Spiral Dynamics & Learning


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an overview of thinking processes in learning / training environments.

developed by: Eric Bochene
℗2011 XoMoXnyc.com

Published in: Education, Technology

Spiral Dynamics & Learning

  1. 1. Spiral  Dynamics®  &  Learning An  overview  of  thinking  processesin  learning  /  training  environments developed  by:  Eric  Bochene  ℗2011 XoMoXnyc.com
  2. 2. contents• what is Spiral Dynamics?• what has Tier ONE Consciousness brought us?• what is the emerging Tier TWO Consciousness bringing us?• Tier ONE learning preferences & delivery methods.• Tier TWO learning preferences & delivery methods.• common traps / where Learners & Learning Facilitators “get stuck”.
  3. 3. what isSpiral Dynamics?
  4. 4. Spiral Dynamics Integral — or SDi — is a model that maps out and illustrates the majordevelopmental MEMEs over the course of human cognitive evolution.And, it indicates two connected threads which shape the thinking process. • LIFEdeal with on a day to— external environmental factors that the person must CONDITIONS day basis. • the ability to think about and deal— the various abilities and facing thethat form THINKING CAPACITIES with the external problems skill sets person.
  5. 5. meme |mēm|noun Biologyan element of a culture or system of behavior that may be considered to be passed from oneindividual to another by non-genetic means, esp. imitation.DERIVATIVESmemetic |mēˈmetik; mə-| adjectiveORIGIN 1970s: from Greek mimēma ‘that which is imitated,’ on the pattern of gene.
  6. 6. As a working model, Spiral Dynamics is commonly illustrated via a color-coded chart overlaid onan emergent spiral shape.It is comprised of Eight Levels & Two Tiers. • Tier ONE — levels levels 1—6. And these are the lower consciousness contains . (base mentalities) • Tier TWO —levels. levels 7 & 8 and are the HIGHER consciousness contains * It is important to note that this “spiral model” is NOT fixed and does not/is not ending at level 8. rather, it allows for more to continually emerge.
  7. 7. The psychology of the mature human being is an unfolding,emergent, oscillating, spiraling process... marked by progressive subordination of older and lower-order behavior systems tonewer, continually emerging yet symbiotic higher-order systems.
  9. 9. First Tier (lower)Consciousness
  10. 10. level 1: INSTINCTIVE ( ) / SURVIVALISTIC think “prehistoric” or “Caveman”
  11. 11. level 1: INSTINCTIVE / SURVIVALISTICbegan around 100,000 years agotheme: do what you must to stay alive• lives off the land much as other animals.• highest priorities are food, water, shelter, warmth, sex & safety.• uses instincts & habits just to survive.• distinct self is barely awakened or sustained.• forms into survival bands to perpetuate life.
  12. 12. level 2: MAGICAL / ANIMISTIC think “Shaman” & “Their Tribe”
  13. 13. level 2: MAGICAL / ANIMISTICbegan around 50,000 years agotheme: keep the spirits happy & the tribes nest warm & safe• obeys the desires of the spirit being(s) & mystical signs.• shows allegiance to chief, elders, ancestors & the clan.• allows individual self to be subsumed in group.• preserves sacred objects, places, events & memories.• observes rites of passage, seasonal cycles & tribal customs.
  14. 14. level 3: IMPULSIVE / EGOCENTRIC think “Early Civilization”... think “Warrior Kings” and “THEIR people”.
  15. 15. level 3: IMPULSIVE / EGOCENTRICbegan around 10,000 years agotheme: be what you are and do what you want, regardless...• more self-aware & individualistic, breaking free from domination or constraint to please oneself as one desires.• sees world as a jungle full of threats, predators & enemies.• carves out of nature, a society via physical force as well as the physical & mental domination of others.• stands proudly & defiantly, expects attention, demands respect.
  16. 16. level 4: PURPOSEFUL / AUTHORITARIAN think “Empires & Kingdoms”.... the “Kings / Emperors / Pharaohs...” and their “Subjects / Slaves”. think “the Rule of Man-Made Law”.
  17. 17. level 4: PURPOSEFUL / AUTHORITARIANbegan around 5,000 years agotheme: life has meaning, direction & purpose with pre-determined outcomes• develops intangible & abstract "greater" ideologies.• sacrifices self to the higher transcendent cause, truth or righteous pathway.• law & order enforces code of conduct perceived as stemming from eternal absolute principles.• righteous living produces stability now & guarantees future reward.• is impulse driven through emotions & believes that everybody has a prescribed position in society.• believes laws, regulations & discipline builds character & moral fiber.
  18. 18. level 5: STRATEGIC / OPPORTUNISTIC think “Industrial Revolution”. think “Business Tycoons & Bankers”... think their partners the “Politicians”... and think the subsequent “Classes of People”.
  19. 19. level 5: STRATEGIC / OPPORTUNISTICbegan around 1700theme: act in your own self interest by playing the game to win”• sees change & advancement as inherent & within a perceivably manageable scheme of things.• perceives progress/success is attained by learning & thus utilizing secrets.• manipulates resources & other people to create comfort & conveniences.• believes itʼs a simple matter of being deserving or undeserving of perceived successes & rewards.• sees prosperity as largely relating to tangible materialistic things attainable through strategic competitiveness.
  20. 20. level 6: COMMUNITARIAN / EGALITARIAN think “Environmental / Peace Activists”. think “Hippies”... “People vs. THE Man”... “moving away from Materialism & Hyper—Consumerism”. think about “Going Back to Nature”
  21. 21. level 6: COMMUNITARIAN / EGALITARIANbegan around 1860theme: seek peace within. explore (with others)... the “Carrying Capacity” of the world• the human spirit must be freed from greed, dogma & divisiveness.• sensitivity & caring supersede cold rationality.• shares the Earths abundant resources & opportunities equally among all.• reaches decisions through reconciliation & group consensus.• refreshes spirituality, brings harmony & enriches human development.
  22. 22. S oc iet al I nst i t u t i o n a l i z a t i o n & H u ma nit y ʼs Line a r Tim e Pe r c e pt ion tribalism organized religion kingdoms Monetary/Market Economics war nation states science & technology empires educational systems rule of man-made laws
  23. 23. Second Tier (higher/emerging)Consciousness
  24. 24. level 7: INTEGRATIVE think: Non-Divisionary & Humanitarian Martin Luther King, Jr. (15 Jan. 1929 – 4 Apr. 1968) Mohandas K. Gandhi (2 Oct. 1869 – 30 Jan. 1948)
  25. 25. level 7: INTEGRATIVEbegan around 1950theme: live life fully & responsibly as what you are & learn to become• life is a kaleidoscope of natural hierarchies, systems & forms.• the magnificence of existence is valued over material possessions.• flexibility, spontaneity & functionality have the highest priority.• differences can be integrated into interdependent natural flows.• understands change is naturally occurring & not always something to manage.
  26. 26. level 8: HOLISTIC think: Global ( ) Biospherical ( ) Universally ( ) Holistic ( ) ONEness ( ) Carl Sagan (9 Nov., 1934 – 20 Dec., 1996) Jiddu Krishnamurti (12 May 1895 – 17 Feb. 1986)
  27. 27. level 8: HOLISTICbegan around 1970theme: Experience the wholeness of existence through mind & spirit• the world as a single dynamic organism with its own collective mind.• self is distinct yet symbiotic with a larger compassionate whole.• everything connects to everything else in ecological allotments.• energy & information permeate the Earths total environment.• holistic intuitive thinking & rational actions are expected in order to be "good ancestors" in the here nʼ now.
  28. 28. What has Tier ONE Consciousness brought us?Tier ONE Consciousness has essentially given our human society beliefsystems that tell us who and what we are (our identity) is based upon what wehave been assigned by a plethora of institutions and that this “identity” islargely dependent upon the perceptions of others. e.g. “Iʼm an African-American woman form New York thus, a U.S. citizen. Iʼm an Electrical Engineer with a Masterʼs Degree from Harvard. My family consists of myself, husband and two kids and we are all devout Christians. Our family is in the upper- middle class tax bracket, although I donʼt feel itʼs true. We have successfully saved enough money to pay for our kidsʼ education at some select schools.
  29. 29. Whatʼs Tier TWO Consciousness bringing us?As itʼs still emerging “new”... it is difficult to describe as most people are still stuck down in the MEMEsof levels 1-5 or Beige - Red. However, as Tier TWO Consciousness is NOT a fantasy or dream, butrather traits that are identifiable as being held by some people and a consciousness that is in factemerging into more and more people.That said, perhaps we could state here that Tier TWO consciousness is about theDE-institutionalization of the individual as well as the collective species. Some may even call it an“UN-learning Process”.e.g. I, as Conscious Observer from a living, breathing biosphere known as Earth, am endowed with feelings and perceptions. With these feelings and perceptions, I will ALWAYS be in search of NOT “thee truth”... but rather the CONSTANTLY EMERGING “Bigger Truths”. And once I feel “comfortable” that I have arrived at these Bigger Truths… I shall progress or maybe even regress at times and QUESTION these so-called “Bigger Truths” I have come to know. THIS, if there is any such thing… IS the TRUE nature of what it means “to be alive”!
  30. 30. Tier ONE consciousnesslearning preferences & delivery methods
  31. 31. level 1: Learning/student Preferences As level ONE is simply “survival mode”, we should understand that there really is NO “learning” and/or “teaching” taking place in this MEME. Therefor, we shall skip over it.
  32. 32. level 2: Learning/student Preferences• seeks knowledge & understanding from the wise & elders.• readily accepts & desires things at “Face Value”.• wants “rewards” for the WHOLE group.• needs “ceremonies” to denote moving to another stage/phase.• sees a set pace of progress for self & peers as “good”.
  33. 33. level 2: Delivery (teaching) Method• use myths & metaphors to convey more complex meanings.• captivates audience with rhythmic songs & chants.• give rewards that meet basic physiological needs.• create “special places” & icons for important / traditional / group-based activities (cultural & ceremonial centers).
  34. 34. level 3: Learning/student Preferences• likes instant rewards for achievements & even pre-rewards for engagement.• shame & loss of face is preferably avoided.• does NOT like to take into consideration the consequences of one’s actions.• NOT easily accepting of guilt, but rather, usually blames others for their behavior – (e.g. “they made me do it”)• likes to be dared & appreciates learning via trial & error.• seeks to be full of passion, creativity & enthusiasm in order to please… sometimes even surpass their “masters”.
  35. 35. level 3: Delivery (teaching) Method• provide environment for structured self-study (e.g. exercises & homework).• present oneself as firm & authoritative in order to direct & control.• allow for moderate bursts of creativity, no matter how far off-center they may be.• keep learners inline with YOUR ideals while acknowledging their “efforts”.• regarding “things missed” or “childish mistakes”, suggest things to include for next time.
  36. 36. level 4: Learning/student Preferences• likes to be fed abstract realities & needs “Absolute Truths”.• wants to learn in order to be contributive to the overall social order of things, while staying within oneʼs predetermined class.• understanding “one’s place in society”, seek to “fit-in” by being compliant & obedient.• follows “the rules” without daring to question the order of things.• likes to neglect one’s own passion & independence in order to appear as if they are under self-control as dictated by the order of things.• studies & does exercises not so much to “learn”, but rather to avoid upsetting the rulers and/or gods.
  37. 37. level 4: Delivery (teaching) Method• be authoritarian but at the same time, instructive (i.e. show the “Reason For”).• outline “appropriate” punishments for undesirable behaviors.• believe that no punishment means “no learning” & that too much punishment means “too rigid” a learning experience”.• develop curriculum that instills an ideology & belief-system that suggests the ruling oligarchy is eternal & divine.
  38. 38. level 5: Learning/student Preferences• learns in order to be more “successful” in the eyes of others & in terms of “material & monetary wealth”.• regarding peers, likes competition & hierarchical systems.• seeks to learn & thus hoard, “secrets” & “credentials” in order to gain an “advantage” over others.• while seeking to be recognized & revered , wants to “dream up” challenges to the status-quo while creating “markets” & “demand”.• is comfortable when analyzing things & takes existing knowledge and technologies as a base to build upon or expand.
  39. 39. level 5: Delivery (teaching) Method• curriculum should insist competition & an “Everybody for Themselves Society” is core to innovation & “Economic Development” of the nation.• “Rote Learning” & memorization exercises as main method.• advocate a worldview based on“Us vs. Them” scenarios.• allow self-expression, independence & entrepreneurship as long as it’s within a certain limit & not too “radical” / “disruptive”.• engage & “be a part of” the learning experience with students.• be more supportive rather than authoritative.
  40. 40. level 6: Learning/student Preferences• wants to learn “secrets” to share with ALL in order to challenge institutions based upon hierarchies & the exploitation of others and/or nature.• feels reward in collaborative, non-hierarchical, group-based experiences.• perceives feelings should often & naturally supersede logic & rules.• dislikes competitive, individualistic, reward-based learning environments.• authoritarian & segregational environments are highly resented & frustrating.• demands that situations & context be of the highest importance and relevancy & that alternatives are usually more attractive than just one “right answer”.
  41. 41. level 6: Delivery (teaching) Method• steers away from standardized curriculum & testing.• moves more towards situational & pertinent “problem-solutions” that keep the group connected.• be less of a “teacher” & more of an “Experienced Instructor” thatʼs a-part-OF the group rather than external to or “above”.• understand the Learning Experience derives more from one’s own Critical Thought) & Related Reactions of others within group.• imply & reinforce the concept that “rewards” & “profits” benefit the group / community.• create overarching goals that all within the group can contribute to.
  42. 42. Tier TWO consciousnesslearning preferences & delivery methods
  43. 43. levels 7 & 8: Learning/student Preferences• desires to be more of a “Generalist” vs. “Specialist / Expert”.• wants NOTHING to do with & totally rejects anything based in hierarchies, competitiveness & segregation.• embarks upon self-paced journey of learning NOT to become a “success” in the eyes of others, rather for the pure joy of.• wants information, skills & thus projects that are integral.• does NOT seek “THEE truth”, but rather desires the “Bigger Truths”• loves to learn & teach ANY where, at ANY time & with ANY source/student.
  44. 44. levels 7 & 8: Delivery (teaching) Method• predominantly REJECTS ideology of “Institutionalized Academics” and the “reward” of credentials.• instead... presents oneself for WHO & WHAT self is / is about.• conduct / present oneself as more of a “Learning Facilitator” rather than teacher, instructor, evaluator, judge...• appeal more to... and stimulate the intellect & the innate intuitions & creativity in ALL people while demonstrating the relevancy of things.• present “problems” & thus a challenge in order to seek MANY solutions that benefit ALL.• in the spirit of “transparency”, provide any & ALL available resources.
  45. 45. COMMON TRAPSwhere Learners & Learning Facilitators “get stuck”
  46. 46. Learners (students) can become “stuck” when...• their cognitive abilities cannot meet the level of problem complexity. * abilities are commonly hindered due to: 1. “faith” & belief systems 2. cultural norms & social / peer pressure 3. parental / familial demands & expectations 4. personal fears• incentives to learn don’t match the things they value.• the learning environment doesnʼt match learning preferences... their environment is NOT adaptive to their “New Self”.• while emerging or transitioning – “2 steps forward one step back” can just as quickly become “2 steps back, one step forward”.
  47. 47. Facilitators (teachers) can become “stuck” when... • cognitive abilities fail to adapt to Law of Emergence. • Theyʼre perceiving a lack of appreciation & enthusiasm in learners. • they themselves forget to ALSO be in a constant state of learning. • finding themselves seriously lacking in creative inspirations. • all passion for sharing knowledge / facilitating learning experiences runs out. • belief arises that somehow ALL learners share the same value systems... therefor, a “cookie cutter” delivery style will often take shape.
  48. 48. appendages
  49. 49. Criticisms of Spiral DynamicsWhile I do have some constructive criticisms / problems with Spiral Dynamics, most of my critiques focus of what icall the “institutionalization of SDi”. And they pertain largely to many of the so-called “founders” and/or “Leaders” ofthe Spiral Dynamics Model as well as their “clients” and audience. However, I’ll leave that as a whole otherpresentation for the future. For now, I’ll show some common and in my view, highly valid points of contention thatexist amongst some. They are:• The models implications are political, socially elitist and authoritarian.• Dr. DonWizards”)main proponent of SDi)superior decisions for ALL parties and to Manufacture (“Spiral Beck (a is an ability to make emphasizes a characteristic of "Tier Two" individuals Consent for their approaches by using resonant terms and ideas.• Someconsensual and non-consensualexplicitly suggests that "Tier Two Wizards" are prime for both perceive that Spiral Dynamics so-called “management” of Lower-Tier Individuals.• Critic, Michel Bauwens, argues that some concepts of what it means to be "Second Tier" are highly similar to Nietzsches idea of the Übermensch.
  50. 50. Spiral Dynamics ResourcesHere are some links to more information on Spiral Dynamics and some things that be considered as highly related:websites:• Spiral Dynamics (Wikipedia page) wikipedia.org/wiki/Spiral_Dynamics• Spiral Dynamics Integral — Conceived and led by Dr. Don Beck www.SpiralDynamics.net• Spiral Dynamics Group — a network of individuals that practice and apply the SDi model. SpiralDynamicsGroup.com• Human Emergence Middle East — catalyst for cultural transformation throughout the Mid-East. HumanEmergenceMiddleEast.org• the Zeitgeist Movement — grassroots movement concerned with the future of humanity. TheZeitgeistMovement.com• Transhumanism —(Wikipedia page) movement that affirms the possibility of transforming the human condition by developing and making widely available technologies to eliminate aging and to greatly enhance human intellectual, physical, and psychological capacities. wikipedia.org/wiki/Transhumanism• Kardashev scale (Wikipedia page) — a method of measuring a civilizations level of technological advancement by putting energy on a cosmic perspective and it has three designated categories called Type I, II, and III. wikipedia.org/wiki/Kardashev_scale
  51. 51. Related Books• a Brief HistoryFreedom of Everything — by Ken Wilber ℗ 1996• Escapeof Loving From — by Erich Fromm ℗ 1942• the Art Civilization — by Erich Fromm ℗ 1956• the Empathic Consent — by Jeremy Rifkin ℗ 2010• Manufacturing Quest — by Edward S. Herman & Noam Chomsky ℗ 1988• the Never Ending — by Christopher Cowan & Natasha Todorovic ℗ 2005• 1984 — by George Orwell ℗ 1988• Manufacturing Consent — by Edward S. Herman & Noam Chomsky ℗ 1988
  52. 52. Related Documentary Films• Zeitgeist: Addendum the Movie ℗• Zeitgeist: Moving Forward 2007 ℗• Zeitgeist: of the Self 2008 ℗• the Century Arthus-Bertrand 2011 ℗• Home - by Yann 2002 ℗• Earthlings 2009 ℗• Kymatica Man 2005 ℗• Transcendent 2009 ℗• Technocalyps 2011 ℗ 2006
  53. 53. And of course, lots of information, including, articles, essays, films, video presentations... can be found at my official website: www.XoMoXnyc.com