING
What criteria do we
use to justify what
we think is real and
true at different
developmental
levels? Does it
make a difference?
What’s the
difference between
what we believe
and how we hold a
belief?
Murray, November 2010 33
34. SOME NEW AGE VS. INTEGRAL BELIEFS
New Age/Cultrl Creative
UFOs and lost ancient
advanced civilizations; the
healing power of crystals;
the earth is a living
conscious being (Gaia); we
can manifest our wishes
through intention alone;
astrology, and other
prognostication systems;
various schools of mystical
and occult beliefs; "all you
need is love" (and peace);
everything is perfect as it is.
New Age & Integral
Channeling and the existence
of non-physical beings; ESP
and psychic phenomena;
intuitions can offer sturdy
truths and directives;
existence of a soul/spirit
(and constructs such as Over-
soul, Authentic Self),
reincarnation and past lives;
synchronicities are real;
psychic energy and the
chakra system; the reality of
collective consciousness and
parts of the self such as ego
and shadow; all is one.
Integral
The universe is evolving
– through us; Eros,
Agape, involution,
morphogenetic fields,
Omega Point;
objects/events fit into 4
ontological quadrants (or
8 zones); cultures and
people can be categorized
in terms of “memes”;
there is a non-dual ground
of being beyond space,
time, energy, matter, and
mind.
34Murray, November 2010 34
35. NEW AGE / GREEN MEME /
CULTURAL CREATIVE BELIEFS
We are all one; collective mind
We can manifest intentions (The Secret)
All you need is love
The New Age is a special foretold time in history
The earth is a being (Gaia)
Crystals etc. have healing energy
Divination: I-Ching,Tarot, dowsing, etc.
Non-physical beings: channeling, angels, spirits
Personality typing: astrology, Myers-Briggs…
Intuitions bring sturdy truths, directions
Prana/Qi, ‘energy’ through & outside the body
Values: inclusive, ecology, human-rights & potential, freedoms, feelings
Tom Murray | www.perspegrity.com |
May 2010
35
How do we argue for what is Real or True?
36. ACTIVITY: REFLECTIONS ON THINGS SAID TO EXIST
Integral
Holon
(Collective) consciousness
LL, UR…quadrants
Green, orange… meme
TheTrue, Good, the Beautiful..
Gross, Subtle, Causal states
Subtle energies and chakras
Spirit; Authentic Self
Ground of Being;The non-dual
Involution; Eros & Agape
Universe is evolving through us
36
Does it exist?
In what way?
How sure are you?
How would I
explain/argue for
(against) it?
Why is it important for
others to believe?
Pick something you have tried unsuccessfully
to explain to a colleague or friend
Murray, November 2010 36
37. MAGICAL THINKING
Nonliving things have an animate life force; intentions, can
hurt & bless
Powerful beings (gods, spirits…) can punish or reward; we
are vulnerable
I have the psychic power to effect the world; bless or curse;
pray, manifest (omnipotency)
I hear inner messages; I use special objects and rituals to
access divinations
Impulses and emotions and power dynamics determine my
actions (not abstract ideas or plans)
All is one; boundary-less; we are all connected
Wishful thinking (the unwanted is unreal)
Very in touch with imagination;
Imagination as reality; subtle phenomena
37Murray, November 2010 37
38. MAGICAL/MYTHICAL
CRITERIA FOR WHAT IS TRUE (AND GOOD)
Authority figures and charismatics
Magical or sacred books and objects
Social norms, habit, they way it has been
Peer identification; what everyone does/says
My own experience
38Murray, November 2010 38
39. TO BLUE, ORANGE…
o Blue meme: ideals, rules, principles, predictable patterns
o Orange meme: systematic, possibilities/probabilities,
logic; rigor, efficiency & perfection drives
o Differentiating/discriminating:
Feelings vs. thoughts
Interiors vs. exteriors (self reflection)
True / Good / Beautiful
Self vs. group/culture
Belief vs. truth
Past/Future
o Statement validity:
o observation, repeatability, logic
o Scientific method
39Murray, November 2010 39
40. IDEAS AS REALITY
“MISPLACED CONCRETENESS” THROUGH DEVELOPMENTAL LEVELS
Magical thinking – imagination as reality
Mythical thinking – stories as reality
Conventional thinking – norms as reality
Modern thinking – concepts/models/abstractions as
reality
(Postmodern? – mirror/paradox
as reality?)
(Integral?...)
Concepts:
- Freedom
- The economy
- Green meme
- Eros
- UR quadrant
-- …
Whitehead
Murray, November 2010 40
41. PROGRESSIVE TO INTEGRAL TRUTHS (ALLOWING POLARITIES)
“…ITS MORE COMPLICATED THAN THAT…”
We are all one (yes, and…?)
All you need is love (what if they don’t agree?)
Come together now (but: more complexity)
The system must change! (-> creating better
systems)
We can do it! (plus reality check)
Getting myself together (all about me??)
Save the whale/rainforest; eat vegan, meditate
(I’m starving!)
Murray, November 2010 41
42. MULTIPLE PERSPECTIVES
Methodological Pluralism is about dealing with
Multiple Perspectives
-- an opening that leads to increased
Uncertainty, dissonance, social vulnerability
Which calls for compensating:
More deeply ethical approaches
Increased epistemic wisdom
Murray, November 2010 42
43. PROBLEMS/PARADOXES OF THE
GREEN CULTURAL LEVEL
Inclusive & caring but hates orange, blue ways
Ecologically minded & open to new/different but mistrusts
money, hierarchy, systems, rules, logic, power
Egalitarian & sensitive but narcissistic ‘me generation,’
spiritual materialism, sex/drugs/rock’n’roll
Activist & collective but can be stagnant/impotent due to
in-fighting, process-orientation, feelings-orientation
Performative contradictions: no theory/perspective is
privileged (except this one!)
43Murray, November 2010 43
45. SECTION IV: WHAT IS SECOND TIER THOUGHT AND CULTURE?
Images
illustrating
complexity
Murray, November 2010 45
46. WISDOM SKILLS
FOR SECOND TIER ENACTION
Ego awareness (self/ego/will
and being/spirit/essence; "I"
dimension)
Relational awareness
(emotional/social/ethical/interpe
rsonal intelligence; "We"
dimension)
Construct awareness (cognitive;
"It" dimension)
Systems awareness ("Its"
dimension; context, cognitive capacity RE
dynamic systems and networks of relationships)
46Murray, November 2010 46
47. DEVELOPMENT, DISEQUILIBRIUM AND HUMILITY
(AT GREEN MEME MANY OPENINGS THAT BECOME OVERWHELMING—YELLOW ADAPTS TO THESE)
Heart/Empathy: Relationally aware -- opening
to the suffering of ever wider circles of
relationship
Mind/Cognitive: Construct aware --
foundations of certainty in knowing are shaken
Spirit/Self: Ego aware -- awake to the profound
levels of chaos and vulnerability in life
External world: Systems aware – chaos: radical
connectivity, unpredictability
47Murray, November 2010 47
48. ONTOLOGICAL HUMILITY TO EPISTEMIC WISDOM
Ontological Humility:
“I don’t know” “I’m not sure” “I was wrong” “what is your perspective?”
My beliefs and perceptions are shaped by my mental models (biases,
world view..)
Epistemic Wisdom (..sophistication, awareness…)
From working under uncertainty to working with uncertainty
What method/criteria will we use to decide what is true, or right?
How do we anticipate “indeterminacy”?
From: reciting “the map is not the territory”
-- to --
what are its limits, assumptions, alternatives?
Murray, November 2010 48
49. SPEECH ACTS SHOWING (BASIC) EPISTEMIC
WISDOM
I really don't know. But my current best guess is…
I have two seemingly opposing thoughts or impulses going on here, …
I was wrong about that.Thanks to your comment I checked it out and …
I felt some frustration and anger upon reading your comment. Let me try to
explain…
What assumptions are we making…?
Would you be willing to tell me what you think I am saying, as you understand
it?
Both perspectives seem valid to me, but in different ways, as follows….
What is our purpose here? Is our process aligned with it?
Would some of you like to start a separate discussion about how we can make
this dialog more productive?
Murray, November 2010 49
50. POSITIVISM/CERTAINTY VS.
FALLIBILISM/INDETERMINACY
Positivist attitude: clarity,
certainty, action
knowledge/meaning-generative;
problem solving, theorizing
Negative capability: awe, humility,
curiosity
Limits of language & knowledge &
method
Tolerance for ambiguity, uncertainty,
unknowing
Dealing with the above
50Murray, November 2010 50
51. EPISTEMIC LANGUAGE GAMES
Positivist epistemics:
It IS… (foundational, essential, ultimate)
It always is/was (eternal, given, primordial,..)
Negative (epistemic) capability
It is as if ; (what if; suspension..)
“Chances are”…“as far as we can tell,”
To the extent that… (in this context)
In this sense/way… (from this perspective)
51Murray, November 2010 51
52. CERTAINTY & COMMITMENT IN BELIEF &
ACTION
52
Ecstatic
urgency!
Action (to do)
Stable base for growth
Commitment
Faith:
Choose to believe
Epistemic
wisdom
to know / not know
Deconstruct for growth
Vulnerability
Suspend belief
Murray, November 2010 52
53. UNDERSTANDING THE MIND
David Bohm: "underneath [humanity's
dilemmas] there's something we don't
understand about how thought works"
and that what is needed is a "very deep
[and] very subtle" awareness of thought
itself.
Albert Einstein: "the significant problems we
face cannot be solved at the same level of
thinking we were at when we created
them.”
Deeper understanding mind, thought,
language, knowledge, belief…
=> the (epistemic or) “post-metaphysical
turn”
53Murray, November 2010 53
54. SECOND TIER - GOING “META”
(FROM ITC-2008)
Meta-cognition (thinking about thinking)
Meta-knowledge (knowledge about the nature and limitations
of knowledge); META-BELIEF!
Meta-learning (learning how to learn, also called triple-loop
learning)
Meta-dialog (dialog about how we engage in dialog)
Meta-decision making (making decisions about how we will go
about making decisions)
Meta-affect (investigating the feeling of our feelings; somatic
awareness of feeling states)
Meta-leadership (supporting leadership in others)
Murray, November 2010 54
55. PERSPECTIVE-TAKING THROUGH
DEVELOPMENTAL LEVELS
Formal-op/Orange
Multiple verifiable
data sources;
> collect, analyze
> find the/best truth
> (quality, rigor)
• suspend judgment
• consider possibilities
• control uncertainty
+ skeptical of traditional
authority and ‘common
sense’
Inclusive/Green
Multiple opinions,
values, world-views;
> empathize & understand
> Many/no ‘truths’
> (authentic, fair)
• avoid judgment
• include everyone
• thrashing in uncertny
+ skeptical of experts and
all authority and leadership
2nd Tier/Integral
Systems, systemic;
> Nature of: mind,
ego, ‘truth,’
knowledge, belief,
power, dialog…
> (truth about truth)
• balance reason,
emotion, intuition…
• work with uncertnty
+ skeptical of ego, method,
skepticism?
Murray, November 2010 55
58. FRIDAY EVE – BOHM DIALOG & U-THEORY
Murray, November 2010 58
59. FIVE PART CONVERSATION TO
CHOOSE A TOPIC FOR EXTENDED DIALOG
“U” dialog #1 … in 15 minutes
Brainstorm
Group reflections
Silence (guided mediation)
Bohm dialog
Summary and reflection
Murray, November 2010 59
60. FOUR QUADRANT CONTEMPLATION
(it) Sensation; 5 senses & interior
(its) Physical environment
(I)Thoughts, intentions,
(we) Group sense
Murray, November 2010 60
61. AWARENESS OF THOUGHT ITSELF
David Bohm:
…a pervasive incoherence in the process
of human thought is the essential
cause of the endless crises affecting
mankind…
underneath [humanity's dilemmas]
there's something we don't
understand about how thought
works" and that what is needed is a
"very deep [and] very subtle
awareness of thought itself.
61Murray, November 2010 61
62. BOHM “ON DIALOGUE”
Dialogue is a powerful means of understanding how thought functions.
[One becomes] aware that we live in a world produced almost entirely
by human enterprise and thus, by human thought.
In Dialogue, a group of people can explore the individual and collective
presuppositions, ideas, beliefs, and feelings that subtly control
their interactions. It provides an opportunity to participate in a
process that displays communication successes and failures. It can
reveal the often puzzling patterns of incoherence that lead the group
to avoid certain issues or, on the other hand, to insist, against all
reason, on standing and defending opinions about particular issues.
Dialogue is a way of observing, collectively, how hidden values and
intentions can control our behavior, and how unnoticed cultural
differences can clash without our realizing what is occurring. It can
therefore be seen as an arena in which collective learning takes place
and out of which a sense of increased harmony, fellowship and
creativity can arise.
Murray, November 2010 62
63. BOHM DIALOG
Thought habits determine our reality
Thought is more collective than individual; more
unconscious than conscious
Problem with fragmentation (vs. wholeness)
Dialog vs. debate
Understand thought by witnessing our own
Power of coherence of thought
Impersonal fellowship
The group as a collective consciousness is
meditating; aware of itself
Murray, November 2010 63
64. BOHM/INSIGHT DIALOG GUIDELINES
Suspend and reflect on thoughts and feelings
Observe assumptions, judgments, reactivity,
desires, impulses, sensations (“proprioception”)
Listen deeply; soften to allow many perspectives;
suspend certainty
Feel into the whole; the context beyond yourself
Slow down, enjoy silence: decide to speak or not;
trust emergence
Usually: speak to the center or group and avoid
two-person dialogs
Speak your simple truth in this moment
Murray, November 2010 64
65. “U” DIALOG #2
Brainstorm
Group reflections
Silence (guided mediation)
Bohm dialog
Summary and reflection
Murray, November 2010 65
70. A HEURISTIC SPECTRUM
OF DEVELOPMENTAL NARRATIVES
70
Beliefs &
World Views
Skills &
Capacities
WHAT one believes HOW one
believes/thinks
What on does/can DO
(Values, Identity,) (Virtues, Habits)
Murray, November 2010 70
71. SOME PROBLEMS WITH DEVELOPMENT
AS A WORLDVIEW OR BELIEF SYSTEM
Beliefs: perspectival, culturally bound, fallible
Attached to identity and support in/out group
Beliefs can “clash” in struggles of power and
identity; skills are “cognitive tools”
Beliefs-systems can be ideologies/dogmas
(manipulation/misconception/misuse)
Charismatic propaganda, peer pressure
(inculcation/adoption vs. teaching/learning)
71Murray, November 2010 71
72. THE VALUE OF BELIEF SYSTEMS
Motivation, intention,
vision!
…when and why to USE
skills/capacities
Power of story, myth,
narrative
Shared world-view
Synergetic action, solidarity,
meaning-generation
Stable base for new levels of
cultural evolution
Need shared beliefs
(community) to create
skills(?)
72Murray, November 2010 72
73. INTEGRAL & POST-METAPHYSICAL INJUNCTIONS
>> TOWARD CONSTRUCT AWARENESS <<
Don’t confuse map with territory
Avoid the Myth of the Given
Beliefs are perspectives:
“Things are getting better”
“Things are getting worse”
“Things are always perfect”
73
Belief….Skill
}
Murray, November 2010 73
74. INTEGRAL
POST-METAPHYSICS
Kosmic address: altitude + perspective (of S,O)
Who x How xWhat
Who: adequatio (developmental level(s) of perceiver)
How: method / tool; relationship of S,O; zone
What: quadrant (I,we,it,its)
74
the dog, Santa Claus, √-1, Emptiness, ecosystem,…
- where/how do the referents to these signifiers exists?
- “ecosystems exist only in a worldspace of turquoise or higher”
Murray, November 2010 74
75. INTERDEPENDENT MODES OF STATEMENT
JUSTIFICATION/CRITIQUE
First hand experience
Deep intuition (or gut feeling)
Most people (peers in my group) believe it
Support of experts/authorities
Reasonable assumptions/bases/premises
Logical inference (supporting truth)
It is ethically right
It is pragmatically useful (it works)
Consistent with other knowledge
Trusted sources (journal, NPR, etc.)
I used a trusted method
Aesthetic or elegant
75Murray, November 2010 75
78. WHEN MORALITY OPPOSES JUSTICE: CONSERVATIVES HAVE
MORAL INTUITIONS THAT LIBERALS MAY NOT RECOGNIZE
–HAIDT & GRAHAM
Five foundations for morality
Murray, November 2010 78
As parts within us, not as labelsShow pos and negative3 minutes prep; 30 sec play; plus 30 sec word salad
Transcend and include; self and culture;
wilber.shambhala.com/.../ excerptD/part4-1.cfm
As parts within us, not as labels
So far, just argued for the different narratives; next argue for problems with beliefs and need for more skills-based; moving along that spectrum- If I had to choose between a Turquise belief system and skills set… “Mean Green Meme” is actually a cultural identity grouping that does not reflect green skill development Think of intelligent/evolved integral non-believers; are hey second tier?
We distinguish oursleves form prior memes…How important are some of these beliefs to you or others?How do we articulate what’s unsettling (or unjustified) about some beliefs? LATER: talk about mythical, magical and metaphysical thinkiing…its ROLE
Reintegrating the subtle?
Looking at epstemology; ways of thinking, capacities; not values/needs.
POMO: Focus on what is wrong
- systems: everything is connected;
OK for Wilber! That certainty and precision creates a force; but WE don’t have to copy it…How can we bring both of these into play?- everybody is partially RIGHT; vs Everybody is (partly) wrong
Many ways we talk about it; all the models wilber mentions- stage based models…STRAW man spectrum!- not critique of existing narratives/projects; an exploration into where next
Wiping up the crowd; extreem states; - partial, always wrong-
Zone == how x what?Who, how, what enact each other (conascent)- Seean EH:Object’s [altitude & quadrivium] XSubject’s [>= devel level & quadrant]
Fig 1: Moral relevance by foundation for extreme liberals and conservatives. 1=not relevant at all, 6=always relevant.