Urban Hub 10 : EDUCATION a future - Thriveable Cities

10
Urban Hub
Education
Thriveable Cities
a future
Integral UrbanHub

Urban Hub
Education a future
Thriveable Cities
integralMENTORS with
Burning2Learn
Integral UrbanHub

Copyright ©© integralMENTORS with Burning2Lean – May 2018
ISBN-13:. 978 - 1719591218
ISBN-10: 1719591210
A series of graphics from integralMENTORS integral UrbanHub work on Thriveable Cities presentations.

This document is not about clicking
our links and following our path of
discovery but about engaging and
searching your own path in
collaboration with us and others and
developing pathways for our
combined action.
Each of these volumes adds to our search & understanding of
the field and are best used as a whole.

The freedom to make mistakes provides
the best environment for creativity.
Education isn't how much you have
committed to memory, or even how much
you know. It's being able to differentiate
between what you know and what you
don’t.
- Anatole Franc -

This book brings together all
the education related pages
from the first 9 volumes of this
Urban Hub series and adds a
few new ideas

It is, in fact, nothing short of a miracle that the
modern methods of instruction have not yet
entirely strangled the holy curiosity of inquiry; for
this delicate little plant, aside from stimulation,
stands mainly in need of freedom; without this it
goes to wrack and ruin without fail. It is a very
grave mistake to think that the enjoyment of
seeing and searching can be promoted by means
of coercion and a sense of duty.
- Albert Einstein -

Urban Hub
Content
Cultivating People
Education
Evaluation
A Broader View
Books

Motivating tomorrow's adults today by developing the talent within
We believe that education should be about
equipping young people with the skills they
need for life beyond the walls of school,
college and university.
Burning2Learn runs education programmes
at business, education and entertainment
events that are geared towards raising self-
esteem and confidence.
Our programmes are for students of all
ages/academic levels, and are tailored to the
needs of the individual. By identifying talents
and developing life skills our programmes
also build resilience and motivate young
people to take a more active role in
determining their own futures.
We encourage our students to think deeper,
to ask more questions and to put forward
their own responses to key issues in the 21st
century. In doing so, we aim to better prepare
young people for life in modern Britain
Burning2Learn aims to transform young people's skills, attitudes and life
chances by offering enterprising and self-empowering learning
experiences within education. To achieve this, we work with schools,
businesses and community partners to develop programmes
that enhance engagement in learning and enable young people to
learn about the business world that they will one day need to transfer
their skills into.
We approach learning with a holistic human-centric ethos which
embeds developing confidence, self-esteem and motivation within
young people at the heart of all our programmes.
Burning2Learn
www.burning2learn.co.uk
Thriving People

Motivating tomorrow's adults today by developing the talent within
For a city to truly thrive, it needs to
build stronger connections with all
generations
Burning2Learn has always believed schools are
the heart of the community and this is the
starting point. All parents want their children to
reach their full potential.
Motivate tomorrow's adults today! We believe it
starts with children, parents and teachers
working together, using technology and 21st
century sciences to support human development
and creativity. Listen to the children and the
teachers.
The UN SDGs are the key to this puzzle and
could aid and support the curriculum
throughout, assisting schools to drive future
essential aspirations within tomorrow's adults
today.
Thriving People
Burning2Learn

Schools@burning2Learn.co.uk
As we look around the world of
education there are so many
positive people trying to open the
minds of our young.
Can we pull together to put fun and
dreams back into education.
The tick box world is dying and new
models are emerging. Can you help
with the innovation and cultivation
of these.
Engagement In Action
Motivating tomorrows
adults today
Burning2Learn enables
free will in creativity, that
inspires change, that
motivates self-belief, that
builds confidence, that
empowers partnerships,
that challenges the status
quo, that delivers hope
and that has been built
for the sole purpose to
support the individual
which in turn supports
the local community."
Schools@burning2Learn.co.uk
Thriving People
EDUCATION : Open & Child-Centred

www.ted.com/talks/ken_robinson_says_schools_kill_creativity
Sir Ken Robinson has suggested that to engage and succeed, education has to
develop on three fronts.
First, that it should foster diversity by offering a broad curriculum and encourage
individualisation of the learning process.
Second, it should foster curiosity through creative teaching, which depends on high
quality teacher training and development.
Third, it should focus on awakening creativity through alternative didactic processes
that put less emphasis on standardised testing, thereby giving the responsibility for
defining the course of education to individual schools and teachers.
Successful school administration is a matter of fostering a helpful climate rather than
"command and control”
Sir Ken Robinson Ted talk in 2006 has been watched by over
46million people. It is hard to understand why the education
process/model we loosely call education has not really
transformed to be more relevant to the 21st century.
The world is changing so fast that our systems are struggling, can
we support the creative ones who speak out. Help Burning2Learn
to tip the balance to create an ‘education’ system that is truly child
the centred. Make the box fit the child not the child fit the box.
Our World Day will spend 40 mins looking at the 17 UN
Sustainable Development Goals (SDG) sometimes called the
Global Goals. schools@burning2learn.co.uk
Thriving People

MOTIVATING TOMORROW’S ADULTS TODAY
Burning2Learn
YOU CAN TAKE A HORSE TO WATER BUT
YOU CAN’T MAKE IT DRINK
Burning2Learn works closely with local
businesses, government organisations, and
young people in both schools and Scouting
groups. Looking through both local and global
lenses.
B2L recently introduced the UNSDGs to the
Cub Scouts. Asking them about which of the
17 goals they would like to find out more. They
choose to focus on Number 6: WATER They
were then asked to look at the amount of
plastic bottles they use in one week and
encouraged to look at the actions they take
and how to act locally to tackle a global
problem. Some brilliant ideas and
programmes were developed working both
individually and collectively.
B2L bridges the gap between education,
business and society asking 10-year olds
through to business leaders to understand the
power we all have.
Cultivating Tomorrow’s
Future Today
Thriving People

Cultivating Tomorrow’s Future Today www.burning2learn.co.uk
JOINING THE DOTS...
PLANT AN IDEA AND
WATCH IT GROW
After a Cub Scout meeting
talking about our impact on
our environment and the
UNSDG’s, one Cub Scout
decided to clean up his park.
He brought back a carrier bag
full of litter.
Large business and
corporations will discuss for
hours how to sort out such
problems, yet it starts with
one!
If we all adopted the same
attitude as this young Cub
Scout local and global
communities would be
transformed - it starts with just
one!
IT STARTS WITH ONE!
PLANT AN SDG AND
WATCH IT GROW
Sustainable Development Goals (UNSDG)
Thriving People
Burning2Learn

Burning2Learn
Cultivating Tomorrow’s Future Today www.burning2learn.co.uk
PATHWAY TO THE
FUTURE
Dr Amit Mukherjee’s story
rings out as we bridge the
gap between continents.
It was marvellous to hear Dr
Amit Mukherjee’s story of
how he transformed Tata
Steel’s failing hospital in India
into a larger profit-making
development. Burning2Learn
share Dr Mukherjee’s ethos
and values.
Honesty and integrity are the
foundation to build stronger,
healthier working relation-
ships and with this
foundation, businesses and
organisations can work
together to make stronger
communities for all.
With this collaborative and
undivided state of mind our
goals can and will be met.
THROUGH THE GENERATIONS
TRUST, FAMILY,
HONESTY AND
INTEGRITY ARE ALL
NEEDED TO BUILD A
STRONGER
COMMUNITY
One company at the heart of
change, Diligence provides
project management for a variety
of infrastructure projects,
bringing their business ethos into
the communities.
Giving to others is very important
to Managing Director, Nicola
Coppen. As a voluntary Group
Scout Leader at 1st North Cray
Scout Group, a School Governor
at Dartford Science & Technology
College and she is also a Business
Mentor to students at The Leigh
Academy in Dartford.
With these shared values, whilst
joining the dots and the pieces of
the puzzle, businesses and
communities alike can really make
a difference, both locally and
globally.
Change will come if we continue
with this shared ethos.
www.diligence-pm-services.co.uk/
COMPLETING THE PUZZLE
Ethical Leadership Asia
Plateau, Panchgani, India
Thriving People

Let Teachers Teach
Release teachers talents and they will unlock and develop
our children. With the world changing so fast skills sets are
being revaluated. Governments and societies are looking for
direction and are become stuck in research and action
planning, which fails to have impact
In 2013 Google evaluated their hiring hypostasis using their
data since 1998. To their surprise employees with high STEM
(Science, Technology, Engineering & Mathematics) skills
were not at the top. Communication and listening were right
up there. Let us all be honest, we don't truly listen to others.
Burning2Learn’s success in education has come from
listening. Young people soon pick up on the fact that you
are takeing them seriously. By this we are not saying all their
views are correct but by meeting people where they are and
not judging their values or culture we have captured their
trust and thus their involvement.
Often our mindsets are stuck in the 1930’s. Co-creation and
collaboration are difficult for those in education to teach.
This is because the mindsets and structure of society tend to
be all about me.
The sense of collaboration can be seen in sport by the
teams, coaches and fans. A sense of belonging that does
not need academic rigour.
Free up our schools to collaborate in their
communities. Place the children at their heart, use
technology to provide education that meets
the child’s emotional and other needs - then we will truly
develop them to their full potential.
Thriving People

It’s rare to mention Swanley and the United
Nations in the same sentence - we pulled them
together to stimulate a conversation about our
town and in particular Swanley Park.
The United Nations developed and launched
the Sustainable Development Goals in 2015
(known as the SDG or Global Goals). The SDG
are a global framework with the aim of creating
a better world. Educators can turn these global
goals into local activities. We all need to help
them to gain traction and understanding in our
own communities.
Time is of the essence we need to move
beyond the theory today not next week,
month or year
Find out how your knowledge can be share at
the level that your local school and community
works at. We all have values and cultures can
we all translate our vision to meet the needs of
others.
Our approach at Burning2learn is empower
peer to peer learning, which then encourages
critical thinking and communication skills. And
is to ask children for help in this process and
allow them to take ownership of this process.
Burning2Learn is talking to people, including
children on 5 continents and we need your
help.
Sophie (11 years) from Crockenhill eco Primary school designs rubbish bins to
match the recyclable material
Young scouts from 1st North Cray evaluating the UN SDG game with cubs
Taking words and turning them into actions
Thriving People

www.burning2Learn.co.uk
Education: organisation: society: Toffler
.. to ignore the relationship between the educational
system of the future and the media system of the future
is to cheat the learners who will be formed by both.
Revolutionary new forms of education will be needed
that are not based on the old factory model.
Knowledge (which includes such things as imagination,
values, images, and motivation, along with formal
technical skills) is increasingly central to the economy.
Social justice and freedom both now increasingly
depend on how each society deals with three issues:
education; information technology (including the
media); and freedom of expression.
A high-choice system will have to replace a low-choice
system if schools are to prepare people for a decent life
in the new third wave society, let alone for economically
productive roles.
In the case of education, the re conceptualisation now
required is so profound, reaching so far beyond
questions of budgets, class size, teachers pay, and the
traditional conflicts over curriculum,......
Like the second wave TV networks, .... our mass
education systems are largely obsolete.
www.amazon.com/Third-Wave-Alvin-Toffler/dp/0553246984
The proposition that Soles can provide intellectual
stimulus and encourage children to achieve more than we
previously thought possible is entirely reasonable. So are
the propositions that children can benefit from
collaborative learning and that banning internet use from
exams will get trickier, to the point where it may prove
futile. It’s worth remembering that new technologies nearly
always deliver less than we expect at first and far more
than we expect later on, often in unexpected ways.
www.theguardian.com/education/2016/jun/07/sugata-mitra-
professor-school-in-cloud
Thriving People

www.Unicef.org
If we really do listen to what children and young people
have to say, we will see that they have interesting ideas and
add great value to finding solutions to problems. We must
move beyond seeing children and young people as
passive citizens, but rather as competent partners. UNICEF
demonstrates the reasons why children’s participation is
vital:
• Because…A child whose active engagement with the
world has been encouraged from the outset will be a
child with the competencies to develop through early
childhood, respond to educational opportunities and
move into adolescence with confidence, assertiveness
and the capacities to contribute to democratic dialogue
and practices within the home, school, community and
country.
• Because children have proved that when they are
involved, they can make a difference in the world around
them…
• Because… The values of democracy, such as respect for
the rights and dignity of all people, for their diversity and
their right to participate in the decisions that affect them,
are first and best learned in childhood.
Authentic, meaningful participation prepares children for
their stake in the future.
Thriving People
EDUCATION :Active Listening

Change Process from Amber/Blue to Orange
www.clairenewton.co.za/my-articles/the-challenge-of-change.html
The Two Faces of Change
Always remember there is no 'reality'.
Change is neither good nor bad - it
always involves danger and opportunity.
Change involves danger because it
begins with loss.
• You have to let go of where you are, to
get to where you want to be.
• You have to leave something behind.
• Whether a change is positive or
negative, loss is always involved.
Change also always involves opportunity.
• The opportunity may not be obvious
or immediate. Sometimes you need to
search for it.
• Seeking the opportunity is a choice.
This choice depends on your own
attitude.
Thriving People

www.earthcharter.org/news-post/uks-first-earth-charter-school/
EARTH CHARTER AROUND THE WORLD
The Earth Charter Initiative is a diverse, global movement
comprised of organizations and individuals that have embraced
the sustainability vision that the Earth Charter articulates and that
use it in various ways to guide the transition towards a more just,
sustainable, and peaceful world. Click here to see information
about activities in various countries and this link to see the list of
organizations from around the world that are affiliated to the
Earth Charter International.
Bournemouth’s Avonwood Primary School
When the little ones arrive at Bournemouth’s Avonwood Primary
School they are greeted with the positive mantra – to change the
world ‘it starts with one.’ Although they don’t know it yet, these
four, five and six year-olds who attend Avonwood are in a very
privileged position; they are at the UK’s first ever Earth Charter
school.
Avonwood Primary opened its doors in September 2014 as
Bournemouth’s newest primary school and the first to adopt the
charter as the moral compass for all it does. So from their early
years’ curriculum right down to the school mascot, the principles
of the Earth Charter seep through everything Avonwood does.
And it was no surprise that when the idea for this new school was
conceived back in 2013 the Earth Charter would be the
heartbeat of its formation.
Avonwood is part of the Avonbourne Multi-Academy Trust,
which has endorsed the Charter’s ethos since 2008, when
Bournemouth Borough Council became the first Earth Charter
local authority.
Thriving People
Earth Charter School

www.earthcharter.org/discover/the-earth-charter/
PRINCIPLES
I. Respect and Care for the Community of Life
1. Respect Earth and life in all its diversity.
2. Care for the community of life with understanding, compassion, and love.
3. Build democratic societies that are just, participatory, sustainable, and peaceful.
4. Secure Earth’s bounty and beauty for present and future generations.
In order to fulfil these four broad commitments, it is necessary to:
II. Ecological Integrity
5. Protect and restore the integrity of Earth’s ecological systems, with special concern for
biological diversity and the natural processes that sustain life.
6. Prevent harm as the best method of environmental protection and, when knowledge is
limited, apply a precautionary approach.
7. Adopt patterns of production, consumption, and reproduction that safeguard Earth’s
regenerative capacities, human rights, and community well-being.
8. Advance the study of ecological sustainability and promote the open exchange and wide
application of the knowledge acquired.
III. Social and Economic Justice
9. Eradicate poverty as an ethical, social, and environmental imperative.
10. Ensure that economic activities and institutions at all levels promote human development in
an equitable and sustainable manner.
11. Affirm gender equality and equity as prerequisites to sustainable development and ensure
universal access to education, health care, and economic opportunity.
12. Uphold the right of all, without discrimination, to a natural and social environment supportive
of human dignity, bodily health, and spiritual well-being, with special attention to the rights of
indigenous peoples and minorities.
IV. Democracy, Nonviolence, and Peace
13. Strengthen democratic institutions at all levels, and provide transparency and accountability
in governance, inclusive participation in decision making, and access to justice.
14. Integrate into formal education and life-long learning the knowledge, values, and skills
needed for a sustainable way of life.
15. Treat all living beings with respect and consideration.
16. Promote a culture of tolerance, nonviolence, and peace.
Earth Charter School
Thriving People

www.fee.global/
Foundation For Environmental Education
Our programmes
With members in 73 countries around the world, our programmes represent the absolute cutting edge in Education for
Sustainable Development and Environmental Education.
While our Eco-Schools, LEAF and Young Reporters for the Environment programmes educate young people to cultivate a more
environmentally conscious approach in their lives, our Green Key and Blue Flag initiatives are known across the world for their
promotion of sustainable business practices and the protection of our valuable natural resources.
It is the vision of the Foundation for Environmental Education that our programmes empower people everywhere to live
sustainably and in an environmentally conscious manner.
Blue Flag
Pure water, clean coasts, safety and access for all
Learning About Forests
Getting back to our roots
Green Key
Unlocking sustainability in the hospitality industry
Young Reporters for the Environment
Giving our environment a voice
Eco-Schools
Educating the youth of today to protect the climate of
tomorrow
Positive change on a global scale
We educate to protect. To protect not just our environment but the people who live in it, the communities who
depend on it, the businesses who profit from it and the ecosystems which rely on it.
Thriving People

Young Reporters for the Environment (YRE) aims to empower
young people to take a stand on environmental issues they
feel strongly about and to give them a platform to articulate
these frustrations through the media of writing, photography
or video. The programme offers these enthusiastic youngsters
a chance to make their voices heard and to feel that they are
being listened to. The ultimate goal of these young reporters
is to highlight environmental injustices and to have them
righted by the appropriate authorities, but the upshot of this
is that these young people get to feel like they can make a
difference and hopefully the opportunities provided by YRE
engenders in them the desire to continue to do so.
www.fee.global/
Foundation For Environmental Education
Ensure young people have power to be the change for
sustainability that our world needs by engaging them in fun,
action-orientated and socially responsible learning.
The programme’s greatest achievement is arguably the fact
that it produces generation after generation of sustainably
minded, environmentally conscious people. These individuals
will carry the behavioural patterns they uptake under the
auspices of Eco-Schools with them through life, in turn
teaching the next generation the habits to make a difference.
Each school follows a seven step change process and
empowers their young people to lead processes and actions
wherever they can.
Thriving People

Why We Need More Inside Out Education!
The main current emphasis on outside in, is damaging for students and society as a whole. Talents that don’t fit
the frame, are still talents. They are the ones that bring change and innovation. Suppressing individual talents
is diminishing students self worth, their capabilities, and their value for society as a whole. Not seeking how to
make such talents shine is therefore also theft of society as a whole and thus bad education. Please start
addressing the whole spectrum. Look for those all around the world that have developed approaches for this.
www.medium.com/the-gentle-revolution/three-new-models-to-boost-education-bc3a1437d3b2
Balancing ‘Outside In’ learning with
‘Inside Out’ learning.
How to see if your school looks at the whole
student, and not just feeds knowledge.
These models started out from three basic
convictions:
1. Education needs to acknowledge that each
student has unique talents, quite possibly
outside the scope of (current) school.
2. In almost every behavior lie gifts or
possibilities enclosed that may, when well
placed and or well developed, benefit society.
3. Education that doesn’t stimulate its students
to be part of the global solutions we need,
harms our collective and their individual future.
Thriving People
EDUCATION : Balanced Curriculum Model - Floris Koot

An integral approach to education and
personal development.
In my practice I often teach all those aspects not
offered in traditional education. It’s not a miracle to
guess that many trainings within companies are all
about these aspects. Many employees and managers
have very limited grasps of one or more of these
aspects: what it means to be human, to be creative,
to be intuitive, to know what they themselves want,
showing courage, listening to ethics, being empathic.
Many are lacking emotional and spiritual intelligence.
However much money is made, this is global poverty.
www.medium.com/the-gentle-revolution/three-new-models-to-boost-education-bc3a1437d3b2
A Basic Human Growth Model
The four corners of personal development.
This is a very simple model. Young people should
develop themselves in all these four directions to
help them become well developed humans, capable
to add and understand what they can offer to their
society. The previous model showed all aspects
needed to develop this. This model is more help for
the students to check their own progress.
Thriving People
EDUCATION : Integral Education Model & Basic Human Growth Model

Neuro Network Australia Is Setting a New Trend in Education
The Neuro Programs are based on the Human Evolutionary Matrix (HEM), developed by Neuro Network, which highlights the
human journey in its various categories - phylogeny, ontogeny, physical, intellectual, emotional, civilizational and cultural.
‘Edu-cate’ in Latin means – to ‘draw out’
Ken Wilbur "Humanity is flying way under its full potential simply because we do not educate for the whole or complete human
being. We educate for just a small part, a slice, a fragment of just what's possible for us...”
The Neuro Programs are based on the premises that: All children are intelligent and have a natural love and thirst for learning.
“To learn effectively children must have well-developed sensory motor processes. Reading, speaking and writing are seen as ‘the
basics’ when they are in fact extremely complex neurological tasks requiring the senses, muscles, nerves and the brain to all work
together.”
Neuro Programs emphasise the importance of well-developed, balanced sensory motor integration
Early childhood development is ‘an orderly, predictable, inter-related, inter-weaving sequence of development that results in a
capacity for learning’
www.neuro-network.org
Thriving People

Neuro Network Australia Is Setting a New Trend in Education
Neuro Programs have been delivered in schools to achieve the
following:
Enhancing critical ages and stages in early brain development to
create sound foundations for learning, intellectual, physical and
social skills for each child
Addressing the root causes within each individual for the various
challenges or ‘symptoms’ they display which are interfering with
physical, social, behaviour and intellectual performance
Enhancing the critical stages a posteriori, regardless of the various
challenges or ‘symptoms’ they display, which are interfering with
classroom performance and academic outcomes
Physical and mental activities, that are easy to implement
The Neuro Program emerged from the following principles:
All human beings are born with an “old brain” and a “new brain”
The “old brain” took a few million years to evolve
The “new brain” has been around for about 100,000 years
The old brain is the foundation that enables the new brain (our
‘thinking and learning’ brain) to function at our optimum potential
The Neuro Program and a Computer Analogy:
The old brain is like the hard drive and needs to be in the highest
working order
The new brain or cortical brain is like the ‘software or our thinking
brain that runs on the hardware
If the hardware is dysfunctional, the software will not deliver its
fullest potential and excellence
Neuro programs focus on developing the brain’s ‘hardware’
Developmental Ages and Stages:
Understanding the Foundations for Life
Midbrain
Cortex
Medula Birth
2.5 mths
7 months
1 year
3 years
6 years
Pons
Cerebellum
new brain
old brain
or
brain stem
Spinal cord
Developmental
Journey
The Neuro Iceberg

CONSCIOUS BRAIN
Cor$cal Cogni$ve Func$ons
Organiza$onal Skills
Mul$ple Intelligences
Leadership
4 Dimension Celebra/on of Human Poten/al

SUBCONSCIOUS
Apprecia1on of Meaningful Integra1on
Mammalian Brain
3 Dimension Depth Percep/on

Survival
Rep1lian Brain
Fright and ﬂight
Ins1ncts & Intui1on
2 Dimension Linear in Time and Space

Autonomic Systems
1 Dimension Existence
Thriving People

Thriving People
The Human Evolutionary Matrix

What We Can Do:
Education focused on transformation from inside out, in a bottom up approach
Maximizing human potential through the neuro programs based on the Human Evolutionary
Matrix (HEM) is highlighted in this document. The neuro programs are about linking brain
development, human evolution and human potential. On a broad spectrum, this addresses
the human journey in its various categories integral to life: the phylogeny, ontogeny,
physical, intellectual, emotional, social, civilizational, cultural, religious and spiritual
components.
Background
Neuro Network has been setting a new trend in education by coaching parents and teachers
to enjoy being the best educators of future leaders. 'Edu-cate' in Latin means, to 'draw-out'.
In view of this, one objective of what we do is to facilitate for better understanding of the
multi dimensions of brain development as the springboard for tapping into human and
spiritual potential for all ages. Program activities that address brain development also deals
with the numerous labels we are diagnosed with (related to learning difficulties) including
the growing trend in mental illnesses manifesting at a much earlier age.
Globally a lot of money is being spent in two key areas:
a) assisting the younger generation to address a deepening social crisis
b) assisting indigenous communities to adapt to modern civilisation
The neuro program gives individuals a natural access to inner resources of balanced
development, critical thinking skills and consequences of behaviour including an intrinsic
understanding of universal values.
Wherever the neuro program has been delivered, it has enabled a three dimensional
appreciation leading to a higher perspective and spontaneous enthusiasm from within. The
noun enthusiasm comes from the Greek word enthousiasmos, from enthous, meaning
“possessed by a god, inspired from within.” Individuals develop leadership skills and initiate
taking responsibilities to becoming global citizens.
Neuro Network in Education
Thriving People

Neuro Network in Education
Using the Human Evolutionary Matrix
(HEM), which is measured against ‘Time
and Space coordinates’ we have a simple
table of what we can do through the neuro
program to achieve the ‘fourth dimension
of human potential’ outlined in the HEM.
When implementing the activities outlined
in the above table, a much broader scope
of noticeable changes are also observed in
the following areas:-
The Qualities of the Human Template
• Multiple Intelligences
• Three Dimensional Appreciation of Life
• Competence in Fine Sensory Motor Skills
• Balanced Sensory Motor Integration
• Consistent Cross Coordination
• Likes and Dislikes
• Survival Instincts
Impact of Meaningful Integration Within
(Spiritual Template)
• Universal Values
• Harmony
• Compassion
• Contentment /Peace / Higher Purpose
• Perfection / Competence
• Intuition
See Urban Hub 7 for more detail
Human Evolutionary Matrix reference What We Can Do
Phylogeny – The
Physical Body
Intelligence
Reinforcing the Sensory Motor Hub -
Meaningful integration and appreciation of
the three dimensional perception. Here
visual, auditory and tactile pathways
integrating with mobility, language and
manual skills to deliver sound foundations
for realising human potential.
A physical developmental program is
implemented ensuring neurological wellness.
This is based on the early childhood sequential
development, which is the foundation for life and
learning skills.
The body is the vehicle or temple and cannot
become the prison
Ontogeny – The
Physiological
and Breathing
Intelligence
Ensuring neurological development as a
way of life to enable well balanced
functioning individuals across all
dimensions.
A program of yoga and breathing activities are
offered in combination of the foundational
program.
Health is wealth
Intellectual /
Thinking
Intelligence
Learning the way the brain is wired to learn.
Right brain focus and education for critical
thinking. Tapping into the right brain
functions of the photographic memory and
speed-reading potential available to young
children.
Values based education, inspiring confidence,
communication, critical thinking and solution
finding skills plus scholastic learning to deliver
life skills and academic excellence. Empower
people to seek or create their own enthusiasm
from the inside out.
Emotional
Intelligence
Living life with enthusiasm, confidence,
cooperation and the ability to bounce back.
Free from fear and control dramas
Healing the inner child and training individuals to
have the needed resources to deal with their
subconscious fears, rigidities, belief systems
and obstacles to inner freedom.
Cultural and
Civilizational
Intelligence
Maintaining the strengths of the cultural
traditions and being able to transcend into
the 21st century technology, innovation and
life style demands upon us all.
Providing leadership training to achieve a global
perspective. Living the vision of the global family
in the global village with shared universal
values.
Spiritual
Intelligence
Grace, peace, inner harmony, living for a
higher purpose and for the common good.
Inculcate the practises of quiet time, deep
listening, discernment, right action,
reconciliation, building trust and forgiveness.
Thriving People

www.presencing.com
Thriving People
EDUCATION : Matrix of Educational Evolution

EARTHwise Centre
www.earthwisecentre.org/
Education:
EARTHwise Youth Custodianship
Empowering our Youth by training them (and
their caregivers/teachers) in developing the
competencies, wisdom, and skills to become
Custodians for our collective thriveability is
one of the most important tasks of our
societies. This is clearly outlined in UN Agenda
2030 for Sustainable Development and it’s
SDGs. To implement these commitments,
however, requires a whole system approach.
This starts by re-envisioning the role and
purpose of education. It also requires a
decoupling of educational policies and goals
from our mainstream economic models that
are currently driving goals and outcomes that
are incompatible with the SDGs. These are the
principles we work with, as part of our
Education for Sustainability programme.
EARTHwise Centre is a wisdom-based enterprise providing custodianship, leadership, value-creation,
regenerative design, capacity development, holistic education, and vision development for our collective
flourishing and actualisation. We support organisations to raise their standards, and develop internal capacity
and leadership for ecological value creation and thriveability. We bring the heart back into our human activities
and networks
Thriving People

EARTHwise Centre
Educational Principles for cultivating Youth
Custodianship.
1. Holistic development of the child – Aim to
facilitate each child’s unique and natural
development holistically and systemically,
with full respect and care for the child and
his/her unique circumstances and
capabilities.
2. Value based education – Support children
to discover and develop their intrinsic
custodianship values experientially. These
values include, among others, care, love,
mutuality, respect, listening, reciprocity,
compassion, empathy, gratitude,
playfulness, and curiosity. Provide projects
and learning tasks that inspire children to
discover, experience, and apply these
values experientially.
3. Learning by being part of the world –
Facilitate learning tasks that support
children to feel at home in the world, and
especially in their natural environment.
Contextualize learning in “dialogue with
place”, to develop relationships of care and
custodianship for the places in which we
live, and the people and beings we share
this with.
4. Encourage whole-self development –
Support children to discover, develop and
actualise their whole-self potentials -
physically, emotionally, intellectually and
spiritually - in an integrated way.
5. Sustaining and enhancing the learning
potential of the child – Through playful
systems thinking exercises, practices of
care, and innovative learning
methodologies keep learning fun,
meaningful and applied to the whole self
development of the child. Contextualise
their learning experiences to the real life
challenges that matter to them by
facilitating their development from within
these challenges.
6. Create ecosystems that learn from and
with the children - Develop and implement
holistic evaluation indicators that engage
children to provide and receive meaningful
feedback, as conscious learners within the
larger ecosystems in which their learning
takes place. Align these with the SDG
goals, and implement this into the
curriculum systems.
7. Learning from and for the future – Inspire
higher educational standards based on a
positive vision about the purpose that
education is meant to serve, within the
context of our current sustainability
challenges. Empower children as the
Future Custodians for thriveable societies,
based on regenerative design principles
and practices of deep care for our
planetary and collective wellbeing.
EARTHwise Education for Sustainability
Schools, Mauritius
www.earthwisecentre.org/
Thriving People

www.burning2Learn.co.uk
Thriving People

Learning Power is an interdependent set of 8
human qualities, values and capabilities that
combine to determine an individuals learning
effectiveness in a given context.
Researched, Identified and captured in a formal
diagnostic tool by University of Bristol, England, the
researchers found these dimensions exist in all of us
and, while some may be more natural to use than
others, we can all improve any of them.
As learning power improves through practice, our
ability to perform, including the quality of our
thinking, decision-making, self-awareness and
interpersonal effectiveness also improves.
The Learning Power model has been developed,
extended and scaled by Learning Emergence LLP, a
not-for profit partnership working globally to embed
Learning Power diagnostic and improvement tools
and processes in education, business and social
change organisations.
Learning Emergence is in the process of driving a
transformational change in its ability to deliver
Learning Power Improvement via the build of a
mobile Learning Power Improvement app and
supporting Learning Analytics platform.
Learning Power:
www.learningemergence.net/2015/04/06/learning-power-new-research-identifies-mindful-agency-as-central-to-resilience/
Thriving People

www.learningemergence.net/2015/04/06/learning-power-new-research-identifies-mindful-agency-as-central-to-resilience/
Thriving People
Learning Emergence:
A CLARA profile is a research-
validated self-report questionnaire
which provides immediate feedback
to individuals about their learning
power on eight dimensions.
It forms a framework for a coaching
conversation designed to support the
alchemy which converts self-
diagnosis into strategies for change.
Anonymised feedback provides
facilitators and leaders with
information about culture change.
Deakin Crick, R,. Huang, S., Ahmed-Shafi, A.
and Goldspink, C. (2015) Developing
Resilient Agency in Learning: The Internal
Structure of Learning Power. British Journal
of Educational Studies, vol. 63, Issue 2,
pp.121- 160.
http://dx.doi.org/10.1080/00071005.2014.
904038

Subjects do not perceive worlds but enact them. Different states of subjects bring forth different worlds.
- Through imitation and repetition
- Animistic analogies : fairy-tales, cartoons and animal metaphors
- Chants, dances, rhythm music, rituals
- Practical kinaesthetic
- Learning what the ‘Tribe’ learns is a major driver
Since the 19th century, the School has played three major roles: the education of children, the socialization of children
and, finally, a utilitarian role, that is to say preparing students for the world of work. Today, however, the first two seem
to be lost in favour of the third. This is now taking a dominant role - training children for a world of work that is
increasing out of date.
Transitioning – M&M to GOE
Learning by modelling is still important - but satisfaction of the embryonic ego will also influence what is learned
The relationship with the
"teacher" is critical - that
person must be a mystical,
shamanistic figure.
School – Mythical and Magic : M&M
- Instant results - pain or punishment
- No threats, only promises of certain outcomes
- Hands-on action learning, the opportunity to experience it for themselves
- What is learned needs to be immediately relevant to the circumstances
individuals perceives themselves to be in
- Respect for the "teacher" as a hero figure is important but
“Teacher” must also show
respect back to the
blossoming egos
School – Growth of blossoming Egos : GoE
Transitioning – GoE to C&C
What pleases (or is immediately relevant) is still central but there is also some desire now to know what the procedures for learning
are - and that leads to WHAT should be learned
- Acceptance of Truth from the Higher Authority
- Prescriptive teaching/learning - following set procedures
- Right/wrong feedback - testing on the learning
A utilitarian role, that is to say preparing students for the world of work
The work set by “teacher’ will
be done because it is "the
correct thing to do" - but don't
expect imagination in the work
or more than is set
School - Control and Conform : C&C
Stages of Learning Development
5+
0+
8+
Starts

Transitioning – C&C to E&I
Self-motivation starts to emerge - though learning procedures are still necessary
- Developing future sense with possibilities of multiple outcomes
- Trial-and-error experiments to achieve anticipated outcomes
- Opportunities to analyse and improve - particularly via technology
- Complete self-motivation to achieve the desired future outcome(s)
The primary goal of the school has been to provide children with a foundation of knowledge, to inculcate common
values and standards in order to promote the solidarity of individuals within a society and possibly to contribute to
social mobility. A more detailed analysis shows that the school is not neutral and always contributes to the legitimization
of the system in place.
Transitioning – E&i to ODP
Broader concerns now start to emerge and there is a need to make sure everybody is getting opportunities
School – Enterprise and Innovation : E&i
"Teacher" role is now a
resource to be used
School - Opportunity and Developing Potential : ODP
- Bigger picture thinking and emotional responsiveness
- What is important can be subject to consensus
- Learning from peers/group learning
- Personal development/development of self, within the group
"Teacher's" role is to facilitate
the development of the group
and individuals within the
group.
Transitioning – ODP to EO
Broader concerns now start to emerge and there is a need to make sure everybody is getting opportunities
Ivan Illich – deschooling society
He proposed as a solution the setting up of an educational network with three objectives: that anyone who aspires to the
knowledge can do it independently of the diploma and at any age, to promote the pooling of knowledge among those wishing
to teach And those who wish to benefit from it, as well as to give the possibility to any individual who has a new idea to express
without fear the disapproval of the ideological apparatus of State
Subjects do not perceive worlds but enact them. Different states of subjects bring forth different worlds.
Stages of Learning Development
15+
18+
Starts

Levels of Child Participation
www.UNECEF.org
Thriving People

www.UNECEF.org
Thriving People
Levels of Child Participation
It should be noted that most of the higher levels (6 to 8) are not even considered as appropriate in most public
participation in projects initiated by governments (at all levels) nor by NGO and consulting firm.
Replace children with ‘Community’ and adults with Government, NGO, etc. to understand the situation.

Mindsets
“You cannot get through a single day without
having an impact on the world around you. What
you do makes a difference, and you have to
decide what kind of difference you want to
make.”—Jane Goodall
Eight principles can be used to
describe the underlying nature of
mindsets. These principles have
been adapted from David Gray’s
book ’Liminal Thinking..’
1) Mindsets are unique to everyone
2) Mindsets are created by our
experiences
3) Mindsets are imperfect models
of reality
4) Mindsets govern our actions
5) Mindsets create our shared world
6) Mindsets are self-protective
7) Mindsets create blind spots
8) Mindsets can be changed
medium.com/benefit-mindset/the-nature-of-mindsets-18afba2ac890
At the Orange-Green interface

Mindsets
www.benefitmindset.com/index.php/about/
“Your beliefs become your thoughts, your thoughts become your words, your words become
your actions, your actions become your habits, your habits become your values, your values
become your destiny.”—Mahatma Gandhi
Amber Orange Green
……. there is no way to avoid the subconscious influence of our mindsets. Its hidden web of influence
permeates everything—all the time. What’s inside us, our beliefs, attitudes and assumptions—manifests outside,
pulling the strings of our future possibilities on both an individual and a collective level.

Mindsets
medium.com/benefit-mindset/are-we-teaching-to-survive-or-teaching-to-thrive-d72b9517ceaa
Surviving
Surviving simply means ‘to continue to
live or exist’ after uncertainty or crisis.
Resilience
In psychology, resilience is defined as an
individual’s ability to adapt to life
challenges, social disadvantages or highly
adverse conditions.
Thriving
Thriving is a condition beyond resilience
and surviving. The concept is drawn from
evolutionary sciences, in which successful
adaptations have three characteristics:
• preserving what it needs to survive
• discarding or rearranging what it no
longer needs, and
• creating new arrangements that
generate capacity to flourish in more
challenging conditions.
Are we teaching to survive or teaching
to thrive?
Imagine a school where teachers and students tend to
each other’s wellbeing on a daily basis. A school where
everyone is aware of the conditions that create thriving
learning communities. A school where teachers and
students alike openly discuss their strengths,
weaknesses, hopes and dreams for themselves and the
world.

Subjects do not perceive worlds but enact them. Different states of subjects bring forth different worlds (iM Graphic)
WorldView
Crimson
Magenta
Red
Amber
Orange
Green
Teal
Turquoise
Indigo
Altitude CoG
Beige
Purple
Red
Blue
Orange
Green
Yellow
Turquoise
Coral
Values
AQAL Integral Spiral Dynamics
StaticMindsetsDynamicMindsets
MindsetsinRelationtoStages
1stTier2ndTier3ndTier
Fixed Mindset
Growth Mindset
Benefit Mindset
Integral Mindset
Integral Mindset
Mind
CoG–centreofgravity
1stTier2ndTier
Fixed
Fixed
Fixed
Truth-Force
hierarchical self
Strive-Drive
achiever self
Human-Equality
sensitive self
Integrative-Flow
integral self
Holonic-Communion
holistic integral self
Infinite
vMemes ULQ
Survival-Sense
instinctive self
Impulsive-Power
egocentric self
Tribal-Bond
tribal self
Mindsets

The perspective (concepts/lens) through which we view our
world are mostly self-built, based on life conditions (and
genes). These life conditions help develop our mindset, values,
and our depth and complexity of consciousness. That is, we
mostly ‘self-construct’ the world that we are aware of or 'see'.
Different perspectives ('lenses’) bring forth different worlds in
the same ‘physical’ space.
Our own perspective (lens) is developed from many of the
following:
• Age
• Gender
• Mindset
• Culture (Dominant mode of discourse)
• Community (Dominant mode of discourse)
• Family (Dominant mode of discourse)
• Country (Dominant mode of discourse)
• Location
• Geography
• Rural/Urban
• Climate
• Education type and level
• Experience of all kinds
• Multi cultural/country embeddedness
• Personal Centre of Gravity - values/altitude
• etc.
In order to transform to a broader perspective we need to
transcend our current ‘lens’ (include its positive aspects) and
unlearn the lesser or negative elements. This is difficult as in
transformation all the above need to be re-evaluated and
transcended.
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Make-up of our View
WorldView

Ecological Systems Theory
How is a child's development affected by their social
relationships and the world around them? Ecological
systems theory provides one approach to answering
this question. The ecological systems theory was
developed by Urie Bronfenbrenner.
Bronfenbrenner believed that a person's
development was affected by everything in their
surrounding environment. He divided the person's
environment into five different levels: the
microsystem, the mesosystem, the exosystem, the
macrosystem, and the chronosystem.
Ecological Systems Theory
www.en.wikipedia.org/wiki/Ecological_systems_theory
Thriving People

Primary: The eight sectors are designed to
indicate that there are eight primary emotion
dimensions. They are anger, anticipation, joy,
trust, fear, surprise, sadness and disgust.
Intensity: The cone’s vertical dimension
represents intensity – emotions intensify as they
move from the outside to the center of the
wheel. For example, a feeling of boredom can
intensify to loathing if left unchecked. This is an
important rule about emotions to be aware of in
relationships: If left unchecked, emotions can
intensify. Herein lies the wisdom of enhancing
your emotional vocabulary: it’s the bedrock of
effectively navigating emotions.
Relations: Each circle sector has an opposite
emotion. The opposite of sadness is joy, and the
opposite of trust is disgust. Can you find the
opposite of anticipation? …
The emotions with no color represent an
emotion that is a mix of the 2 primary emotions.
For example, anticipation and joy combine to be
optimism. Joy and trust combine to be love.
Emotions are often complex, and being able to
recognize when a feeling is actually a
combination of two or more distinct feelings is a
helpful skill. That is a basic guide for interpreting
the emotion wheel created by psychologist
Robert Plutchik.
Breaking Down Plutchik’s Wheel of Emotions
www.6seconds.org/2017/04/27/plutchiks-model-of-emotions/
Robert Plutchik - Wheel of Emotions.
Thriving People

Probabilistic Epigenesis
Gilbert Gottlieb's Probabilistic Epigenesis
Probabilistic epigenesis is the view that the development
of an organism is dependent on the bidirectional
influences of interacting biological and environmental
forces that form a larger system.
His view attempts to encompass all of the factors
influencing development, how these factors interact with
one another and how this interaction shapes individual
development. He believed these influences occur over the
course of evolution as well as throughout an individual's
lifespan. Gottlieb describes four different interacting
dynamics:
behavior, neural activity, genetic activity and environment.
Probabilistic Epigenesis
www.study.com/academy/lesson/gottliebs-epigenetic-psychobiological-systems-perspective-concepts-definitions.html
Genetic activity
Behaviour
Neuralactivity
Environment
Thriving People

If I ran a school, I'd give the average grade
to the ones who gave me all the right
answers, for being good parrots. I'd give the
top grades to those who made a lot of
mistakes and told me about them, and then
told me what they learned from them.
Buckminster Fuller

Urban Hub
Evaluation
& Monitoring

Guiding principle here is that you need enough
diversity in what data you are gathering and
how you are gathering it, that you can
adequately capture impacts that are occurring
in all quadrants.
Types of data to be collected:
- third-person data (objective) such as surveys or
other quantitative ways to measure change,
- second-person (intersubjective data) such as data
that is generated and interpreted together as a
group or within a process, and
- first-person (subjective data) such as reflective
answers, thick description, or other qualitative
descriptions (one-on-one).
Impact on Practices
(practices & conduct
carrying out work)
Impact on Systems
(policies, structures that
support innovation in work)
Impact on Mindsets
(ways of thinking about and
approaching problems)
Impact on Culture
(collaboration, cultural
perceptions, and social
discourse in issues)
www.integralwithoutborders.org
Integral Monitoring & Evaluation

THIRD-PERSON DATA
COLLECTION
• Build in content from the indicator
table into the feedback forms,
proposal questions, grant reports,
forum retrospectives, etc.
• This will generate actual numbers
along the 1-5 spectrum for these
indicators, which can be
quantified and used in evaluation
analysis and reporting.
• Any thing you quantify (numbers
of participants, proposals or multi
sector tables) can be useful to
analyze and include.
SECOND-PERSON DATA COLLECTION
• At the Evaluation Pod meetings and
Development Evaluation (DE) meetings generate
discussion and reflection through prompting
with skillful DE questions. Then, harvest the
insights and doing pattern-finding; that is where
indicators come in.
• Community Liaison carry out this pattern-finding
afterwards then reflect back to the other
participants later.
• During the DE sessions, do some group pattern-
finding with indicator tables written on flip-
charts, and participants use post-it notes to tag
where in the spectrum they would say the
outcome was achieved. This is based on
participant-observation, and is co-generated in a
focus-group style meeting.
FIRST-PERSON DATA
COLLECTION
• To generate thick descriptions
on these indicators (about how
and why changes occurred as
they did):
• use more in-depth reflective
questions posed within one of
the activities, such as a
qualitative question in a survey
• or by doing key-informant
interviews with a sample of the
target audience.
www.integralwithoutborders.org

Reflective, experiential inquiry
Description: interior felt-sense, how one feels (about oneself, org, project, issue),
Methods: phenomenology
Methodologies: personal ecology sheet
self-reflection (can use this tool to guide the process, can be an ongoing cascading reflection-
stream, and/or can be accessed through journaling).
Developmental inquiry
Description: interior personal change, developmental stages, changes in motivation, attitudes,
and values.
Methods: structuralism
Methodologies: developmental assessment (includes pre/post interviews that are carried out
one-on-one with a sample of the population and the interviewer is trained to ask the same
questions that hone in on indicators for motivational, attitudinal
I
R
Interpretive inquiry
Description: culture and meanings held by the group or community; for example, how do people
generally feel and what do they know about “conservation”, what does “conservation concession”
mean to them?
Methods: hermeneutics
Methodologies: focus group (using a guided method, shared below, as a pre/during/post
method of “taking the pulse” of the group—where motivation lies, what is working what is not, how
can the project shift and flow.
Ethno-methodological inquiry
Description: changes in social discourse, implicit “background” social norms, and shared
worldview.
Method Family: ethno-methodology
Methodologies: participant-observation (using a tool with focus questions on specific domains of
change)
Integral Methodological Pluralism application - international development framework : Gail Hochachka IWB

Systems inquiry
Description: quantitative measurement of seen changes in social, economic,
political systems in which the work is carried out.
Methods: systems analysis
Methodologies: systems-analysis tool
S
E
Empirical inquiry
Description: quantitative measurement of seen changes in behaviours, for example:
shifts in land-use practices, uptake of conservation practices in the household,
behavioural change in gender relations.
Methods: empiricism
Methodologies: measuring, ranking, and quantitative analysis (pre/during/post
measurement that ranks certain behaviours from 1-10 and can compare/contrast to
later assessment, after which time that data can be analysed using quantitative
methods to create graphs and figures of what percentage of behaviours changed
through the lifetime of the project.)
Integral Methodological Pluralism application - international development framework : Gail Hochachka IWB

MetaImpact Framework
At the heart of our approach is The MetaImpact Framework, which measures 4
Types of Impact with 10 Types of Capital which produce 4 Bottom Lines.
4 Types of Impact
10 Types of Capital
4 Bottom Lines
MetaIntegral is a global transdisciplinary design firm. We support visionary leaders, teams,
and organizations to Be IMPACT. To do this we draw on and integrate a number of theories
and their associated practices including: embodiment theory, design theory, integral theory,
and developmental theory. As a result we help you thrive in complexity – transforming the
world – from an embodied place of presence and purpose. We love to co-create with you –
your events, products, services, books, business models, and business ecosystems among
other things.
MetaIntegral Capital is the branch of MetaIntegral that is dedicated to the design of wisdom
economies – which are accounting systems that integrate multiple types of impact, multiple
forms of capital, and multiple bottom lines. This site is devoted to sharing with you
our MetaImpact Framework, which lies at the heart of our approach to preserving the
wholeness of individuals and systems.
www.metacapital.net

Over the last 30 years various individuals have
created multiple capital frameworks which include
anywhere between 3 and 20 different types of
capital. We’ve done an integrative meta-analysis
of over a dozen of these frameworks to identify
what are the most important forms of capital to
include in an expanded framework and how might
we combine them into an elegant and intuitive
framework – one that not only includes essential
types of capital but highlights the different kinds
of relationship between these capitals.
In 2011 the International Integrated Reporting
Council (IIRC) began a multi-year global initiative
to develop an expanded model of capital.
Through their process they identified six types of
capital that should be included in an integrated
report. We have included all six of these in our
model (they are identified with an asterisk after
their name in our model). In addition to these six
we have included four more that our analysis
indicates are necessary for a comprehensive
assessment of value creation.
Then using Integral Theory we have organized
these into four quadrants.
Below is a set of slides that show the complete 10
capital model followed by a single slide for each
type of capital and ending with the red icon we
use for the MetaImpact Framework.
www.metacapital.net
10 Types of Capital

Clear Impact
One of the most common forms of impact is Clear Impact, which measures
change in stakeholder performance. Many businesses and organizations
include various metrics to assess this area of impact (e.g., skill assessments,
analytics, observation tools, and various KPIs). What all these metrics have in
common is the focus on objective criteria to track behavior and performance.
These four types of impact
combine to create a
comprehensive model
of impact …High Impact
The other main form of impact is High Impact, which measures change in
stakeholder systems (e.g., supply chains, cash flow, customer engagement) .
Many businesses and organizations include various metrics to assess this area
of impact (e.g., environmental impact assessments, financial impact
assessments, input indicators, and various KPIs). What all these metrics have
in common is the focus on interobjective or systemic criteria to track
organizational and market dynamics.
Wide Impact
Over the last decade it has become more common for organizations to
include Wide Impact, which measures change in stakeholder relationships.
With forms of network analysis and social mapping there have emerged
various metrics to assess this area of impact (e.g., 360 Assessments,
relationship mapping, interviews, and social impact assessments). What all
these metrics have in common is the focus on intersubjective criteria to track
the quality and quantity of relationships and their influence.
Deep Impact
Arguably, one of the most important forms of impact is Deep Impact, which
measures change in stakeholder experience. There is a growing awareness
among many businesses and organizations that this form of impact needs to
be included. Various metrics are used to assess this area of impact (e.g., self-
evaluations, psychometrics, satisfaction surveys, and happiness inventories).
What all these metrics have in common is the focus on subjective criteria to
track somatic, emotional, and psychological dimensions of experience.
www.metacapital.net
4 Impacts

www.metacapital.net
The 10 Capitals and their forms of
measurement combine into 4 Bottom
Lines. These include the common triple
bottom line of Profit, People, and Planet
but also adds a 4th – Purpose. While a
number of 4 bottom line models have
been proposed – some of which even
include Purpose as a fourth – our
approach to having 4 bottom lines is
distinct in at least two ways.
First, the common bottom lines of Profit,
People, and Planet are often exclusively
defined in terms of what we would call
High Impact – with a focus on the systems
involved. In contrast to this we redefine
each of these bottom lines in a more
holistic and integrative fashion – building
on the important work of previous uses
but avoiding a reductive approach to
these bottom lines.
Second, we place the four bottom lines
around our four quadrant model in a way
that highlights specific relationships
between the bottom lines. For example,
each bottom line shares 2 or 3 forms of
capital as part of its constitution. This
enables an important form of integration
between all four bottom lines.
Together these 4 bottom lines
combine to form the MetaImpact
Framework.
For more information on Meta Integral and
their associated work see
www.metaintegral.org
4 Bottom Lines

Almost all education has a political motive: it aims at
strengthening some group, national or religious or
even social, in the competition with other groups. It is
this motive, in the main, which determines the
subjects taught, the knowledge offered and the
knowledge withheld, and also decides what mental
habits the pupils are expected to acquire. Hardly
anything is done to foster the inward growth of mind
and spirit; in fact, those who have had the most
education are very often atrophied in their mental
and spiritual life.-
Bertrand Russell

© integralMENTORS
• Lines or Streams of Development
numerous different streams, modules,
or lines of development, including
cognitive, moral, spiritual, aesthetic,
somatic, imaginative, interpersonal, etc.
• Types of Development
numerous different types of
consciousness, including gender types,
personality types (enneagram, Myers-
Briggs, Jungian), and so on.
• States of Consciousness
multiple states of consciousness,
including waking, dreaming, sleeping,
altered, non-ordinary, and meditative.
What can be said about a more integral model of human possibilities? Before talking about the
application of an integral vision — in education, politics, business, health care, and so on — there
needs to be some general notion of what it is that is to be applied in the first place.
Moving from pluralistic relativism to universal integralism, what kind of map might be found?
An Integral View
A more integral cartography

• the importance of the ‘self’ as the navigator of the great ‘River of
Life’ should not be overlooked. It appears that the self is not a
monolithic entity but rather a society of selves with a centre of
gravity, which acts to bind the multiple waves, states, streams, and
realms into something of a unified organization; the disruption of
this organization, at any of its general stages, can result in
pathology.
Such are a few of the multiple factors that a richly holistic view of the
Kosmos might wish to include. At the very least, any model that does
not coherently include all of those items is not a very integral model.
www.kenwilber.com
An Integral View
• Social system
the massively influential forces of the social system, at all levels
(from nature to human structures, including the all-important impact
of nonhuman social systems, from Gaia to ecosystems).
• Cultural factors
the extraordinarily important impact of numerous cultural factors,
including the rich textures of diverse cultural realities, background
contexts, pluralistic perceptions, and so on, none of which should
be unwarrantedly marginalized, all of which should be included and
integrated in a broad web of integral-aperspectival tapestries (and,
just as important, a truly "integral transformative practice" would
give considerable weight to the importance of relationships,
community, culture, and intersubjective factors in general, not as
merely a realm of application of spiritual insight, but as a mode of
spiritual transformation).
A more integral cartography

A Broader Framework (IMP)
IMP – integral Methodological Pluralism
A set of social practices that corresponds with
AQAL metatheory. (see earlier volumes 1 to 8)
IMP is paradigmatic in that it includes the most
time-honored methodologies, and meta-
paradigmatic in that it weaves them together by
way of three integrative principles:
• non-exclusion,
• unfoldment, and
• enactment
With regard to IMP, we can put the crucial point
very simply: what if an individual .. accepted the
basic validity of
• hermeneutics and
• systems theory and
• introspective phenomenology and
• empirical science and
• shamanic states of consciousness and
• developmental psychology and
• collaborative inquiry and
• ecological sciences and
• postmodern contextualism and
• neuroscience and
....
If the basic legitimacy of all of those time-tested
methodologies is allowed, then the experiences
that all of those social practices enact, bring forth,
and illumine become grist for the mill of a ….
metatheory that accounts, or at least attempts to
account, for all of them in a believable, coherent
fashion
These three regulative principles — non-exclusion,
enfoldment, enactment--are principles that were
reverse engineered, if you will, from the fact that
numerous different and seemingly "conflicting"
paradigms are already being competently
practiced all over the world; and thus the
question is not, and never has been, which is
right and which is wrong, but how can all of them
already be arising in a Kosmos?
These three principles are some of the items that
need to be already operating in the universe in
order for so many paradigms to already be
arising, and the only really interesting question is
how can all of those extraordinary practices
already be arising in any universe?
Integral Methodological Pluralism

• comprehensive,
• inclusive,
• non-marginalizing,
• embracing.
Integral approaches to any field attempt
to be exactly that –
to include as many:
• perspectives,
• styles, &
• methodologies
as possible within a coherent view of the
topic.
In a certain sense, integral approaches are
“meta-paradigms,” or ways to draw together
an already existing number of separate
paradigms into an interrelated network of
approaches that are mutually enriching.
– Ken Wilber
A Broader Framework
The word integral means

A Quadrant Worldview A Quadrivia Worldview
domains in which I am embedded
Perspectives – Domains of Knowing
My
Values & Mindset
Our
Culture &
WorldViews
Our
Society & Systems
My
Behaviour &
Lifestyle
‘City’ viewed
from a personal
perspective
–
through personal
mindsets & values
(centre of gravity)
‘City’ viewed from a
cultural perspective –
through group
culture & worldviews
(dominant mode of
discourse)
‘City’ viewed from a
social & systems
perspective –
(data and observation
driven)
‘City’ viewed from an
empirical perspective
–
(data and observation
driven)
www.integralmentors.org
A Broader Framework

MY MEANINGS (the me space)
• what matters to me
• my inner world
• my thoughts, feelings, fears, values,
meaning. intentions & consciousness
• my worldviews
• my developmental centre of gravity
(Structural-Stage)
• my state centre of gravity (State-stage)
[Personal: Values, Commitment, Responsibility,
Altitude]
OUR SHARED MEANING & RELATIONSHIP
(the me space)
• our culture & relationships
• how we understand & relate to each other
• our worldviews
• our common mode of discourse (Structural-
Stage)
[Cultural: Shared values, Morale, Myths &
Legends, Covenants]
MY BODY & ACTIONS (the it/other space)
• what people can see about me
• the tangible & measurable parts of my
behaviour, my doing
• what I eat & do
[Behaviour: Actions; Competencies;
Compliance; Choices]
GROUP PROCESSES/SYSTEMS, STRUCTURES
(the its/others space)
• the design of things/systems
• the process, procedures, structures & systems
that support, explain, map, measure & guide
• aesthetics, how things look/work
[Systems: Organisational structures; Policies &
Procedures; Metrics; Contracts]
Subjective-Interior
Objective-ExteriorInter-objective-Exterior
A Broader FrameworkInter-subjective-Interior
People do not perceive ‘worlds’ but enact them. Different mindsets bring forth different worlds.
WorldView

WorldView
A Broader Framework
Philosophy Beliefs Attitudes Relationships
Generative
Do for all in a way
that best serves all
Organisations are
consciously evolving
social organisms
We are for each other
and the whole
Co-operative
Evoking genius
Mutually nourishing
Sustainable
Do unto others as
you would have
them do unto you
Organisations are
living systems
We are all in this
together
Caring
Appreciative
High integrity
Compliant
Do unto others in a
way that is fair
Ideal organisation is a
well oiled machine
You scratch my
back ……
Respectful
Purposeful
Honest
Dysfunctional
Do it to others
before they do it to
you
People are the
problem
I will use you
Disrespectful
Dishonest
Discounting
Toxic
Do others in before
they do you in
Might makes right I will defeat you
Attacking
Blaming

WorldView
A Broader Framework
Alchemist
Pluralist/

The Process of Learning:
The main reason that learning is as slow as it is, is
that learning means giving up ideas, habits, and
values.
Some of the old "learning" that has to be given
up or "unlearned" was useful in the past, and is
still useful to some of the people in the society.
Some of the things that people have to unlearn
are traditions that are dear to them, and that may
be part of their character development.
Max Singer

Key to an Integral approach to urban design
is the notion that although other aspects of
urban life are important, people (sentient
beings), as individuals and communities, are
the primary ‘purpose’ for making cities
thriveable. All other aspects (technology,
transport & infra-structure, health, education,
sustain-ability, economic development, etc.)
although playing a major part, are
secondary.
Urban Hub Series
These books are a series of presentations for
the use of Integral theory or an Integral
Meta-framework in understanding cities and
urban Thriveability.
Although each can stand alone, taken
together they give a more rounded
appreciation of how this broader framework
can help in the analysis and design of
thriveable urban environments.
Guides for Integrally Informed
Practitioners
The Guides for Integrally Informed
Practitioners (adjacent) cover much of the
theory behind the Integral Meta-framework
used in these volumes. For topics covered in
others volumes in this series see the
following page.

Urban Hub series.
Pdf versions are free to view or
download at
www.slideshare.net/PauljvsSS
Can also be viewed at
issuu.com/paulvanschaik
Hardcopies can be purchased at
Amazon
Thriveable Cities series so far
covers:
Smart Sustainable Thriving Cities
Integral Methodological
Pluralism
Integral Theory
Integral Workbook
Visions & Worldviews vol. 1, 2 & 3
What We Can Do: Cultivating
Change
Odyssey 1 – a journey
Education - a future (May ‘18)
We Take Control (June ‘18)
Inferno & Phoenix… (Aug ‘18)
Although each book can stand
alone, taken together they give a
more rounded appreciation of
how this broader framework can
help in the analysis and design of
thriveable urban environments.

UrbanHub1 A series of graphics from integralMENTORS integral
UrbanHub work on IMP and Thriveable Cities
This work shows the graphics from a dynamic deck
that accompany a presentation on Visions &
WorldViews and Thriveable Cities. The history of the
co-evolution of cities, evolving WorldViews, Visions &
Mindsets in urban Habitats and technology is
presented in an integral framework.
IntegralUrbanHub
Education
ThriveableCities
Integral theory is simply explained as it relates to these
themes see UH 2 & UH 3 for more detail.
This volume is part of an ongoing series of guides to
integrally inform practitioners.
0
afuture

Urban Hub 10 : EDUCATION a future - Thriveable Cities

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