Guides for Integral Informed Practitioners 1 by Paul van Schaik

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

1 2

Guides for Integrally Informed Practitioners Walking in the world Not talking of the world

Basic Volume 1

Paul van Schaik integralMENTORS www.integralmentors.org

IntegralMENTORS Guides – [basic]

ISBN-13: 9781532853524 ISBN-10: 1532853521

A Broader Framework

For Barbara and all fellow Integral Alchemists on the road of discovery

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

CONTENTS: Part 1 – Basic Guides

Introduction:

An introduction to the Integral View and Working Guides What Does the Integral Approach Have for You Why I Use an Integral Approach in Praxis Concepts as Filters The Integral Practitioner

07 09 11 13 15

Paper 01: An Integral View – The Broader Framework

Paper 02: Quadrants in Development - ‘Dimensions of Experience’

Paper 03: Stages in Development - Complexity of Experience

Paper 04: Stages in Communication - Guide for activities or behaviour to adopt or not in communication with people at the different stages of development

Paper 05: Stages – Consultants - Guide for consultant selection

Paper 06: Stages – Teaching/Training - Guide for teaching, training, and coaching

Paper 07 – Stages – Consultant/Training – Selection and Training Paper 08: Stages - Management & Organization methods - Guide for M & O methods

Paper 09: Stages - Meanings of Space & Boundaries - Guide for projects working with physical settlement and infrastructure in diverse communities 37 Paper 10: Stages in Communication – Working with Magenta - magical-animistic

Paper 11: Stages in Communication – Working with Red - egocentric, power, ……

Paper 12: Stages in Communication – Working with Amber - mythic, ethnocentric, ….

Paper 13: Stages in Communication – Working with Orange - rational, world-centric, pragmatic, …...

Paper 14: Stages in Communication – Working with Green - pluralistic, multicultural, postmodern, …

Paper 15: Stages in Communication – Working with Teal - global mind, early vision-logic, ….

Paper 16: Stages in Communication – Working with Turquoise - planetary mind, systemic ….

Paper 17: Stages in Translation – Unhealthy to healthy states

Paper 18: Stages in Transformation – Why do we transform to higher Structure-Stages

Paper 19: Stages Wilber –Stages of Development

Paper 20: Lines in Development - Areas of Experience – LINES run through stages from Magenta to Teal

Paper 21: ZONES# in Development - ‘Insides and Outsides of Dimensions of Experience

Paper 22: Types in Experience - Types and Development

Paper 23: States and Experience - States in Development

Paper 24: Integral Communication - Integral Report & Documentation Preparation

Paper 25: Integral Mapping – In Quadrants, Stages and Zones#

Paper 26: Context and Life Conditions

IntegralMENTORS Guides – [basic] CASE STUDIES

CS01: Change Management at Unicef –: July 1996 – Dec. 1997

CS02-05: Worlds of Inclusion case study [ESP Egypt] - The Effective Schools Project :. 2005- 2007

CS06: Integral Practitioner in Praxis Gathering - Tlholego EcoVillage –May/June 2012

109

Papers from integral program in Unicef Bangladesh - 1996-1997 [2004] CS07: All-Quadrants, All-Levels, All-Lines: Extract from A Theory of Everything Ken Wilber 2000

115

CS08: “Crucial things to include in any approach to integral development"

117

CS09: "Top ten (plus or minus 2) things to do for integral development"

119

CS10: The process of integral development: 2 Archive Paper

121

CS11: TRYING TO BE INTEGRAL IN PRACTICE - A personal view:

131

Acknowledgements

147

Biography

147

ADVANCED - Volume 2 - See separate book due out mid 2016

Part 1

Covers more detailed uses of integral theory and praxis

Part 2 – Discussion Papers Discussion and development of ‘theoria and praxis’

Series 01 – ‘What do you think’ Series 02 – ‘Worlds of Inclusion’ Series 03 – ‘Worlds of Praxis’ Series 04 –‘Worlds of Action’ Series 05 – ‘Worlds of Theoria’

Part 3 – Newsletters

A Broader Framework

AN INTRODUCTION TO THE INTEGRAL VIEW and Working Guides

"We move from part to whole and back again, and in that dance of comprehension, in that amazing circle of understanding, we come alive to meaning, to value, and to vision: the very circle of understanding guides our way, weaving together the pieces, healing the fractures, mending the torn and tortured fragments, lighting the way ahead -this extraordinary movement from part to whole and back again, with healing the hallmark of each and every step, and grace the tender reward." Ken Wilber.

Introduction

This series of guides are intended for practitioners with some experience of integral theory. Each paper can stand alone or be used with others in the series – they are not intended to be dogmatic or prescriptive but to be used as reminders of a more extensive and developed theory. They are designed to be used as part of a workshop process and as such have limited value outside this process. Used with caution, with flexibility and a light touch, the papers are a rough guide to the territory - a ‘Third Person’ map of a highly complex and inter-meshed world. Part One covers basic theory – but at sufficient detail for an integral practitioner to use in the design, planning and implementation of projects or programs. The series will be added to as and when appropriate. Series 20 is more advanced and covers more detailed uses of Integral theory [See separate documents]. Key

These guides are divided into four interspersed sections - identified by colour banners as followers: Part 1: WHITE - theoretical guides – these give simple guides for the use of Integral theory in praxis in international development whether it be the design or implementation of programs or projects. [White sheets are the main content of this document]. Part 2: TEAL – commentary on the theory set out in the WHITE pages. Part 3: YELLOW – Simple examples of how theoretical components have been used in praxis. Part 4: BEIGE Introductions and summaries.

Health warning - Guides THESE GUIDES ARE ALL LIVING DOCUMENTS AND WILL BE ADDED TO OR UPDATED AS REQUIRED. These papers are to be used with a light touch and as a rough guide to action. They are designed for people who have a degree of experience in the field of development in praxis and are intended only for use following a workshop process for which they are designed. Nothing in life will be as clear-cut as it appears in these guides. People and groups straddle stages and give preference to the thinking or working-out of favoured quadrants and zones#. Altitude - though similar for individuals will be made up of different line strengths or weaknesses. Self-as-Instrument is key in their use - as an individual’s Kosmic Address will determine how the guides are perceived and used. What one ‘sees’ is determined by your stage of development. Or more correctly by one’s AQAL altitude.

IntegralMENTORS Guides – [basic] Part Two is a hold-all for on-going discussion and ‘theory in praxis’ development. These guides are a third-person rough map of a highly complex territory. But they help one to view the complexity beyond the chaos of ‘current’ life. That is - to work with the complexity beyond the simplicity offered by lesser meta-theories. So to be used with care. ‘Theoria in praxis as praxis’ Background

IntegralMENTORS was asked by an International Development consultancy we have worked with most over the last few years if we would develop a manual for project designers and implementers to help with a more integral or broader view in their work. Thinking about it, it could, if used carefully, make some sense. So we started to collect all our pieces from recent integralMENTORS and iSchaik Development Associates work and put them into a series of loose-leaf sheets. Included are some commentaries to go with the guides and a few ‘worked’ examples from the past – not case studies but short - 'we did this in that situation' type of pieces – in order to contextualise them. The way they are being used is to introduce each guide and work through them at a series of short workshops covering some items at each, and then a final bringing all together at a day-long working session. There are already a number of versions of 'what is Integral' produced over the years including some by the Integral Institute and AQAL Journal that explain Integral Theory in simple language. The intention here is to aim for a guidelines/checklist and thus a kind of manual to be used by people who already have at least a simple grounding in Integral Theory and a lot of experience in International Development. The problems with manuals – as has often been discussed - is that in themselves they are of little use UNLESS: 1) people have a grounding in Integral Theory and in this case International Development, and 2) they are initially used as part of training material to broaden consultants' or practitioners' skills and following that, for training and use in the field. In other words manuals without training and context is problematic - if not useless. Working with Integral Theory by practitioners in the field does take effort on their part: 1) to understand the complexity of the system and thus it's great advantages in praxis, and 2) to transform themselves sufficiently, with personal work, to a level of development in order to carry out item 1. It has been our experience over the years that practitioners often looking for, in this Facebook age where people think that all they have to do is click 'Like' or 'Share' to achieve a result, a simple 'if you do 'X" the results with be 'Y''. But as we have stressed many times, Integral Theory, in itself, is no 'silver bullet' in fact far from it.

A Broader Framework

WHAT DOES THE INTEGRAL APPROACH HAVE FOR YOU?

A great deal of research into human development now shows in more detail, how we grow in our understanding of ourselves and our world. All human beings have a unique and precious ability to grow throughout their lifetime. While there are many ways in which we can grow – physically, mentally, psychologically, interpersonally, spiritually, artistically, professionally – research shows that our potential in all of these areas is moderated by our Centre of Gravity in these different streams of development. That is where our level of embodiment is situated Our Stage of development is not us and it is in flux. By understanding our current Stage, we see into certain aspects of ourselves. Who we really are is much more than any theory anyone can ever hold about us. Through awareness of our own developmental Centre of Gravity, we will have a better sense of ourselves as we grow, in general, as well as in relationship to the others in our life and our world. In different situations we may respond from different Stages or levels. We therefore have both a tendency towards a Centre of Gravity and also a contextual response to the situation at hand. Development does not progress step-by-step, but in a much more complex pattern. It is important to hold any model lightly and use it to support ourselves in ways that are beneficial to us all. Our Stage of development shapes many aspects of ourselves – our thinking, emotional responses, behaviour, our leadership capacities, our inter-personal interactions, social life, and much more. Our Stage of development doesn’t determine these things, but limits, shapes and influences them – and it should be remembered that any Stage can be transcended. In understanding our Stage of development we can get a deeper understanding of how we make meaning and what influences our daily strategies and actions. This in turn give us a greater understanding of our relationships, and strategies for communication with others. As we begin to recognise our current Stage we start to better understand our world view, and our Level of ‘leadership’ development and this helps us to begin to see our particular strengths, vulnerabilities and learning and coping strategies. This understanding of Stages is then embedded in a more comprehensive map that includes the Deep and Surface Structures of the contexts, both in the interior inter-subjective area such as our culture and the intra-objective area such as the physical systems in which we live i.e. eco-systems, infrastructure-systems etc. All this is then expressed in our own behaviour and actions - the diagrams below map these interconnected areas. Simple Stages in Development

The context of these Stages

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

WHY I USE AN INTEGRAL APPROACH IN PRAXIS.

When I first started studying architecture in the mid1960s - I was keen to include as much of my understanding of life and the world in my designs as possible - over the 7 years of training this understanding and what was included became much broader. In addition to a natural ability to design and organize – there were various other diverse subjects, theories, and ideas. Psychology, philosophy, sociology, systems theory, ecology, game theory, anthropology, culture, spirituality - among others. These areas of interest were incorporated in my designs in the best way I could, but there was no meta-theory that helped me to see how they were possibly interconnected. They appeared to be part of a puzzle that was 2-dimensional and how the bits fitted together was not clear. They had therefore to be incorporated by using one's own intuition or gut-feeling. So a bit like a Christmas tree the decorations [these areas] were added without any real understanding of their connectivity. This process continued throughout my working life - each area becoming more deeply understood but still not connected. In 1996 I first came across the work of the American philosopher Ken Wilber who was just starting to articulate what was to become an Integral theory named AQAL. In meeting with him and others in 2000 in Boulder, Colorado to discuss the use of AQAL and the setting-up of the Integral Institute a broader framework started to develop. The use of Integral theory has been the backbone of my/our approach to development work since then. Why do I use Integral Theory?

The first reason is that it provides a map that allows me a much greater understanding of how the world fits together and how we operate in it. It ties so many theories together in a way, that at least for now with my current knowledge, I can see a little more clearly the complexity on the other side of the chaos we find our world appears to be in today. And to work with the complexity beyond the simplicity that other meta systems offer. I started to understand and thus map the connections between my subjective and objective views and how they help to create and are created by the culture and systems in which we live. I started to understand my own complexity of development and that of others who may be less or more developed than me. I started to understand why different types of people find it so difficult to understand each other, and why world-views that appear so different may have a very similar Deep Structure. And why others’ world-views have very different Deep Structures. So for the first time I began ‘understand’ people and where they were ‘coming from’ and thus become much better equipped to communicate with them. This ability covers both verbal and written communication. I could finally try to influence project designs to ensure that they are at least understandable and relevant to those I am working with. And remembering always that this map is not the territory that it describes. But it does take time to get a reasonable understanding and ability to work with Integral theory in praxis. As I like to say – ‘it is easy to learn a lot about Integral theory in a short time - the rest has to be lived.’ So the 'why' distilled down is simply this - it provides me with a broader framework with which firstly to understand projects and their context and then a means to map and design, implement and eventually evaluate their progress.

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

CONCEPT AS FILTERS

I was sitting in a meeting the other day and instead of listening to the contents of what each person was saying I started listening to the concepts through which each person was filtering their input or responses. It was an interesting exercise in the way we really do not communicate. Each person was were carefully listening to the others and being authentic to their understanding of the 'world'. But that authenticity really was such a filtered 'reality'. Reminding us of how ‘true but partial’ our ideas are - no matter how meta we think they are. Each doing their own violence to what we call our world. Each participant 'saw' the problem through their own filters or technology and forced the world into that image. Because of this people tend to group with those who hold the same concepts and thus filters. This can become a real limitation to understanding as we group into ‘We Spaces’ that reflect this and thereby limiting our real exploration of life. It is no good thinking that a meta theory can cover all bases it can't. It is equally partial at the meta level so can only be a part of our understanding. Any meta theory is just as likely to fall into the trap of idealization and then hubris. So getting back to the meeting - the discussion became a battle ground of filters. Each only being able to see it in their own filtered framework. The overall filter was integral with an AQAL bias but at no point did anyone stand back and say wait a minute are we really 'seeing' the problem further than redefining it with our filters and thus tearing it from it overall context. The problem is - no matter how much one states that a concept is only a map and not the territory, idealization soon sets in whether the concept is AQAL, Spiral Dynamics, Critical Reality or any such. It can be seen to be present when statements such as this society has a ‘dominant mode of discourse’ of Orange or that the most important THING that a leader must have is …. - And just about any statement that tries to define things from a single idea however meta. Each theory explains about as much as it doesn't explain. some meta-theories explain more and then leave even more unexplained. The graphic below gives a simplified idea of the type of filter that concepts provide. A person at any of these development stages will filter their world through the appropriate perspective. Of course it’s more complex than this but this is a good starting point to understanding and thus more effective communication.

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

THE INTEGRAL PRACTITIONER Why INTEGRAL informed international development? [from iMentors IID Master Classes] Integral theory and practice when applied to international development allows many more perspectives to be engaged as one deals with the complex issues involved. It allows us to include many more true but partial existing theories, ideas or interventions within an integral matrix or framework. It allows us to understand and thus honour local and non-local attitudes, values and cultures of both individuals and groups involved. It places into a more unifying context the role of infrastructure and physical systems with culture and social values and world-views. Integral theory and practice allows our interventions to be inclusive even when only working with small sections of the problem. It gives us real tools to bring to life the adage “think globally, think locally, act Integrally”. The AQAL Integral framework helps us to situate or contextualize what we are doing within a much broader view. Integral theory and practice includes the Objective [It] and Inter-objective perspectives [Its] as well as the Subjective [I] and Inter-subjective [We] perspectives of both individuals and groups or societies for all stages, types and states of development. When used generative and with main-structure theory it gives us practical processes or tools to understand why so often international aid programmes, even when thought of as ‘holistic’, produce such disappointing results. Why infrastructure programmes so important to national and community growth have in the past failed to sustain, when maintenance programmes don’t materialise or are just insufficient to cope. - Integral international development helps to moderate the balance between main structure and filler and allows generative growth to ensure organic and flexible programs. - Integral international development allows us to understand the need to balance community based programs with centralised policy and decision processes – also topdown, bottom-up, inside-out and out-side-in processes. In all cases the emphasis on the generative process ensures that all stakeholders have a creative and effective involvement in ensuring that outcomes are those required and needed. The clash between ‘grass roots’ approaches and central government and donor community needs are understood and included. Community and organisational development together with the need for capacity building are situated in ways that ensure they are more likely to be effective. Integral International development mentoring concentrates on the practical aspect of individuals existing or upcoming programs/project but grounds these in an overview of the meta theory/framework. It also gives an understanding of the role of integral coordination. The with the commitment and practice needed to maintain the integral practitioner effectiveness when working with complex issues. Integral theory is a map not the territory - but as such it is the most comprehensive map in use at the moment. - Integral Mentoring is aimed specifically at individuals or small groups or small groups within larger organisations who are experienced in the field of International development and/or community development. - Integral Mentoring is aimed at international or national consultants who are writing proposals, implementing, managing or monitoring and evaluating programs/projects, etc. - Integral Mentoring is also aimed at individuals or groups from the multi- or bi-lateral donor community involved in preparing, managing, implementing or monitoring and evaluating programs/projects. Also individuals who are working at the community level or at the central levels are covered. - Integral Mentoring will work with a particular focus current programs or projects. How integrally informed are they and how can they be made more effective. The outcome of the Integral Mentoring will be: a deeper understanding of the integral process in designing,

IntegralMENTORS Guides – [basic] implementing and monitoring more integrally informed programs; a deeper understanding of what should work and why and what does not work and why; and after the theoria the preparation or finalisation of a more integrally informed program or project will have begun. The series cover: • Integral International Development • Theoria in Praxis • Working through individual’s project(s) - Praxis (main focus of the classes) • Synthesis, summary and conclusions • The integral practitioner - Integral Practice. An understanding of the basics of integral theory would be an advantage though not essential. Therefore depending on the experience of the individuals or groups involved the first two items will vary in length.

A Broader Framework

THE INTEGRAL VIEW

"We move from part to whole and back again, and in that dance of comprehension, in that amazing circle of understanding, we come alive to meaning, to value, and to vision: the very circle of understanding guides our way, weaving together the pieces, healing the fractures, mending the torn and tortured fragments, lighting the way ahead -- this extraordinary movement from part to whole and back again, with healing the hallmark of each and every step, and grace the tender reward." Ken Wilber.

Integral view The ‘world’ is an experience in four dimensions, the ‘I’ – intentions or subjective; the ‘We’ – cultural or intersubjective; the ‘It’ – behavioural or objectives, and the ‘Its’ – social systems or inter-objective. These are the Quadrants These dimensions are then filtered through our complexity of experiences or Stages of Development; our different streams of experience or Line of Development in areas such as cognition, values, world-view, ego/self, morals, etc., through our Types such as our gender, religion, politics, race, …… psychology, and finally through our State in experiencing such as: mood [happy or sad],wake, or asleep …….. etc. Putting these all together we have a simple overview of the Integral Map or the AQAL Integral meta-theory.

An Integral View – The Broader Framework 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? A more integral cartography might include: •

multiple waves of existence, spanning the entire spectrum of consciousness, subconscious to self-conscious to super-conscious.

•

numerous different streams, modules, or lines of development, including cognitive, moral, spiritual, aesthetic, somatic, imaginative, interpersonal, etc.

•

multiple states of consciousness, including waking, dreaming, sleeping, altered, non-ordinary, and meditative.

•

numerous different types of consciousness, including gender types, personality types (enneagram, MyersBriggs, Jungian), and so on.

•

multiple brain states and organic factors.

•

the extraordinarily important impact of numerous cultural factors, including the rich textures of diverse cultural realities, background contexts, pluralistic perceptions, linguistic semantics, 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).

•

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).

•

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.

IntegralMENTORS Guides – [basic] 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. - Ken Wilber

How you hold a View will itself be largely determined by whatever Stage you are at! Looking at experience from a number of domains then gives the following map:

Dimensions of experience – [I , We and It/Its] give the ‘Quadrants’ and development Complexity of experience – give us Stages or ‘Levels’ of development Areas of experience – gives us ‘Lines’ [or ‘Streams’] of development States of experience – gives us ‘States’ in development Types of experience – gives us ‘Types’ in development This is the AQAL meta theory - all Quadrants, all Levels, all Lines, all Types and all States.

*Note: See Appendix IV1 for case study from Unicef involvement in integral program change design.

A Broader Framework

QUADRANTS IN DEVELOPMENT

‘Dimensions of Experience’ – the Quadrants:

“…the “I,” “we,” and “it” dimensions of experience really refer to art, morals, and science. Or self, culture, and nature. “The point is that every event in the manifest world has all 3 of those dimensions. You can look at any event from the point of view of the “I” (or how I personally see and feel about the event); from the point of view of the “we” (how not just I but others see the event); and as an “it” (or the objective facts of the event). “Thus, an integrally view will take all of those dimensions into account, and thus arrive at a more comprehensive and effective approach—in the “I” and the “we” and the “it”—or in self and culture and nature. If you leave out science, or leave out art, or leave out morals, something is going to be missing, something will get broken. Self and culture and nature are liberated together or not at all. So fundamental are these dimensions of “I,” “we,” and “it” that we call them the 4 quadrants, and we make them a foundation of the integral framework or IOS. (We arrive at “4” quadrants by subdividing “it” into singular “it” and plural “its.”)”. “All 4 quadrants show growth, development, or evolution. That is, they all show some sort of stages or levels of development, not as rigid rungs in a ladder but as fluid and flowing waves of unfolding. This happens everywhere in the natural world, just as an oak unfolds from an acorn through stages of growth and development, or a Siberian tiger grows from a fertilized egg to an adult organism in well-defined stages of growth and development. Likewise with humans in certain important ways. In the Upper Left or “I,” for example, the self unfolds from egocentric to ethnocentric to world-centric, or body to mind to spirit. In the Upper Right, felt energy phenomenologically expands from gross to subtle to causal. In the Lower Left, the “we” expands from egocentric (“me”) to ethnocentric (“us”) to world-centric (“all of us”). This expansion of group awareness allows social systems—in the Lower Right— to expand from simple groups to more complex systems like nations and eventually even to global systems.

“Notice that every “I” is in relationship with other I’s, which means that every “I” is a member of numerous we’s. These “We’s” represent not just individual but group (or collective) consciousness, not just subjective but intersubjective awareness—or culture in the broadest sense. This is indicated in the Lower-Left quadrant. Likewise, 19

IntegralMENTORS Guides – [basic] every “we” has an exterior, or what it looks like from the outside, and this is the Lower-Right quadrant. The Lower Left is often called the cultural dimension (or the inside awareness of the group—its worldview, its shared values, shared feelings, and so forth), and the Lower Right the social dimension (or the exterior forms and behaviors of the group, which are studied by 3rd-person sciences such as systems theory). “Again, the quadrants are simply the inside and the outside of the individual and the collective, and the point is that all 4 quadrants need to be included if we want to be as integral as possible.” Looking at each ‘dimension of Experience’ [quadrant] : How each ‘dimension of experience’ is known:

In the UL Quadrant we find the individual interior or subjective realities – and it manifests in this quadrant as “why I do what I do” or simply what I experience. This is known by felt experience. In the UR Quadrant we find individual exterior or objective realities – and it manifests in this quadrant as “what I do” or ‘how I behave’. This is known by measurement. In the LL Quadrant we find the collective interior or intersubjective realities - and it manifests in this quadrant as “why we do what we do” or simply ‘what we experience’. This is known by mutual resonance In the LR Quadrant we find the collective exterior or interobjective realities - and it manifests in this quadrant as “what we do” or simply ‘how we behave’. This is known by Systemic analysis. No individual (holon) can exist without being immersed in all four of these perspective. – As an ‘I’. Equally any item or situation can be viewed through these four perspectives. – As an ‘It’. Tetra-Meshed

The act whereby a holon meshes or fits with the selection pressures of all four quadrants. In order to tetra-mesh, each holon must, to some degree, be able to register its own exterior accurately enough (truth), its own interior accurately enough (truthfulness), understand its cultural milieu (mutual understanding), and fit within its social system (functional fit) - meaning that all four selection pressures must be dealt with adequately in order for a holon to evolve.

A Broader Framework A simple example in the area of waste disposal

In the case of waste disposal – it is not sufficient to consider just the systems available! One has to consider cultural values, individual beliefs and behaviour for each group or communities at the development stage or level from which they operate. In order to change behaviour one has to understand and have activities in each quadrant. The system must be appropriate for the stage of development, cultural norms may have to be educated or changed – individual beliefs or views may have to be altered – and these activities will only be effective if implemented with an detailed understanding of a) the development stage/level of the stakeholders and b) the surface structures in which these manifest. That is each culture will manifest the development stage in their own unique form. Any activity in one quadrant will not be effective if not supported by activities in each of the other quadrants. Introductions of a new waste disposal system will need activities that support a) cultural change, b) values or belief change, and c) behavioural change. Any development does need to go through each stage – there is to date no evidence of stages being skipped Context The context of each quadrant is different and the nature of this content will be different for each developmental stage or level.

What is important to note is that the type of content and the nature of its investigation is very different in each quadrant – but in ‘reality’ they are not separate but tetra-meshed into a whole.

Examples :

The few examples given in the adjacent table indicates how ‘dimensions’ manifest in each quadrant. These are some of the areas in each quadrant that would be worked with to bring about change or activities study/ investigation/ changed.

IntegralMENTORS Guides – [basic] Praxis and Tools for change: Each quadrant has a different set of praxis or tools used to bring about change.

Its is important to try and use tools in each quadrant that complement each other to reinforce the change process – tetra-meshing any activity. That is if culture (LL) is to be changes then it is important to ensure that the systems are in place to support this change (LR) – That individual values (UL) and behaviour (UR) also support this change .

Other uses and understanding of the Quadrant Tool – but always remember that the different Structure-Stages have to be considered as how an individual interoperates or manifests in each quadrant will depend on their Kosmic Address or simplistic their Altitude.

A Broader Framework Four Quadrant Map: Working With Complexity

Four Quadrant Map: Needs Assessment

Topic or Issue ………………

Wellbeing and quadrants – and tetra-meshed [general and detailed]

Using quadrants from sharing values to determine activities from Effective Schools Project – Egypt 2005 -2007

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic] Quadrants, Stages and Zones#

Will working with quadrants always bear in mind the different Stage-Structures and the different Zones# of surface & deep structure in each quadrant

Quadrants and what techniques are used to experience or examine each

A Broader Framework

STAGES IN DEVELOPMENT

Each higher Stage transcends and includes the lower stages â&#x20AC;&#x201C; including the best and transcending the areas that no longer apply.

Complexity of Experience â&#x20AC;&#x201C; Development Stages or Levels: From Magenta to Teal

IntegralMENTORS Guides – [basic]

Centre of Gravity

Walk and Talk

Common Mode of Discourse [CMD]

The ‘Walk’ and the ‘Talk’

In all societies people will be operation from a number of development stages or levels – the majority at a particular community or society would define the common mode of discourse – that is the worldview, culture, language etc. that would be heard. But there would also certainly be a leading edge at a higher stage and a trailing tail at a lower stage of development.

COG and CMD the reason that people very often talk about their ideas from a higher stage than that from which they behave. ………

Centre of Gravity [COG]

Equally individuals has a centre of gravity of all their different lines or streams. Here again there would also certainly be a leading edge usually the cognitive line and a trailing tail often the moral line. While the ego/self, values lines development tend to define the COG

Manifestation:

All these Stages are the deep structure and have been studied by looking at each of individual subjective lines of development. The way that these deep structure Stages appear as surface structure in each culture or society can be very different. It is therefore important not to provide identical responses to all, but to tailor each activity to the actual manifestation of these Stages in each society.

Development occurs through the interplay between person and environment, not just by one or the other. It is a potential and can be encouraged and facilitated by appropriate support and challenge. The depth, complexity, and scope of what people notice can expand throughout life. Yet no matter how evolved we become, our knowledge and understanding is always partial and incomplete. As development unfolds, autonomy, freedom, tolerance for difference and ambiguity, as well as flexibility, reflection and skill in interacting with the environment increase, while defenses decrease. Overall, worldviews evolve from simple to complex, from static to dynamic, and from egocentric to sociocentric to world-centric. Each later stage in the sequence is more differentiated, integrated, flexible and capable of functioning optimally in a world that is rapidly changing and becoming more complicated. People's stage of development influences what they notice or can become aware of, and therefore what they can describe, articulate, influence, and change. 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 people, and that may be part of their personal character development. Some of what needs to be forgotten are ways of living that still have important values to people.

A Broader Framework

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

STAGES IN COMMUNICATION [on the values line of development] Do’s and Don’t for different Stages

Guide for activities or behaviour to adopt or not in communication with people at the different stages of development. Remember that in any group though there will be a majority operation from a particular stage, (know through the dominant mode of discourse) there will also be people at more and less developed stages and these views must also be taken into account in any communications. Using this Do’s and Don’t’ guide must therefore be done with care and sensitivity. Stage

Do:

Don’t:

Magenta

− Use storytelling, emotions, drama, songs, dances; − Use simple diagrammatic drawings; − Use simple images, cartoons.

− − − − − −

Rely on written language and facts; Disrespect chief, tribe, elders, ancestors; Desecrate sacred grounds; Violate taboos or ritual ways; Introduce ambiguity; Threaten family or group.

Red

− − − − − − − − −

Demonstrate "What's in it for me, now?"; Offer "Immediate gratification if …"; Challenge and appeal to machismo/strength; Point out heroic status and legendary potential; Be flashy, unambiguous; Be reality-based, and strong; Use Simple language; Use fiery images/graphics; Appeal to narcissistic tendencies.

− − − − − − −

Challenge power or courage; Shame or put down person! group; Move onto turf; Be derisive and laugh; Taunt as an outsider; Appear or talk weak; Make excuses.

Amber

− Invoke duty, honour, country; − Use images of discipline and obedience to higher authority; − Call for good citizenship, stewardship, self sacrifice for a higher cause; − Appeal to traditions, laws, order, and being prepared; − Draw upon propriety and responsibilities; − Show how behaviour will insure future rewards, require delayed gratification, assuage guilt.

− − − − − − −

Attack religion, country, heritage, or standards; Desecrate symbols or Holy Books; Put down the One True-Way; Violate chain of command; Disregard rules and directives; Appear unfair or sleazy; Use profanity.

Orange

− Appeal to competitive advantage and leverage; − Draw upon success, progress, and status motivations; − Inspire to face the challenge; − Call for bigger, better, newer, faster, more popular; − Cite experts; use scientific data, calculated risks, proven experience; − Show increased profit, productivity, quality, results; − Demonstrate as best option, strategy; − Show as way to pre-empt government intervention.

− − − − − − − −

Put down profit or entrepreneurship; Talk about collectivization; Challenge compulsive drives; Deny rewards for good performance; Force sameness; Trap with rules and procedures; Seem inflexible or ordinary; Treat as one of the herd.

IntegralMENTORS Guides – [basic]

Green

− Create a sense of belonging, sharing, harmony; − Show sensitivity to human issues, Nature, and others; − Call for an expansion of awareness, self understanding, and liberation of the oppressed; − Use symbols of equity, humanity, and bonding; − Use gentle language and Nature imagery; − Build trust, openness, exploration for growth; − Present real people and authentic emotional displays; − Encourage participation, sharing, consensus, teamwork, community involvement.

− − − − − − −

Teal

TBA

Assault the group's goals and ideals; Try to get centralized control; Reject the collective for individual accountability; Deny affect and feelings; Degrade quality of life or environment; Rely on "hard facts" and exclude people factors; Act elitist.

A Broader Framework

STAGES - Consultants and Training

Guide for consultant selection.

This guide is only a rough indication to the type of people and activities to be adopted in any development program.

Consultants selection Community

Consultants Stage

Stage

Depending of activities required use consultants with a centre of gravity (COG) of:

[COG]

Magenta

Amber as Red is likely to be too forceful and Orange to rational. Green should be OK except for their confusion of the pre/trance fallacy and category error. Teal + can work if the consultant a) has extensive experience in developing countries, and b) has been well briefed about the surface levels enactment of their deep level developments.

Red

Orange as Amber is likely to be overwhelmed and Green to verbose. Green is not OK because of their confusion of the pre/trance fallacy and category error. Teal + can work if the consultant a) has extensive experience in developing countries, and b) has been well briefed about the surface levels enactment of their deep level developments.

Amber

Orange or Amber[exit]. Green should be OK if they can get past their confusion with pre/trance fallacy and category error. Teal + can work if the consultant a) has extensive experience in developing countries, and b) has been well briefed about the surface levels enactment of their deep level developments.

Orange

Orange[exit] or especially Teal [but see note below]. Green is often seen as being too ‘touch-feely’. Green could be OK where consultant is very pragmatic or Green[exit] Teal + can work if the consultant a) has extensive experience in developing countries, and b) has been well briefed about the surface levels enactment of their deep level developments.

Green

Teal [but see note below].as Green is likely to be underwhelmed and overwhelmed by Orange - seen as too ‘rational’. Green[exit] could be OK where consultant is very pragmatic. Teal + can work if the consultant a) has extensive experience in developing countries, and b) has been well briefed about the surf ace levels enactment of their deep level developments.

Teal

Note: [exit] means individuals who are beginning to transit to the next Stage.

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

STAGES – Teaching/Training

Guide for training means/methods

This guide is only a rough indication to the type of people and activities to be adopted in any development program. Individual Stage [COG]

Teaching/Training/Coaching means

Magenta

− 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 The relationship with the "teacher" is critical - that person must be a mystical, shamanistic figure.

Red

- 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

Amber

- Acceptance of Truth from the Higher Authority - Prescriptive teaching/learning - following set procedures - Right/wrong feedback - testing on the learning 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.

Orange

- 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) "Teacher" role is now a resource to be used.

Green

- 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.

Teal

TBA

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

STAGES - Management & Organisation Methods

Guide for management & organisation methods or means.

This guide is only a rough indication to the type of people and activities to be adopted in any development program. Individual or community Stage

Management & Organisation Methods:

Magenta

Oral Traditions.

Red

Behaviourism - Positive awards, - Tough Love, - Positive discipline, - Authoritarian Colonial Management.

Amber

Plan, Control and do Training; Moral education; Systematic thinking; Behaviourism: negative and awards seniority based systems.

Orange

Achievement motivation; Management by objective, NLP training, Maintenance & motivational, Factors “X” & “Y”, Orientation, Strategic planning; Situational management; Managerial grid.

Green

Sensitivity Training Corporate Cultures ‘Z’ Orientation Quality Circles Wellness Programs.

Teal

TBA

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

STAGES - Meanings of Space & Boundaries

Guide for projects working with physical settlement and infrastructure in diverse communities.

These are very general and should be augmented with local context of the surface structures in play within each culture or community. Stage

Meanings Of Space & Boundaries:

Urban Manifestations:

Magenta

Sacred and special ground defined by the events and happenings of the past important to the group. Marked by symbols, defined by traditions, limited by visual and walking distances, natural physical features are revered as are the old country and home ways and seasonal activities

Deeply spiritual places with strong historical, custom and traditional links to the past and rites of passage as individuals, families, tribes, communities, nationalities – hills, rivers, sites and areas of special events, cemeteries – visited, respected, tended with high regard, mysticism, and spirituality.

Red

Areas of conquest over which the victor reigns, controls and leaves a personal mark. Strongly defined and defended boundaries outside which danger and enemies exist and threaten the gained spoils

Defined and protected personal areas – private homes, factories, sports grounds, gang turf, individual and group property which is defined, used, defended and protected by powerful physical and visible means and signs – illegal land invasions, primary industries.

Amber

Land and space is precisely and carefully surveyed, documented, assigned and allocated, boundaries are marked permanently obeyed and protected for the stability and future of the group through treaties and compacts for all to enjoy. The use of land is determined and justified by a future purpose and goal.

Well established and carefully maintained areas and spaces for all aspects of living carefully identified, controlled and marked (land use zoning & cadastral maps) to ensure the uses are established for the benefit of the group – homes, schools, churches, police stations, social institutions, hi-tech, research, scientific, technological uses

Orange

Areas of property which can be used to realise the benefits of calculated risk taking – from which individual wealth, material gain and status can be extracted to be displayed and shown for all to see and made aware of economic influence and achievement.

High status areas of living and working which have resulted from successful wealth creation, prosperous displays of affluence and image – buildings and property developments which are designed and built to make financially successful statements with appearance more important than substance.

Green

Communally shared open areas used for mutual social development, sharing and growth, boundaries and divisions are scorned as artificial and keeping people apart as the whole community must share and have equal access to land and space for the common good of the everyone in the group. No one person nor group can be dominant.

Open areas, rural and natural land and space with no limits to access, ownership and use as everyone must be able to live in harmony with each other and the environment without restraints and restrictions, strong focus on the redistribution and sharing of any material gains and spoils for the sustainable benefit of all.

Teal

Different needs for space and land must be provided for, integrated and legitimised to minimise and prevent boundary conflicts, spatial disputes and land abuse which will be harmful to the overall balance of the systems; conflict over space between the different systems is recognised as inherent and inevitable, striving for constructive diversity to blend all aspects of the community and its spatial needs –especially the best parts into a synergistic whole.

The balanced systemic integration of the different spatial needs and requirements to provide a dynamic chaordic, diverse spatial environment of nodes an networks which grows, adapts and develops to meet all needs without threatening its own sustainability and ability to change and adapt – changing urban areas of growth and regrowth as individual and group needs and requirements flex and flow with a freedom to be – balanced, flexible and appropriate mixed uses.

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

STAGES/LINES – Self Identity Guide for consultant selection and training methods. This guide is only a rough indication to the type of people and activities to be adopted in any development program. Stage

Consultants

Training/Coaching

Magenta

Depending of activities required use consultants with a centre of gravity (COG) of Amber as Red is likely to be too forceful and Orange to rational. Green should be OK except for their confusion of the pre/trance fallacy and category error.

Teal + can work if the consultant a) has extensive experience in developing countries, and b) has been well briefed about the surface levels enactment of their deep level developments.

The relationship with the "teacher" is critical - that person must be a mystical, shamanistic figure.

Depending of activities required use consultants with a COG of Orange as Amber is likely to be overwhelmed and Green to verbose. Green should be OK except for their confusion of the pre/trance fallacy and category error.

− 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 the individual perceives him/herself to be in. − Respect for the "teacher" as a hero figure is important but

Red

Amber

Orange

Teal + can work if the consultant a) has extensive experience in developing countries, and b) has been well briefed about the surface levels enactment of their deep level developments. Depending of activities required use consultants with a COG of Orange as Amber is likely to be overwhelmed and Green to verbose. Green should be OK except for their confusion of the pre/trance fallacy and category error. Teal + can work if the consultant a) has extensive experience in developing countries, and b) has been well briefed about the surface levels enactment of their deep level developments. Depending of activities required use consultants with a COG of Teal as Orange is likely to be underwhelmed whelmed by Green- seen as too ‘touch-feely’. Green could be OK where consultant is very pragmatic. Teal + can work if the consultant a) has extensive experience in developing countries, and b) has been well briefed about the surface levels enactment of their deep level developments.

Green

Depending on activities required use consultants with a COG of Teal as Green is likely to be underwhelmed and overwhelmed by Orange - seen as too ‘rational’. Green could be OK where consultant is very pragmatic.

The teacher must also show respect back to the blossoming egos − Acceptance of Truth from the Higher Authority − Prescriptive teaching/learning - following set procedures − Right/wrong feedback - testing on the learning The work set will be done because it is "the correct thing to do" - but don't expect imagination in the work or more than is set.

− 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 "teacher" is now a resource to be used.

− − − −

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

The "teacher's" job is to facilitate the development of the group

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

Teal

Teal + can work if the consultant a) has extensive experience in developing countries, and b) has been well briefed about the surface levels enactment of their deep level developments. TBA

Stages/Lines â&#x20AC;&#x201C; Self Identity

and individuals within the group.

A Broader Framework

STAGES IN COMMUNICATION Magenta - magical-animistic "There is a name for each bend in the river but no name for the river.” Key Words: Retro-romantic; Respects status quo; "tribal". Magenta ‘world’ is threatening and full of mysterious powers and spirit beings which must be placated and appeased. Magenta is a Tribal ‘World’ development must always alignment to the tribe or clan. Magenta sacrifices self to maintain the ways of the old. Magenta looks for safety and security, seeks protection from harm and a strong family bond. Magenta time horizon: Past What's Magenta values or finds Important - Magic or unseen forces; - The ways of the ancestral; - Customs and rituals or rites of passage that connect them with the natural world; - Omens or ‘signs’; The Council of Elders or Chiefs; - The lineage of the tribe or group; - The ‘wisdom’ of Shamans and Witches.

Aspects of Self found in - Storytelling about caring for land and animals based in animism, magic, or some tribal traditions; - Naive appropriation of indigenous views and practices about nature.

What’s important - Allegiance to chief, elders, ancestors, and the clan; - Obeying the desires of spirit beings and mystical signs; Preserving sacred objects, places, events, and memories; - Rites of passage, seasonal cycles, and tribal customs; Kinship and lineage. Self-Identity - Often found in very young children, who are governed by their impulses; - Adults at this stage have an inadequate conception of the complexities of life and may easily feel confused and overwhelmed; - Have an expedient morality (actions are only bad if one is caught). How or Whom to communicate through/with

- Counsel from revered elders, chieftain, or shaman; - From within the family/tribe/clan;

- Through spirit/Natural realm signals; - The word and ways of ancestors.

Underlying values - Thinking is animistic; magical spirits, good and bad, swarm the earth leaving blessings, curses, and spells which determine events. - Forms into ethnic tribes. - The spirits exist in ancestors and bond the tribe. - Kinship and lineage establish political links. - Sounds holistic but is actually atomistic: - There is a name for each bend in the river but no name for the river. Do

Don’t:

- Use storytelling, emotions, drama, songs, or dances, - Use simple diagrammatic drawings - Use simple images or cartoons.

- Rely on written language and facts; - Disrespect chief, tribe, elders, ancestors; - Desecrate sacred grounds; - Violate taboos or ritual ways; Introduce ambiguity; - Threaten family or group.

IntegralMENTORS Guides – [basic]

Healthy manifestation

Unhealthy manifestation

Warm, supportive nests, Ritual, tradition and magic. Healthy use of shaman. Belief in animistic spirit.

Witchcraft, curses and spells. War ‘spells’ to encourage conflict. Faction fighting, grudges.

Consultants Depending of activities required use consultants with a centre of gravity (COG) of Amber as Red is likely to be too forceful and Orange to rational. Green should be OK except for their confusion of the pre/trance fallacy and category error. Teal + can work if the consultant a) has extensive experience in developing countries, and b) has been well briefed about the surface levels enactment of their deep level developments. Training/Coaching/Mentoring - 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

The relationship with the "teacher" is critical - that person must be a mystical, shamanistic figure. Management & Organisation Methods: Oral Traditions.

A Broader Framework

STAGES IN COMMUNICATION

Red - egocentric, power, magic-mythic Key Words: Heroic; Challenges status quo; reject order; fight 'the system"; "macho". Red expresses self impulsively at any cost without shame or fear. Red tends to dominate, gain the spoils, and earn the right to rape, pillage, and plunder. Red world is a jungle full of threats and predators. Red tends to like power/action, asserting self, and to dominate and control others. Red needs a sense of power, action, excitement. The proving individual prowess, and instant rewards. Red’s time horizon: Now What's Red values or finds Important

- Assertion of self over the system or Nature; Obtain power and be free; respect; - The "Law of the Jungle"; - Impulsivity and immediate reward; toughness; - "hands on/street/ survival" skills.

Self found in - Earth First!; - Eco-terrorism; - The stoic mountain climber; - Extreme sports; - Trophy hunting; - Frontier mentalities; - Off-the-grid housing.

How or Whom to communicate through/with

- Person with recognized power or something to offer; straight- talking Big Boss; - Respected, revered, or feared other;

- Celebrated "idol" with reputation; - Someone of proven trustworthiness.

Underlying Values - First emergence of a self distinct from the tribe; powerful, impulsive, egocentric, heroic. - Mythic spirits, dragons, beasts, and powerful people. - Feudal lords protect underlings in exchange for obedience and labour. - The basis of feudal empires—power and glory. - The world is a jungle full of threats and predators. - Conquers, out-foxes, and dominates; - Enjoys self to the fullest without regret or remorse. What’s important - Power, spontaneity, heroism, immediate gratification; - Standing tall, calling the shots, receiving respect, and getting attention; - Being daring, impulsive, and enjoying oneself without regret; - Conquering, outsmarting, dominating Self-Identity - First step toward self-control of impulses; - Sense of vulnerability and guardedness; - Fight/flight response is very strong; - Very attack-oriented and win/lose in nature; - Short-term horizon; - Focus on concrete things and personal advantage; - Sees rules as loss of freedom; - Feedback heard as an attack Do - Demonstrate "What's in it for me, now?"; - Offer "Immediate gratification if …"; - Challenge and appeal to machismo/strength; - Point out heroic status and legendary potential; - Be flashy, unambiguous, Be reality-based, and strong; - Use Simple language -

Don’t - Challenge power or courage; - Shame or put down person! group; - Move onto turf; - Be derisive and laugh; - Taunt as an outsider; - Appear or talk weak; - Make excuses.

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic] Use fiery images/graphics; - Appeal to narcissistic tendencies. Healthy manifestation Strong self-image. Expressiveness in sport, music, the arts. Breaking free from barriers.

Unhealthy manifestation Warlords, violence, hit squads, gangster-ism. Lack of guilt.

Consultants Depending of activities required use consultants with a COG of Orange as Amber is likely to be overwhelmed and Green to verbose. Green is not OK because of their confusion of the pre/trance fallacy and category error. Teal + can work if the consultant a) has extensive experience in developing countries, and b) has been well briefed about the surface levels enactment of their deep level developments. Training/Coaching/Mentoring - 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 the individual perceives him/herself to be in. - Respect for the "teacher" as a hero figure is important but -

The teacher must also show respect back to the blossoming egos Management & Organisational Methods Behaviourism - Positive awards, - Tough Love, - Positive discipline, - Authoritarian - Colonial Management.

A Broader Framework

STAGES IN COMMUNICATION Amber - mythic, ethnocentric, traditional " Obedience to the rule of Order.” Key Words: stewardship; Single secular or religious framework; "conformist". Amber will Sacrifice self for reward later. Amber will align to the one truth [which ever one that may be. Amber ‘world’ has meaning, direction, and purpose, with outcomes determined by an all powerful Other or Order. Amber’s duty is to protect borders, homelands, hearth, preserve way of life, defend "holy" cause. Amber’s time horizon: past and present (today) What's Amber values or finds Important - Maintain order and follow the law (divine law or state laws); - Keep harmony and stability; - Manage Nature for future bounty; - Follow higher authority and rules to avoid punishment.

Self found in - Earth as Garden of Eden; - Puritan ethos; - Boy and Girl Scouts; - Environmental legislation and protection agencies; - Endangered species regulations.

How or Whom to communicate through/with - Rightful, proper kind of authority; - A higher position in the One True Way; - Down chain of command;

- According to rules; - Person with position, power, and rank; - In compliance with tradition and precedent.

Underlying Values - Life has meaning, direction, and purpose, with outcomes determined by an all powerful Other or Order. - This righteous Order enforces a code of conduct based on absolutist and unvarying principles of right and wrong. - Violating the code or rules has severe, perhaps everlasting repercussions. - Following the code yields rewards for the faithful. Basis of ancient nations. - Rigid social hierarchies; - Paternalistic; - One right way and only one right way to think about everything. - Law and order; - Impulsivity controlled through guilt; - Concrete-literal and fundamentalist belief; - Obedience to the rule of Order. What’s important - Sacrificing self for a transcendent Cause, (secular or religious) Truth, mission, future reward; laws, regulations, and rules; - Discipline, character, duty, honour, justice, and moral fibre; - Righteous living; controlling impulsivity through guilt; - Following absolutistic principles of right and wrong, black and white; - Being faithful, maintaining order and harmony; - One right way to think/do; - Convention, conformity. Self-Identity - Emergence of capacity to see and respond to what others want; - Self-identity defined by relationship to group, whose values impart strong sense of “shoulds” and “oughts”; Values that differ from one’s own are denigrated or avoided; Conform to norms of whatever group they want to belong to (including gangs and peer-groups); - Avoid inner and outer conflict; - Think in simple terms and speak in generalities and platitudes; - Attend to social welfare of own group; -

IntegralMENTORS Guides – [basic] Do - Invoke duty, honour, country; - Use images of discipline and obedience to higher authority; -Call for good citizenship, stewardship, self sacrifice for a higher cause; - Appeal to traditions, laws, order, and being prepared; - Draw upon propriety and responsibilities; - Show how behaviour will insure future rewards, require delayed gratification, assuage guilt.

Don’t - Attack religion, country, heritage, or standards; - Desecrate symbols or Holy Books; - Put down the One True-Way; - Violate chain of command; - Disregard rules and directives; - Appear unfair or sleazy; - Use profanity.

Healthy Manifestation Truth, honour, justice, discipline, work ethic, sacrifice for the greater good.

Unhealthy Manifestation Rigid ideology, punitive holy wars, zealotry, depersonalisation of ‘enemies’. Heavy-handed bureaucracy.

Consultants Depending of activities required use consultants with a COG of Orange or Amber. Green should be OK if they can get past their confusion with pre/trance fallacy and category error. Teal + can work if the consultant a) has extensive experience in developing countries, and b) has been well briefed about the surface levels enactment of their deep level developments.. Training/Coaching/Mentoring - Acceptance of Truth from the Higher Authority - Prescriptive teaching/learning - following set procedures - Right/wrong feedback - testing on the learning

The work set will be done because it is "the correct thing to do" - but don't expect imagination in the work or more than is set. Management & Organisation Methods Plan, Control and do Training; Moral education; Systematic thinking; seniority- based systems.

Behaviourism – negative and awards

A Broader Framework

STAGES IN COMMUNICATION

Orange - rational, world-centric, pragmatic, modern. Key Words: Manage, use, and exploit society for profit and play; "individualist. Orange is success-driven searching for best answer and ways to advance Goal-orientated planning and strategies to do better. Economic focus is on competition. Orange believes in the laws of science rule politics, the economy, and human events. Orange to advance economic spheres of influence or access to raw materials and markets. Orange needs success, to making things better, progress, prosperity, status, and glitz. Orange’s time horizon: Months What's Orange values or finds Important - Progress, prosperity; Independence; - Financial success and the "good life"; - Science, technology, universal" rights, invisible economic hand; - Improve life through competition.

Self found in - Natural Capitalism; - Conservationism; - The science of ecology; - Urban planning; - Utilitarian perspectives; - Environmental psychology; - Industrial agriculture.

How or Whom to communicate through/with - One's own right-thinking mind; - Successful mentors and models; - Credible professionals;

- Sources which are advantageous to the self-image, result from one's own observations, or are based upon experience.

Underlying Values - At this wave, the self escapes from the herd mentality of amber, and seeks truth and meaning in individualistic terms — hypo-theotico-deductive, experimental, objective, mechanistic, operational — scientific in the typical sense. - Highly achievement oriented, especially toward materialistic gains. - The world is a chess-board on which games are played as winners gain pre-eminence and perks over losers. - Marketplace alliances; - manipulate earth’s resources for one’s strategic gains. - Basis of corporate states. What’s important - Progress, prosperity, optimism, and self-reliance; - strategy, risk-taking, and competitiveness; goals, leverage, professional development, and mastery; - rationality, objectivism, demonstrated results, technology, and the power of science; - use of the earth’s resources to spread the abundant ‘good life’; - advance by learning nature’s secrets and seeking the best solutions. Self-Identity - Primary elements of adult ‘conscience’ are present, including long-term goals, ability for self-criticism, and a deeper sense of responsibility. - Interested in causes, reasons, consequences, and the effective use of time; future-oriented and proactive; - initiator rather than pawn of system; - blind to subjectivity behind objectivity; feel guilt when not meeting own standards or goals; - behavioural feedback accepted.

IntegralMENTORS Guides – [basic] Do - Appeal to competitive advantage and leverage; Draw upon success, progress, and status motivations; inspire to face the challenge; - Call for bigger, better, newer, faster, more popular; - Cite experts; use scientific data, calculated risks, proven experience; Show increased profit, productivity, quality, results; Demonstrate as best option, strategy; - Show as way to pre-empt government intervention.

Don’t - Put down profit or entrepreneurship; - Talk about collectivization; - Challenge compulsive drives; - Deny rewards for good performance; - Force sameness; - Trap with rules and procedures; - Seem inflexible or ordinary; - Treat as one of the herd.

Healthy manifestation Entrepreneurialism, ambition. Desire to improve, to be best. Attitude of thrive and help thrive. Expand economic cake. Produce the middle class.

Unhealthy manifestation Crass materialism, dishonest government and business, shady dealing. Contamination of the environment for profit. Destructive, competitive, gamesmanship.

Consultants Depending of activities required use consultants with a COG of Orange. Green is often seen as being too ‘touchfeely’. Green could be OK where consultant is very pragmatic. Teal + can work if the consultant a) has extensive experience in developing countries, and b) has been well briefed about the surface levels enactment of their deep level developments. Training/Coaching/Mentoring - 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 "teacher" is now a resource to be used. Management & Organisational Methods Achievement motivation; Management by objective, NLP training, Maintenance & motivational, Factors “X” & “Y”, Orientation, Strategic planning; Situational management; Managerial grid.

A Broader Framework

STAGES IN COMMUNICATION

Green - pluralistic, multicultural, postmodern Key Words: Equality; Protect societies for humanity & for their intrinsic nature no matter what their values; "Communalist". Green Sacrifice self to get acceptance now. Green ‘world’ is strongly egalitarian, anti-hierarchy, pluralistic values, social construction of reality, diversity, multiculturalism, relativistic value systems; this worldview is often called pluralistic relativism. Green Reaches decisions through reconciliation and consensus (downside interminable processing and incapacity to reach decisions). Green’s Time horizon: 1 to 10+ years What's Green values or finds Important

- Liberate all humans and life from greed and domination; - Protect the global commons; - Promote community and unity; - Share resources; - Connect with Spirit; Consensus; - Social responsibility; - Political correctness.

Aspects of Self may be found in - Environmental Justice; - Green politics; - Social construction of nature; - Corporate citizenship Social - Ecology; - Animal rights.

How or Whom to communicate through/through

- Consensual, communitarian norms; enlightened colleague; - The outcome of sharing and participation; The result of self-growth;

- Observation of events; The here and now; - Appeals to affect/ feelings/ emotions.

Underlying Values - Communitarian, human bonding, ecological sensitivity, networking. - The human spirit must be freed from greed, dogma, and divisiveness; - feelings and caring supersede cold rationality; - Cherishing of the earth, Gaia, life; - Against hierarchy; - Establishes lateral bonding and linking. - Permeable self, relational self, group intermeshing; - Emphasis on dialogue, relationships; - Basis of values communes (i.e., freely chosen affiliations based on shared sentiments). - Refresh spirituality, bring harmony, enrich human potential. What’s important - Sensitivity to others and the environment; - feelings and caring (in response to the rationality of Orange); - harmony and equality; - reconciliation, consensus, dialogue, participation, relationships, and networking; human development, bonding and spirituality; - diversity and multiculturalism; - relativism and pluralism; - freeing the human spirit from greed, dogma, and divisiveness; - distributing the earth’s resources and opportunities equally among all. Systematic problem solving; - Begins to seek and value feedback. Self-Identity - Makes decisions based upon their own view of reality; - Aware that interpreting reality always depends on the position of the observer; - More tolerant of oneself and others due to awareness of life’s complexity and individual differences; - Questions old identities; - More interested in personal accomplishments independent of socially sanctioned rewards; - Increased understanding of complexity, systemic connections, and unintended effects of actions; - Begins to question own assumptions and those of others; - Talks of interpretations rather than truth.

IntegralMENTORS Guides – [basic] Do - Create a sense of belonging, sharing, harmony; Show sensitivity to human issues, Nature, and others; Call for an expansion of awareness, self understanding, and liberation of the oppressed; - Use symbols of equity, humanity, and bonding; - Use gentle language and Nature imagery; - Build trust, openness, exploration for growth; - Present real people and authentic emotional displays; - Encourage participation, sharing, consensus, teamwork, community involvement.

Don’t - Assault the group's goals and ideals; - Try to get centralized control; - Reject the collective for individual accountability; - Deny affect and feelings; - Degrade quality of life or environment; - Rely on "hard facts" and exclude people factors; - Act elitist.

Healthy manifestation Beyond materialism and dogma. Focuses on warm interpersonal relations. Promotes affiliation and personal growth. Supports consensus and community. Softens edges in conflict. Genuine concern for others.

Unhealthy manifestation Naïve egalitarianism within moral crusades. Compassion becomes patronising contempt. Romanticises the underprivileged. Develops a narrow view of human diversity. Demands piety, harmony and understanding above all else.

Consultants Depending on activities required use consultants with a COG of Teal as Green is likely to be underwhelmed and overwhelmed by Orange - seen as too ‘rational’. Green could be OK where consultant is very pragmatic. Teal + can work if the consultant a) has extensive experience in developing countries, and b) has been well briefed about the surf ace levels enactment of their deep level developments.. Training/Coaching/Mentoring - 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

The "teacher's" job is to facilitate the development of the group and individuals within the group. Managing & Organising Methods Sensitivity Training Corporate Cultures ‘Z’ Orientation Quality Circles Wellness Programs.

A Broader Framework

STAGES IN COMMUNICATION

Teal - global mind, early vision-logic, higher mind Key Words: Flexibility, spontaneity, and functionality have the highest priority. Teal express self with concern for, and not at the expense of, other. Teal ‘world’ is a chaotic organism where change is the norm and uncertainty an acceptable state of being. Teal has recognition of overlapping dynamic systems and natural hierarchies in any context. Teal’s time horizon: Life time (own history)

What's Teal values or finds Important Qualities and responsibilities of being. Basic theme: Live fully and responsibly as what you are and learn to become.

Self found in Leads in reframing, reinterpreting situation so that decisions support overall principle, strategy, integrity, and foresight.

Underlying Values

- Life is a kaleidoscope of natural hierarchies [holarchies], systems, and forms. - Flexibility, spontaneity, and functionality have the highest priority. - Differences and pluralities can be integrated into interdependent, natural flows. - Egalitarianism is complemented with natural degrees of excellence where appropriate. - Knowledge and competency should supersede rank, power, status, or group.

- The prevailing world order is the result of the existence of different levels of reality and the inevitable patterns of movement up and down the dynamic developmental stages. - Good governance facilitates the emergence of entities through the levels of increasing complexity (nested hierarchy).

What’s important The magnificence of existence (over material possessions); flexibility, spontaneity, and functionality; knowledge and competency (over rank, power, status); the integration of differences into interdependent, natural flows; complementing egalitarianism with natural degrees of ranking and excellence; recognition of overlapping dynamic systems and natural hierarchies in any context. Self-Identity Comprehends multiple interconnected systems of relationships and processes; able to deal with conflicting needs and duties in constantly shifting contexts; recognizes the need for autonomy while parts of a system are interdependent; recognizes higher principles, social construction of reality, complexity and interrelationships; problem finding not just creative problem solving; aware of paradox and contradiction in system and self; sensitive to unique market niches, historical moment, larger social movements; creates ‘positive-sum’ games; aware of own power (and perhaps tempted by it); seeks feedback from others and environment as vital for growth and making sense of world. Unhealthy manifestation

Healthy manifestation Big-picture view of life systems. Values what is natural – less can mean more. Focuses on competency, responsibility, and freedom of choice. Rejects status, conformity, authoritarian structures. Information and knowledge-based decision making. Capable of fearless, creative problem solving.

Often drops out, stays on side-lines or “does own thing” regardless. Shows little passion for others. Absorbed in self-interest. Pursues a variety of interests based on selfmotivation. Often “lets things be” to excess.

IntegralMENTORS Guides – [basic] Consultants Teal consultants must be experienced and well briefed in the surface manifestations on the lower stages of the communities/countries to be involved it. Training/Coaching/Mentoring “I learn” Big-picture views of living systems. Integrative structures and forms in evolutionary flows Understands that chaos and change are natural.

Management & Organising methods Systemic Thinking; Value Management; Graves Technology; Systems Thinking; Complexity Theory. Meanings Of Space & Boundaries Different needs for space and land must be provided for, integrated and legitimised to minimise and prevent boundary conflicts, spatial disputes and land abuse which will be harmful to the overall balance of the systems; conflict over space between the different systems is recognised as inherent and inevitable, striving for constructive diversity to blend all aspects of the community and its spatial needs –especially the best parts into a synergistic whole. Urban Manifestations The balanced systemic integration of the different spatial needs and requirements to provide a dynamic chaordic, diverse spatial environment of nodes an networks which grows, adapts and develops to meet all needs without threatening its own sustainability and ability to change and adapt – changing urban areas of growth and regrowth as individual and group needs and requirements flex and flow with a freedom to be – balanced, flexible and appropriate mixed uses.

A Broader Framework

STAGES IN COMMUNICATION

Turquoise - planetary mind, late vision-logic, systemic Key Words: Flexibility, spontaneity, and functionality have the highest priority. Turquoise is highly aware of complexity of meaning making, systemic interactions, and dynamic processes. Turquoise thinking uses the entire framework, sees multiple levels of interaction, detects harmonics, the mystical forces, and the pervasive flowstates that permeate any organization. Turquoise unites feeling with knowledge creating on multiple levels interwoven into one conscious system. Turquoise sacrifices self to existential realities. Turquoise’s time horizon: Global historical; More than one generation. What's Turquoise values or finds Important Global order and renewal. Basic theme: Experience the wholeness of existence through mind and spirit.

Aspects of Self may be found in Interplay of awareness, thought, action, and effects; transforming self and others.

How communicates to others Reframes, turns inside-out, upside-down, clowning, holding up mirror to society; often works behind the scenes. Underlying Values Universal holistic system, holons/waves of integrative energies; Unites feeling with knowledge; Multiple levels interwoven into one conscious system. Universal order, but in a living, conscious fashion, not based on external rules (amber) or group bonds (green). A grand unification is possible, in theory and in actuality. Turquoise thinking uses the entire framework; sees multiple levels of interaction; detects harmonics, the mystical forces, and the pervasive flow-states that permeate any organization. What’s important Holistic, intuitive thinking and cooperative actions; waves of integrative energies; uniting feeling with knowledge; seeing the self as both distinct and a blended part of a larger, compassionate whole; recognition that everything connects to everything else in ecological alignments; universal order, but in a living, conscious fashion not based on external rules (amber) or group bonds (green); the possibility and actuality of a ‘grand unification’; the detection of harmonics, mystical forces, and the pervasive flow-states that permeate any organization. Self-Identity Highly aware of complexity of meaning making, systemic interactions, and dynamic processes; seeks personal and spiritual transformation and supports others in their life quests; creates events that become mythical and reframe meaning of situations; may understand ‘ego’ as a ‘central processing unit’ that actively creates a sense of identity; increasingly sensitive to the continuous ‘e-storying’ of who one is; may recognize ego as most serious threat to future growth; continually attend to interaction among thought, action, feeling, and perception as well as influences from and effects on individuals, institutions, history and culture; treat time and events as symbolic, analogical, metaphorical (not merely linear, digital, literal); may feel rarely understood in their complexity by others.

IntegralMENTORS Guides – [basic] Healthy manifestation In tune with large scale of planetary concerns. Can “see” everything at once. Thinks in holographic mosaics. Respects all life – and the implicit order within the universe. Understands mega-systems in nature, social relations, evolution, business and the need to preserve Plant Earth for future generations.

Unhealthy manifestation Becomes abstract, other-worldly, tuned into frequencies and energy systems that transcend the anything practical. Little use for people or community because of interaction with life forces in nature, through media and information net-works. Often condescending to those who are not “tuned in”.

Meanings Of Space & Boundaries Land and space takes on global perspectives for the benefit of the global community with no manmade boundaries and limits but controlled and managed through the use and limitations of resources and natural geological forms and structures which will determine human habitation patterns in congruence with other planetary life forms. Urban Manifestations A safe, orderly and harmonious global spatial environment which blends with natural resource flows and fits into a universal mesh of natural and man based activities, manifestations, forms and structures making allowance for all beings to belong and exist in harmony - still to be realised by most global communities.

A Broader Framework

STAGES-TRANSLATION [unhealthy>healthy] Guide to understand the manifestation of unhealthy and healthy version of each Stage. This guide is only a rough indication to the manifestation of values and behaviour at each stage in development. (from SD) Stage

Unhealthy manifestation >

Healthy manifestation <

Magenta

Witchcraft, curses and spells. War potions to encourage conflict. Faction fighting, grudges.

Warm, supportive nests Ritual, tradition and magic. Healthy use of shaman. Belief in animistic spirit.

Red

Warlords, violence, hit squads, gangsterism. Lack of guilt, excessive bravado,

Strong self-image. Expressiveness in sport, music, the arts. Breaking free from barriers.

Amber

Rigid ideology, punitive holy wars, zealotry, depersonalisation of ‘enemies’. Heavy-handed bureaucracy

Truth, honour, justice, discipline, work ethic, sacrifice for the greater good.

Orange

Crass materialism, dishonest government and business, shady dealing. Contamination of the environment for profit. Destructive, competitive, gamesmanship

Entrepreneurialism, ambition. Desire to improve, to be best. Attitude of thrive and help thrive. Expand economic cake. Produce the middle class

Green

Naïve egalitarianism within moral crusades. Compassion becomes patronising contempt. Romanticises the under-privileged. Develops a narrow view of human diversity. Demands piety, harmony and understanding above all else.

Beyond materialism and dogma. Focuses on warm inter-personal relations. Promotes affiliation and personal growth. Supports consensus and community. Softens edges in conflict. Genuine concern for others.

Teal

Often drops out, stays on sidelines or “does own thing” regardless. Shows little passion for others. Absorbed in self-interest. Pursues a variety of interests based on self-motivation. Often “lets things be” to excess.

Big-picture view of life systems. Values what is natural – less can mean more. Focuses on competency, responsibility, and freedom of choice. Rejects status, conformity, authoritarian structures. Information and knowledge-based decision making. Capable of fearless, creative problem solving.

Turquoise

Becomes abstract, other-worldly, tuned into frequencies and energy systems that transcend the anything practical. Little use for people or community because of interaction with life forces in nature, through media and information net-works. Often condescending to those who are not “tuned in”

In tune with large scale of planetary concerns. Can “see” everything at once. Thinks in holographic mosaics. Respects all life – and the implicit order within the universe. Understands mega-systems in nature, social relations, evolution, business and the need to preserve Plant Earth for future generations.

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

STAGES IN TRANSFORMATION Guide for activities or behaviour to adopt or not in communication with people at the different stages of development.

What causes the shift between Stages – especially in the lines - Cognitive, Self and Values. These shifts can be detected in the language or concepts used. Also in what is seen as objective and what is objective. Shifts usually cause discomfort and complaints at first but if positive movement many ‘ah ha’ moments and excitement. In all these shifts life conditions are important – context [the surface structure] causes shifts in the brain complexity or understanding [deep structure] – how no one is sure. First Tier Shifts Stage

What starts to change

What no longer fits [from values Spiral Dynamics]

Magenta to Red

Emergence of dominant ego. Self more powerful than group. Confronts adversaries and dangerous forces to control. Niches are limited.

More by chance than design, some people achieve relative control of their spirit World through their non-explainable, elder-administered, tradition-based Way of life. Once the continuance of the system is assured with minimal energy expenditure, excess energy and resources leave people with time on their hands. This puts the system in a state of readiness for change. It then moves toward a threshold and its ultimate demise since it becomes overloaded with its accretion of more and more tradition, more and more ritual. This stifles those who are now yearning for personal autonomy, made possible by the meeting of their basic subsistence (AN) and safety (BO) needs. The dissonance arises, usually in youth, or in certain minds not troubled by memories of the past and who, because of the kind of brain they were born with, are capable of newer and more lasting insights to the nature of things. When this occurs it triggers people’s insight to there own existence as an individual being, as an entity separate and distinct from others. They struggles to break free from predatory people, animals and even spirits within his physical world.

Awakening of an egocentric self determined to break the shackles of the family or tribe and become independent

They are no longer “one-with-all”. Nor do they subject themself any longer to the Purple [Magenta] cultural programming which, as with a booted- up computer, forces them to fit in a self-sacrificial manner within the tribal order where the old people run everything. Instead they struggles alone for survival against the draconic forces of the universe. They attacks those still within the older paradigm who lack the courage or strength to set out on an independent course themselves.

Red to Amber

Recognition of mortality Quest for meaning and purpose in life frame/future Consequential thinking arises Awakening of purposeful self with guilt in search of a meaningful existence and reasons why we live and die

Death still faces the “have’s”. They may claim they will live forever but they cannot escape their mortality. The “have-not” has to explain to themself why they have to endure a miserable existence. Gut of this mix in the Red mini-crucible, develops the (DO)-Saintly system. There has to be a reason for the “have” and “have-not” condition. This leads to the search for a directive design and identification of the forces guiding man and their destiny They seeks to remove the pain from both the dominant and the submissive by finding a rationale that explains and justifies it all, While ensuring stability now and everlasting peace of mind in the future.

IntegralMENTORS Guides – [basic]

Amber to Orange

Aspires to better life now for self Challenges higher authority to produce tangible results Seeks one best way among many options Awakening of a dependent-seeking self who challenges higher authority and tests possibilities

Orange to Green

Discovers material wealth does not bring happiness or peace Renewed need for community, sharing, and richer inner life Sensitivity to have, and have-not gaps Awakening a sociocentric self who strives for belonging and acceptance to discover inner harmony

Once stability and security are achieved, and the afterlife is also guaranteed, the time comes when people begin to question the price. The saintly, puritanical , rigid, sacrificial lifestyle is devoid of pleasure, leisure or adventurous thought. Once again, as with the breaking of tribal bonds, people seeks to free themself from the restrictions and constraints of an authoritarian punitive “suffer now to gain later” world view. New, excess energy is produced in the system, creating perturbations and at first subtle attacks on the established Blue [Amber] Order. Deviation surfaces. The basic assumptions of “the system” are questioned. A new elitism is born. The evidence of the BETA state is everywhere, revisionist views abound. Blue [Amber] thinkers attempt to regain control and stability by a frantic First Order Change mandate. Heretics are burned at the stake. Non-conformists have to leave hearth and home to pursue their personal destiny elsewhere. Once assured of their material satisfaction (not necessarily their neighbours) people discover in themself a spiritual void. They have conquered the world, they have explored everywhere, even into space. They have all the human comforts that can be manufactured and purchased. Yet they has not achieved happiness. they finds themself a neophyte in a subjectivistic, humanistic World. They have achieved the good life but at a price. They are envied - perhaps respected - but not liked. Life becomes shallow, meaningless and jaded, their lifestyle has cost them health, family affection, self-respect and what they now perceives to be most important of all - people, community, sensitivity and human Warmth.

Shift to Second Tier Green to Teal

Overwhelmed by economic and emotional costs Confronted by chaos/disorder Need for tangible results and functionality Knowing moves above feeling Awakening of an inquiring, independent self who no longer needs approval yet can collaborate

Teal to Turquoise

Senses order within chaos Search for guiding principles Whole-earth problems arise as technology connects everybody

In spite of their good intentions and social programmes, people in the Green band of thinking does not produce the ideal state they envisaged. After spending all the money, mounting the protest marches and boycotts and forcing “freedom and equality” into the Law of the land, people are still not equal. Billions are still not free. Evil international troublemakers still emerge. Available resources are shrinking. Nationalism and ethnicity reappear, threatening the very fabric of community. Their world is in shreds and they cannot understand why ~ it all felt so good at the time. At this point the Green mini-crucible produces a new alloy, a new paradigm - one that contains the elements necessary for a major quantum leap in the understanding of the species Homo sapiens, and at a level not even imagined in earlier systems of thought. In the Orange band the hidden secrets of the physical universe demand our attention. In the Green band the feelings of people are paramount. “Getting along with” is valued above “getting ahead”. In the Yellow [Teal] band a new self- interest returns, but in a higher form designed for thinking in natural, evolutionary, living systems. Powerful insights gained in the Yellow [Teal] band and implemented in an attempt to solve the global mess caused by the first six levels of human existence, lack means of enforcement. Destruction is still rampant. The ethic: "Recognise, truly notice what life is and you shall know how to behave” makes no sense at all to people with earlier world views. Therefore practicality. If it is realistic that an individual

A Broader Framework Spirituality backed with physics Awakening of an inquiring, independent self who no longer needs approval yet can collaborate

Turquoise

TBA

should suffer, suffer he should. If it is realistic to be happy, then it is good to be happy. If the situation calls for authoritarianism, then it is proper to be authoritarian. If the situation calls for democracy, one should be democratic. Behaviour is “right” and “proper" it is based on todays best possible evidence. What was “right” yesterday may not be so today. The supreme issue in GT is restoration of the world so it may continue – not just human life but life it self. For the first time people are able to face existence in all it dimensions even to the point of valuing inconsistencies, opposites and flat contradictions. This mini crucible ultimately produces a human being who find that the answers are not within ‘reality’, currently available information or historical evidence. TBA

An example of how the ‘talk’ and the ‘walk’ differ for an individual operating out of a Green centre of gravity

IntegralMENTORS Guides – [basic]

The transformation process [1] No ‘sustainable’ transformation will occur without the appropriate ‘Life Conditions’ or context being in place. Without these being present translation may take place and there will be much ‘talk’ but little real ‘walk’. i.e. Green or Orange will talking ‘Teal’ but there will be no embodiment!

A Broader Framework

The transformation Process Expanding on this transformation - the context and the content [Surface and Deep Structures] â&#x20AC;&#x153;Movement and stasis along the developmental Spiral - either up or down - are reflections of the interaction between Life Conditions (the conditions - without which no development can take place - combine the historic times, physical place, psycho-social existence problems, and socio-economic circumstances) and the vMEMEs accessible in the individual or collective mind (the systems-within). Generally, the evolution is toward more elaborated, more complex and inclusive ways of being - "higher" levels. However, life is without guarantees and there can also be regressions to previous, less complex, "lower" level structures. In either case, the active vMEMEs are the containers for ideas and the essence of value systems, worldview, and the many "real" worlds that exist in parallel - sometimes in conflict, sometimes in confluence - on earth today.â&#x20AC;? Clare Graves

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

STAGES IN DEVELOPMENT

Guide to understanding of the each Stage.

This guide is only a rough indication to the manifestation of values and behaviour at each stage in development. (from A History of Everything – Ken Wilber)

Stage Magenta

Thinking is animistic; magical spirits, good and bad, swarm the earth leaving blessings, curses, and spells which determine events. Forms into ethnic tribes. The spirits exist in ancestors and bond the tribe. Kinship and lineage establish political links. Sounds “holistic” but is actually atomistic: “there is a name for each bend in the river but no name for the river.”

Red

First emergence of a self distinct from the tribe; powerful, impulsive, egocentric, heroic. Mythic spirits, dragons, beasts, and powerful people. Feudal lords protect underlings in exchange for obedience and labor. The basis of feudal empires—power and glory The world is a jungle full of threats and predators. Conquers, outfoxes, and dominates; enjoys self to the fullest without regret or remorse.

Amber

Life has meaning, direction, and purpose, with outcomes determined by an all-powerful Other or Order. This righteous Order enforces a code of conduct based on absolutist and unvarying principles of “right” and “wrong.” Violating the code or rules has severe, perhaps everlasting repercussions. Following the code yields rewards for the faithful. Basis of ancient nations. Rigid social hierarchies; paternalistic; one right way and only one right way to think about everything. Law and order; impulsivity controlled through guilt; concrete-literal and fundamentalist belief; obedience to the rule of Order.

Orange

At this wave, the self “escapes” from the “herd mentality” of blue, and seeks truth and meaning in individualistic terms—hypothetico-deductive, experimental, objective, mechanistic, operational—“scientific” in the typical sense. The world is a rational and well-oiled machine with natural laws that can be learned, mastered, and manipulated for one’s own purposes. Highly achievement oriented, especially (in America) toward materialistic gains. The laws of science rule politics, the economy, and human events. The world is a chess-board on which games are played as winners gain pre-eminence and perks over losers. Marketplace alliances; manipulate earth’s resources for one’s strategic gains. Basis of corporate states.

Green

Communitarian, human bonding, ecological sensitivity, networking. The human spirit must be freed from greed, dogma, and divisiveness; feelings and caring supersede cold rationality; cherishing of the earth, Gaia, life. Against hierarchy; establishes lateral bonding and linking. Permeable self, relational self, group intermeshing. Emphasis on dialogue, relationships. Basis of values communes (i.e., freely chosen affiliations based on shared sentiments). Reaches decisions through reconciliation and consensus (downside: interminable “processing” and incapacity to reach decisions). Refresh spirituality, bring harmony, enrich human potential. Strongly egalitarian, anti-hierarchy, pluralistic values, social construction of reality, diversity, multiculturalism, relativistic value systems; this worldview is often called pluralistic relativism. Subjective, nonlinear thinking; shows a greater degree of affective warmth, sensitivity, and caring, for earth and all its inhabitants.

Teal

Life is a kaleidoscope of natural hierarchies [holarchies], systems, and forms. Flexibility, spontaneity, and functionality have the highest priority. Differences and pluralities can be integrated into interdependent, natural flows. Egalitarianism is complemented with natural degrees of excellence where appropriate. Knowledge and competency should supersede rank,

IntegralMENTORS Guides – [basic] power, status, or group. The prevailing world order is the result of the existence of different levels of reality (memes) and the inevitable patterns of movement up and down the dynamic spiral. Good governance facilitates the emergence of entities through the levels of increasing complexity (nested hierarchy).

Turquoise

Universal holistic system, holons/waves of integrative energies; unites feeling with knowledge [centaur]; multiple levels interwoven into one conscious system. Universal order, but in a living, conscious fashion, not based on external rules (blue) or group bonds (green). A “grand unification” is possible, in theory and in actuality. Sometimes involves the emergence of a new spirituality as a meshwork of all existence. Turquoise thinking uses the entire spiral; sees multiple levels of interaction; detects harmonics, the mystical forces, and the pervasive flowstates that permeate any organization.

A Broader Framework

LINES IN DEVELOPMENT

“…numerous different streams, modules, or lines of development, including cognitive, moral, spiritual, aesthetic, somatic, imaginative, interpersonal, etc. “ There are many true but partial tools in the ‘kitbag’ of an integral practitioner. Here we deal with Lines of Development - communicating or working with them. Areas of Experience – LINES or streams: That run through stages from Magenta to Teal

Lines through Stages in Quadrants

Some lines of development in the UL Quadrant – individual subjective.

The developmental levels are abstract measures of the concrete realities that are unfolding in the lines themselves. There are all sorts of ways to measure and indicate those levels, but there is no one “correct” number of levels or stages in any of the lines (any more than we can say Fahrenheit is right and Celsius is wrong). And one thing we particularly cannot do is use the way the “levels” are formulated in one line to refer to the “levels” in the other lines. (This stream absolutism is as common as it is theoretically problematic.) For example, one of the levels in the (Piagetian) cognitive line is formal operational cognition (or formal rationality). This formal rationality can be used to adopt or support orange values, or blue values, or red values (among others)—which means that the values line and the cognition line are not the same thing. We cannot say that a person is using “orange cognition,” because “orange” is a value line. The most important lines to consider in the UL are cognition, self-identity, worldview, moral, emotional, and interpersonal. Each of the lines develop relatively independently of one another, though the self-related lines tend to develop together and also tend to be at a similar developmental altitude in relationship to each other. The self-related lines include: self-identity/self-sense, morals, needs, and worldview. While each quadrant has various lines, those lines can at the same time be associated with other quadrants. For example the emotional, cognitive, and interpersonal lines are all located in an individual’s interior, but each of them also has a strong relationship to a different quadrant: emotional (UL), cognitive (UR), and interpersonal (LL). When attempting to discern where a particular line should be correctly placed within a quadrant schema, ask “What is the research method that elucidates the given line? Where would that kind of research be located in the quadrants?” In human development, for an individual to unfold into higher levels within a given line, it is only necessary for a basic [but sufficient] competence in that line to be accomplished. That is, expertise or mastery with the capacities in any given line is not necessary for an individual to develop to the next higher stage. 65

IntegralMENTORS Guides – [basic] There are no stages to the self, only stages for aspects (lines) of the self. In the Upper Left quadrant – that of our individual consciousness there are a number of well researched development lines. In each case other than the first [Cognitive line] the question is prefixed with “of what I am aware”…

Example of Line of Development Self identity development line in the individual-subjective quadrant [upper left]

These are not hard demarcations but slowly merge in to each other as transformation occurs. Key phrases relating to each of the stratified stages of development on the Self-line

A Broader Framework Torbert’s Action Logics – a leadership perspective Conventional Action Logics (Styles 1-4)

People adopting these styles tend to appreciate similarity and stability. 1. Opportunist Treats the physical outside world of experience as the primary reality and concentrates on gaining control of things there. This action logic views unilateral power as the only effectual type of power and works with a very short time horizon of discretion from hours to days, grasping opportunities and fire-fighting emergencies. Views timely action as occurring when “I win”. Managerial Style • Short time horizon • Focus on concrete things • Often good in emergencies • Deceptive • Manipulative • Views rules as loss of freedom • Views luck as central

• Rejects critical feedback • Externalises blame • Distrustful • Stereotypes • Fragile self-control • Hostile humour

• Flouts unilateral power, sexuality • Treats “what I can get away with” as legitimate • Punishment is “eye for an eye” • Positive ethic is even trade • Timely action is seen as “I win”

2. The Diplomat Treats his or her own sensed performance territory of experience as what really matters and concentrates on gaining self-control in order to act effectively. To do so, he or she imitates organisational routines and the behaviour patterns of high-status group members. This action logic experiences referent power (reciprocal referent power is generated by consent of the “governed” – recognises that if you tell colleagues what to do they may resist, if you ask them, they will use their power to help you provided you reciprocate) and the current norms that such power generates most strongly. Views timely action in terms of when “I am on time for work, for meetings” and in terms of completing routine tasks. Managerial Style • Committed to routines • Observes protocol • Avoids inner and outer conflict • Conforms • Works to group standard

• Seeks membership, status • Often speaks in favourite phrases, cliches, prefabricated jokes • Face-saving is essential • Loyalty to immediate group

• Feels shame if violates norm • Sin is hurting others • Punishment is disapproval • Positive ethic is being nice, cooperative • Timely action is “I’m on time”

3. The Expert Treats the strategic territory of experience as the primary reality and concentrates on mastering his or her cognitive grasp of one or more particular disciplines (e.g. accounting, engineering, marketing, etc.). This action logic treats logistical power (the power to reason within a given structure to create a new way of accomplishing a desired result) as the most meaningful. This action logic most happily works in a six-month to one-year time horizon to accomplish particular projects. For the expert, timely action occurs when “I” accomplish tasks as efficiently as possible. Managerial Style • Interested in problem-solving • Seeks causes • Critical of self/others based on own craft logic • Wants to stand out, be unique • Perfectionist

• Chooses efficiency over effectiveness • Dogmatic • Accepts feedback only from objective, acknowledged craft masters • Values decisions based on technical merit

• Humour takes the form of practical jokes • Sees contingencies, exceptions • Positive ethic is a sense of obligation to internally consistent moral order • Timely action is fast, efficient

4. The Achiever Works within a one to three-year time horizon, juggling the shorter time horizons creatively, treating the interplay among planning, performing and assessing the outcomes as what is really real. The achiever concentrates on

IntegralMENTORS Guides – [basic] making incremental, single-loop changes in behaviour to eventually reach the planned results. Timely action occurs when “I” successfully juggle the need for occasional immediate wins, observance of agreed-on deadlines, efficient work, and effective outcomes as judged by the market or other constituency. Managerial Style • Long-term goals • Future is vivid, inspiring • Welcomes behavioural feedback • Timely action is juggling time demands to attain effective results • Feels like initiator, not pawn

• Seeks generalisable reasons for action • Seeks mutuality, not hierarchy, in relationships • Appreciates complexity • Feels guilt if does not meet own standards

• Blind to own shadow, to the subjectivity behind objectivity • Positive ethic is practical day-today improvements based on selfchosen (but not self-created) ethical system

Post-Conventional Action Logics 5. The Individualist This is viewed as a transitional action logic between the conventional and post-conventional. The dawning awareness of post-conventional understanding may be a confusing time. The Individualist’s dark side includes troubled feelings of something unravelling or needing resolving, along with a sense of paralysis about how to move, because, at this stage we have not yet developed new principles to those of earlier stages. It is also likely to be a time of renewed freshness of each fully tasted new experience, of dramatic new insight into the uniqueness of ourself and others, of forging relationships that reach new levels of intimacy, and of perusing new interests in the world. Excitement alternates with doubt in unfamiliar ways. The individualist is engaged in a journey that reevaluates all prior life experience and action logics.

The Individualist is a bridge between two worlds. One is the pre-constituted, relatively stable and hierarchical understandings we grow into as children, as we learn how to function as members of a pre-constituted culture. The other is the emergent, relatively fluid and mutual understandings that highlight the power of responsible adults to lead their children, their subordinates and their peers in transforming change. From the point of view of conventional stage employees, Individualist managers tend to provide less certainty and firm leadership. This is in part because the individualist is aware of the layers upon layers of assumptions and interpretations at work in any situation. Managerial Style • Takes a relativistic perspective • Focuses more on both present and historical context • Often aware of conflicting emotions • Experiences time itself as a fluid, changeable medium with piercing, unique moments • Interested in own and others’ unique self-expression • Seeks independent, creative work

• Attracted by difference and change more than by similarity and stability • Less inclined to judge or evaluate • Influences by listening and finding patterns more than by advocacy • May become something of a maverick • Starts to notice own shadow (and own negative impact) • Possible decision paralysis

6. The Strategist A principle feature of the Strategist action logic is self-awareness in action. It not only intuitively recognises other action logics and itself as action logics, it also intuitively recognises all action as either facilitating or inhibiting on going transformational change of personal, familial, corporate, or national action logics. If we are aware of ourselves in action in the present and among others who may be framing the situation based on entirely different action logics, participating in both incremental and transformational change, then the central question becomes: What action is timely now to whom?

Persons operating from the Strategist action logic truly lead, whatever their organisation rank or role. They focus their own and colleagues’ attention on whether mission, strategy, operations, and outcome are in conflict with one another and might be aligned more coherently. The Strategist will develop ways to detect disparities between mission and strategy, strategy and operations, and operations and outcome so that ineffective and unethical processes can be corrected.

A Broader Framework The Strategist’s sensitivity to systemic disparities includes a keen awareness of inequities in race, ethnicity, class, gender, and development among colleagues and subordinates. This perspective is consonant with a global rather than ethnocentric vision and demands that the Strategist make every effort to redress social inequities in ways that promote personal and institutional development, rather than generating Diplomat-like dependence on government aid. Characteristics of the Strategist Action Logic

• The Strategist recognises the importance of principle, contract, theory, and judgment (not just rules), customs, and expectations – for making and maintaining good decisions • High value on timely action inquiry, mutuality, and autonomy • Attentive to unique market niches, particular historical moments

• Interweaves short-term goal-orientedness with longerterm developmental process-orientedness • Aware of paradox that what one sees depends on one’s action logic • Creative at conflict resolution • Enjoys playing a variety of roles • Witty, existential humour • Aware of and tempted by the dark side of power

The ‘world’ as seen in all quadrants for each stage of development: Self-identity and Value lines in the UL quadrant through the Stages of Development [Magenta to Teal] and how these tetra-mesh through the other quadrants

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

Various Values in development First Tier

Magenta

Red

Amber

A Broader Framework Orange

Green

Second Tier Teal

Turquoise

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

ZONES# IN DEVELOPMENT

‘Insides and Outsides of Dimensions of Experience’ – the Zones#:

Each ‘dimension of experience’ can be view from the inside (how it feels or felt experience) and/or from the outside (how it looks). These are the 8 primal or indigenous perspectives of an individual [holon]. “We inhabit these 8 spaces, these zones, these life-worlds, as practical realities. Each of these zones is not just a perspective, but an action, an injunction, a concrete set of actions in a real world zone. Each injunction brings forth or discloses the phenomena that are apprehended through the various perspectives. It is not that perspectives come first and actions or injunctions come later; they simultaneously co-arise (actually, tetra-arise). “Each view or perspective, with its actions and injunctions, brings forth a world of phenomena; a world-space that (tetra-) arises as a result; a world-space with a horizon. The sum total of all of that we simply call a zone. A zone is a view with its actions, its injunctions, its life-world, and the whole lot called forth at that [Kosmic] address. You can think of it as a life-zone, or zone of awareness, or a living space—any number of terms will do.” Zone #1 : States of individual consciousness Zone #2 : Stage-Structure of individual development Zone #3 : States of ‘cultural’ consciousness

[surface structure] – (the feel) [deep structure] - (the look) [surface structure] – (the feel)

Zone #4 : Stage-Structure in communal development [deep structure] - (the look) Zone #5 : States of individual internal communication [surface structure] - (the ‘software’) Zone #6 : Structure-Stages of individual control

[deep structure] - (the ’hardware’)

Zone #7 : States of communal communication

[surface structure] - (the ‘software’)

Zone #8 : Structure-Stage of governance/systems

[deep structure] - (the ’hardware’)

For us what is important about Zones is that they separate the experiences of deep structure Zone# 2, 4, 6, & 8 from the surface structures of zones 1, 3, 5, & 7 Deep structures are the dimensions of experience as seen from the outside – that is most of what is covered by these papers. Where as surface structures is how individuals and groups actually experience or manifest in each of the domains. That is why individual at the same developmental stage can appear to be very different in different cultures – but the deeps structure are the same it’s only the surface interpretation of these structures that is different. Amber stage development groups will have the same deep worldviews but manifest them as say different religions, customs, norms etc. The inside and outside of interior ‘Subjective’ [I] Zone #1: [surface structure] – (the feel) As this is how an individual feels an understanding of zone#1 can only be achieved through phenomenological studies/research – i.e. introspection, meditation, methods for studying intension from the inside. Zone #2: [deep structure] the look of a feeling? Thus, zone #2, or an “outside-view of the interior,” means a thirdperson approach to first person or ‘I’ realities. As this is the look of how an individual feels an understanding of it can only be achieved through structuralism studies/research – i.e. developmental structuralism, methodologies for studying intension from the outside. The inside and outside of Interior ‘Inter-Subjective’ [We] Zone #3: [surface structure] – (the feel of a we) As this is how group feels an understanding of it can only be achieved through hermeneutics studies/research – i.e. collaborative inquiry, participatory epistemology, etc. methodologies for studying culture from the inside. Zone #3 are: solidarity felt, shared experience, what your culture feels like, immediate felt-experience of mutually-shared meanings, cultural knowledge, mutually shared interpretations. Zone #4: [deep structure] - (the look of a we - the many ways to touch). Thus, zone #4, or an “outside-view of the interiors,” means a third-person approach to second person or ‘we’ realities. Zone#4 uses third-person terms to describe (in this case) the outside structures of interior culture: collective structures of meaning such as political,

IntegralMENTORS Guides – [basic] legal, ethical, religious, normative, and scientific discourses; kinship and linguistic structures, and cultural practices, customs, and habits. The inside and outside of Exterior ‘Objective’ [It] Zone #5: [surface structure] - (the ‘software’) It is still difficult to define exactly the nature of zone#5 and #7 phenomena. Phenomena apprehended in zone #5 can be described as: cognitive structures, cognitive processes, cognitive knowledge, cognitive information, cognitive “software,” autopoietic organization, autopoietic process, autopoietic self-organization, enaction processes, and informational structures when related to holons less complex that autopoietic systems Zone #6: [deep structure] - (the ’hardware’) Typical zone #6 human methodologies are the empirical sciences: physics, chemistry, biology, physiology, neurology, ecology. Zone #6 is the world of gross material objects, the world of empirical science. What do you see when you look around you? You don’t see thoughts, images, feelings, values, meanings, justice, or integrity. Experience arises most obviously around us as the material reality of zone #6. The inside and outside of Exterior ‘Inter-objective’ [Its] Zone #7: [surface structure] - (the ‘software’) Because of the regnant nexus aspect of social holons, the term communication is more appropriate to describe the phenomena of zone #7. Communication is what is constituted by virtue of the exchange of signs between dominant monads, between members of collective holons using their communication tools. Enaction methodologies that characterize zone-#7 phenomena include social autopoiesis; social cybernetics, communication theory, sociology, cognitive sociology. Zone #8: [deep structure] - (the ’hardware’) Typical zone #8 methodologies focus on the material and objective aspects of collectives and systems such as astronomy, earth sciences, ecology, or economics, sociology, and political science. Zone #8 methodologies are also described as the “rational” systems sciences which focus on empirical study of the structure, dynamics, composition, and function of material systems such as dynamical systems and chaos theory, self-organizing systems, and Prigogine’s non-equilibrium dissipative systems. Zone #8 asks “what feedback mechanisms, energy sources, material structures, connection points, and dynamic processes drive the behaviours of this collective?”

A Broader Framework

TYPES IN EXPERIENCE

Types and development.

Types can be present in any quadrant, Stage, Line or State Types are called horizontal typologies because they exist on each of the same level of depth. The graphic shows a few examples of different types in their respective domain of experience or Quadrant.

Types due to a number of factors are not homogeneous but vary across a variety of manifestations.

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

STATES AND EXPERIENCE :

States in development.

A state is “a condition or mode of being”. Everyone experiences the three most obvious and natural states of consciousness: waking, dreaming, and deep sleep. These general states contain structures, and those structures contain phenomenal states of how one is in this moment. Phenomenal states include any temporary modes of being such as emotions, alertness, and peak experiences. States inevitably affect how individuals both give and receive communications and the success of mutual understanding. Communication dynamics will differ, for instance, depending on whether the participants act from a phenomenal state of anger versus love. States (like levels and lines) occur not only in the interior-individual quadrant, but in all the quadrants. On the Right Hand, for example, the exterior-individual reacts with a “fight or flight” adrenaline surge and the exterior-collective exhibits various atmospheric and weather states. A threatened culture (internal-collective) may regress to a lower state of needs, but not a lower level. During a state of war, a culture highly developed along the needs holarchy collectively regresses, for a time, to a joint need for security. During this particular collective state, communications emphasizing security needs often enjoy a warmer reception than during a state of peace. States range from playing trivial to decisive roles in any given communicative exchange, which is why no integral approach can afford to ignore them.

For a detailed expatiation of this diagram see advanced working series

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

THE INTEGRAL PRACTITIONER

States Of Consciousness Gross consciousness is our everyday waking consciousness, and includes our thinking egos and some basic emotional awareness. This would also include our unconscious mind, our conditioning, and so on. Here, we are fully identified with our thoughts as us.

I am my thoughts; I am my story of me. (in other words, I don’t have “a” story of me, I merely am one, without reflection)

Subtle consciousness refers to our dreaming state of consciousness, but also to mystical visions, Jungian archetypal realms, the Bardo realms in Tibetan Buddhism, and any intuition or experience of a deity, be it God, Jesus, Ganesh, etc. This can run the gamut from “low subtle” — everyday feelings, dreams, and intuitions — to “high subtle”, which would include powerful visions of deities, kundalini energy rising up the spine, and perhaps things such as astral travel, healing energy, seeing chakras or energy bodies, out of body experiences, and the like. Sometimes this is called Savikalpa Samadhi. Here, we experience thoughts and feelings as phenomena that arise in a larger sense of Self, tied to the Divine.

So waiting, I have won from you the end: [Spirits] presence in each element.

Causal consciousness refers to formless meditative insight, where there is no longer an egoic “I” looking out on the world. This would include deep, dreamless sleep, which all of us experience every night, although for most of us there is nothing witnessing our deep, dreamless sleep. When causal consciousness is reached and stabilized, the gross and subtle realms arise, along with thoughts and dreams, but there is a blissful release of attachment to them; high, low, or otherwise. This is Witnessing Consciousness. Everything is as it is, and arises without effort or valuations (good, bad, just, unjust, right, wrong). Sometimes this is called Nirvikalpa Samadhi, turiya, or shunyata, Clear Deep Heart, Clear Deep Mind

[Spirits] is closer to me than I am to myself.

Nondual consciousness is the ever-present union of subject and object, form and emptiness. All dualities, all sense of being separate from or watching out from vanish. Even the Witnessing consciousness in causal awareness falls away. This is an always-present consciousness when experienced; it exists outside of time and space, and is utterly unbound, empty, and beyond morality, concept, or thought of any kind. It cannot be entered, nor can it be attained, because it is the very end and beginning of the mind. It transcends and includes everything in the manifest and unmanifest universe. This realization is not an experience, because it does not come and go even if your ability to rest in it comes and goes. Likewise, you are not the one who experiences liberation; you are the emptiness in which experiences come and go. You are the mountains and you are the Watcher of them, not apart from either, not standing back and watching but part of everything in the moment that arises. These seeming paradoxes of the Nondual can only be resolved when one is sitting in this Awareness itself. It is called Sahaj Samadhi,turiyatita, rigpa, Dhyana, or Zen, Clear Deep Heart/Mind

This slowly drifting cloud is pitiful! / What dream-walkers we all are! / Awakened, the one great truth / Black rain on the temple roof."

From The Heart of Zen - Jun Po Kelly Roshi and Keith Martin-Smith

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

THE INTEGRAL PRACTITIONER

Integral Communication - Integral Report & Doc. Preparation – part 1 “Communicative co-operation presupposes a common structure and common history of development. Only in this case can the participant be sure that the others have similar understanding of the world as he does, and he [or she] is able well-enough to anticipate their actions.” Timo Jarvilehto - Machines as part of human consciousness and culture Integral Communication:

Integral communication, if it is to be useful, has to ‘talk’ to many levels at the same time. When whole countries or even communities are labelled as being largely feudal or amber it limits any real communication taking place. The range of values or altitudes that one has to deal with in most situations is much more complex and challenging. So communications programmes have to develop well beyond the simplistic value levels we find in so many of them. They must weave together an understanding that there are usually 2 or 3 stages of development in any largish group, and then when one adds the differences between the ‘talk, the ‘walk’ and the shadow we can be dealing with a few more. Add in types and states and you begin to get an idea of what has to be covered. This gets us back to the meta-theory [see below]. Used wisely - and with its full potential for keeping the complexity of the ‘real’ world of praxis - it does allow us to work with a high degree of granularity. Information Matrix

Even in Integral or 2nd tier documenting, so often, messages don’t make a difference because the are written with the assumption that everybody is at the same Stage of development as that of the message-maker, or at least has a rational Orange or a communal Green understanding or value system. This is hardly ever the case in development work. So instead of understanding the worldviews or levels of consciousness of the different Stages or waves each group thinks the other arrogant, stupid, lazy or such. When it is usually a mismatching of worldviews, language and values. There is so much information out there which is desperately missing its target audience. It is therefore very important to ‘Know your audience’ The Integral Matrix [see diagrams adjacent and below] is Integral or 2nd tier documenting that structures information and understanding with breadth and depth. A tool to communicate more effectively – much information is already there, language may need adjusting and ‘understanding stacks’ prepared Information Database [understanding stacks]

The concept is, and it is being refined all the time, to produce conference/workshop/report documentation in the language that can be understood by each Stage/Level. A Green based document on HIV/Aids will not give the information needed by people operating from Magenta, Red, Amber or Orange values or Altitude. When these ‘stacks’ are prepared there is a need to ensure that any teal prepared documentation comes from a healthy version

IntegralMENTORS Guides – [basic] of teal or turquoise. The information database [information stack] stores documentation in AQAL structure and then are accessed by either user or coordinator interaction to produce a document where the messages or understanding that the report is designed to deliver is in the language that each value system understands. Communication Mapping (for a Amber dominated audience)

These diagrams are indicative of how multi-level and multi-quadrant discussions or reports need to be considered when being assembled. The complexity of life on the ground has to be respected – it is only then that communication becomes meaningful. In a sense, when we plot centre of gravity or dominant mode discourse we also have to remember that the State-Structure are present. These are usually less deep as they rise to Green before deepening again with the move to 2nd tier. Non gross states are not only seen in spirit or religion but have may ‘subtle energy’ manifestations that are present in the communication process. Other elements to be included in face to face communication are body language and multi-level spatial and temporal understanding, both from the deep structure (zones 2, 4, 6 & 8 ) and the surface structure (zones 1, 3, 5 & 7) and image recognition/interpretation.

A Broader Framework

INTEGRAL MAPPING

‘Mapping Perspectives – in Quadrants, Stages and Zones#:

Intentional

Cultural

Behavioural

Social

Self & Consciousness

Culture & Worldview

Brain & Organism

Social System & Environment

A simple example in the area of waste disposal

Individuals beliefs on WD

Cultural views of WD

Individuals behaviour re WD

Waste disposal systems

In the case of waste disposal (WD) – it is not sufficient to consider just the systems available! One has to consider cultural values, individual beliefs and behaviour for each group or communities and the development stage(s) or level from which they operate. Layers of understanding. In order to change behaviour one has to understand and have activities in each quadrant. The system must be appropriate for the stage of development, cultural norms may have to be educated or changed – individual beliefs or views may have to be altered – and these activities will only be effective if implemented with an detailed understanding of a) the development stage/level of the stakeholders and b) the surface structures in which these manifest. That is each culture will manifest the development stage in their own unique form.

Any activity in one quadrant will not be effective if not supported by activities in each of the other quadrants. Introductions of a new waste disposal system will need activities that support a) cultural change, b) values or belief change, and c) behavioural change. Any development does need to go through each stage – there is to date no evidence of stages being skipped

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

INTEGRAL IN PRAXIS

Context and Life Conditions

Sociocultural Holon – LR & LL Quadrants – Layers of understanding

Sociocultural holons are always comprised of We/Its/I/It - they cannot be differentiated without being re-integrated or the fabric of the Kosmos will be torn apart. Focussing only on the lower quadrants does not work. Like lines of development in individual holons – once the leading edge moves on the whole dynamic of the spiral changes (reconfigures) and each wave of development shifts into a different form – no longer as originally defined but reconfigured now that it is no longer at the ‘leading edge’. So Amber as leading edge 2000 years ago is very different to Amber now as a mid-level stage in the developmental process. It is reconfigured by what has gone on ahead and the new leading edge and at each new stage of development it is again reconfigured – filled out by the greater pull to the ‘higher’ stages. So in the ‘world’ Line, development of a country (however defined) with a Dominant Mode of Discourse (DMD) of Amber is a very different country to that at the stage when Amber was the ‘leading edge’ of development. Now there are many proxy levels and the actual ‘community’ of development is much more regional and tending to global. So much of the development of individuals and thus community at the leading edge of a country may at times be developing in other areas with a higher ‘DMD’ [proxy development]. Thus as individuals having lived in a community with a higher ‘DMD’, return home the leading edge of that country/community advances). So Ireland and Iceland move into Orange (in parts at least) via proxy development and regional pull. The same applies to Africa as it did/is to Asia - including China and India. Vast amounts of proxy development at the leading edge. Development of regions does not take place because the ‘dmd’ changes – in the beginning it is pulled along by small groups at the leading edge. The interplay between these in all quadrants is what eventually shifts the ‘dmd’ – but this is a slow process – and the dangers now are that the leading edge in the LR is moving much more quickly than the ‘dmd’ of the LL and thus large and dangerous tensions are at play. Simple integral analysis of the current situation whether the Arab Spring, different parts of Africa, all of Europe - though interesting don’t really help – for ‘simplicity the other side of complexity’ it has to be of a higher order. It is the large variety of AQAL ‘tools’, when used to their potential, that allow us to deal with this complexity. Not oversimplified as is so often the case at the moment. If there is no deep understanding of both the theoria and the praxis in context what is produced is just ‘talk’ – no ‘walk’ is possible.

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

CASE STUDIES

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

A BROADER FRAMEWORK : WORLDS OF INCLUSION [UNICEF]

Case Study : Change Management at Unicef – Using integral Theory to provide a broader Framework for Change: July 1996 – December 1997 This paper for UNICEF defines the process used to start working with Integral Theory to improve results of programme implementation [Dated May 1996] - this example of an early use of integral theory is included here to show how the use of this model is not complicated and can be tailored to any situation. The process of integral development Seemingly central to "ideas of development" and "children causes" is the belief that there is a utopian end to the process. But in reality we are not seeking an "end", rather a next stage in this process. Integral development The process of integral development is always a process of sustainable change where new or next level that incorporates and transcends the level that precedes it. At each solving problems, and as progress is continually made, problems are solved. But at the new level reveals further problems, usually of a much more complex nature.

This is the bigger picture within which all the ideas and developments with which UNICEF As we take action at one level the degree of interrelationship of factors becomes more understand the process behind each of our actions and ideas. But as we progress or transform necessarily a change and increase in consciousness and so the degree of complexity increases several fold. Mapping In order to deepen our understanding of the complex and inter-related nature of our consciousness development in social and cultural evolution is crucial. This must also ensure that evolution, and thus the state of children, humanity, culture and society, returns

This requires a process and framework that allows us to go deeper than the understanding surface system or web, and wider than a cultural understanding of the diversity of the Framework. In analysis we will use for guidance the framework proposed by many perennial philosophers psychologists. This defines each aspect of development or evolution as a "whole/part", (made up of other lesser "wholes"), but is also the part of a whole of the next parts of molecules which are wholes but also parts of organisms etc.). As well as mapping the external relationships between the "wholes", this framework shows that they are themselves composed of four components or quadrants that are evolving whole. Four components: • An individual interior - intentional component • A social or communal interior - cultural/worldspace component • An individual exterior - behavioural component • An social or communal exterior - social (system) component

IntegralMENTORS Guides – [basic] Wilber's Framework

Nature of unfolding: Clearly the process of development must address all four of these quadrants in an integrative fashion if it is to maintain a sustainable direction. But it is equally clear when we look at the evolution of Unicef s involvement in this process, together with the broader evolutionary process of human development and how they affect each other, that progress made so far has largely not produces sustainable change.

Attempts to understand the process of change, transformation, or development without an understanding of the nature of the evolution or the unfolding of (human) consciousness have little prospect for success. Monological vision: Possibly because of an over monological vision of human development Unicef and the UN system have not been successful, or have simply not tried, at any stage, to map the larger picture in which they were involved. This monological vision may well have been necessary in the short term as human consciousness moved through, and is still moving through, the cultural stages of archaic, magic, and mythic, to the rational, (and haltingly now to visionlogic or network-logic). But it is now imperative that these organisations adopt a more post or trans-rational approach, one that incorporates positive ideas from the rational level but one that also transcends these to a higher or deeper post-rational level of consciousness, in all four of the quadrants. Unicef's Activities: Briefly Unicef's activities have largely operated in the upper and lower right-hand quadrants, that is the quadrants that are objective and exterior (individual and society), and have to a large extent ignored the interior and cultural quadrants.

• the 1950s was the "Era of Disease Campaigns". Meeting needs places this phase firmly in the upper right quadrant, that is measurable, observable and objective. Individual needs were seen to be more complex as the systems began to be understood • the 1960s became the "Decade of Development". Still Right-hand quadrant some Upper but more emphasis now on the Lower Right, that is 'functional fit'. As the overall - bland development phase became to be seen as much more complicated (that is our understanding became to a degree more deep and unpredictable) we moved into • the 1970s to an "Era of Alternatives". But again largely Right-hand quadrant. Once again as each area came to be studied more, and to a degree understood more, interrelations were recognized and • the 1980s became the "Era of Child Survival", and thus to • the 1990s the "Decade of Children's Rights", and the late 1990s has become the "Era of Donor Fatigue". Donors and Governments returned to a pre-global state of nationalism stemming from problems at home and a lack of comprehension brought about from the misguided notion of all perspectives being equal. And no clear juxtaposition of `rights' (and justice) to jurisprudence (care and responsibility) at the global level, and thus

A Broader Framework â&#x20AC;˘ the 2000s have to become the "Era of the Integral Approach". That is where the sustainable process of change is seen from an integrative point of view â&#x20AC;&#x201C; a view that treats each past perspective as part but not sufficient in itself, and one that explores more deeply perspectives that include the two Left hand Quadrants of intention and culture. This approach integrates, all quadrants at all levels. And of course for Unicef this will have a major emphases on children, youths and women as "wholes" within "greater wholes". Rational level: All ideas during these five decades stemming from consciousness levels described by development psychologist as rational, were monological to a degree that excluded an understanding of the needs for interior/subjective development in individuals and societies in order to make the process of change and especially transformation sustainable. The problem is compounded when one also takes into account the different stages of consciousness development of peoples and of different countries or societies. Change: These again also need to be mapped and intentionally understood, in all four quadrants to ensure that actions we attempt or programs/ideas/metaphors we propose have any chance of being part of a sustainable, directional, transformative change process. Therefore the way forward must be: Way forward: (1) to understand the process of transformation, and the difference of transformation between levels and that of translation at each level, and then

(2) to map as far as is possible the situation at each appropriate level in all four quadrants, and then (3) to work at the level of complexity and diversity required. But we must also always remembering that we can have an input to the design of the future but it is as much an unfolding as it is an evolution. The Start of Broadening: 1 The idea is to work with Bangladesh to help the people/organisations transform it from one of the poorest countries into an intelligent learning society/culture, by using the potential of its own people, together with that of those working with them, to move into a position of developed sustainability.

We encounter over and over again, in our work frustration with the type of program that are so often non sustainability for many reasons, such as; i) a lack of understanding of deep structure ("depth"), ii) lack of skills, iii) habitual behaviour etc. Conventional training and visits for ourselves and other stakeholders usually have no lasting effect and thus make little impact. We are therefore going to work at depth in a number of areas with a palette of techniques and ideas to see how much we can overcome these problems together. During the past months we have been exploring this space, (we started initially with trying to get a deeper understanding of learning and child development) and would now like to open the dialogue to a broader transdisciplinary group from both inside and outside of Unicef. LETS LOOK AGAIN We should start from a number of directions:

1. Context specific: that is education in Bangladesh 2. System defined: applies to any similar contexts. Here we would look at complex/interlinked systems from a number a view points (see attached matrix) in an attempt to more define/understand the "whole". 3. Brain science, Body science and Psychology: how they relate to child development and learning. These will affect timing of what and when. The first could drastically change our child learning/development paradigm. 4. Moral/Spiritual dimension: the type of society we wish for and the development of the whole child should be greatly influence by a clear understanding of the interactions of these fields. 5. Information technology: taken together with all the above is likely to determine whether the outcome of the existing or future systems have relevance for society, the economy and the child's long term benefit. I have set out in the attached matrix a number of indications from the above fields that show that we (in the broadest sense) cannot continue as we have in the past if anything really meaningful is to be achieve for the children of Bangladesh in the long run.

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic] First "LOCALLY": - Item 1 above

Try to understand and make explicit the following: a) GOB's position/understanding - mental maps b) Donors position/understanding - mental maps c) Other stakeholders position/understanding - mental maps d) UNICEF's position/understanding - mental maps - working on the assumption that Unicef's mission is the child/children - not education. e) Are there any other hidden agenda? Collectively we have a fair understanding of all these, and through informal discussions we should be able to draw out most of the other information needed. Then, put together a matrix of clearly (or as clear as is possible) defined objectives from the above - and relate if possible to any existing policies: (discuss with all parties in small groups) From this try to determine goals that are broader than GER or Completion Rates. For each goal objective ask the question WHY, WHAT, WHEN, WHERE, HOW and for WHO, and develop a series of policies that would help to achieve these goals. We should always be trying to spell out what we are trying to do, simply and explicitly and where possible graphically as well. Second "GLOBALLY": - Items 2 to 5 above plus others.

What we need to do is look at the whole 0 - 10+ system of child development; of which, school is a part, and likely to be rapidly changing part. We have as yet not moved away from the old factory system of mass product education: - The failure of the system in Bangladesh is as much due to the fact that we don't get 'above' the problems, and look at proposals in light of current thinking in brain science (development), complex systems, organisation theory/practice, cybernetics, information theory/technology, spirituality and morality, etc. Child brain development theory indicates that we may already have wasted to much interaction potential by the time a child reaches grade 1. Over and over again in the study of "complex" systems it is shown that it is the combination and the levels of parameters that effect change in a system. Tinkering with individual parameters or components has little lasting or sustainable effect. What is needed is a paradigm of child development not limited to our term "education" - That will also ask questions such as: Should we be starting with younger children? Should a whole palette of concentrated interventions be adopted - many outside "education"? So what to do:

1. Start with a small think-tank: from inside & outside Unicef/Dhaka. 2. Carry out intensive information and data search/research into existing current work in the fields of: brain development, child development, child psychology, consciousness development and complex systems, cybernetics, IT etc. in the USA and UK; 3. Set up a WWW home page for interaction with a wide audience, on all ideas - use it as a discussion forum on posted ideas; 4. Hold small presentations/discussions groups with key stakeholders (not just education), try to carry as many as possible with ideas, discuss rigorously; 5. Hold extensive dissemination/discussions with GOB and Donors to get all moving in the same direction: again small informal groups; 6. Spend some time on deep thinking on goals and strategies, following inputs from above; 7. Work with a number of international organisations/Universities to define a course of action/programme for child development in Bangladesh; Any synthesis will be carried out by the group as this would be a major contribution to understanding. 8. Produce a number of information packages to explain the thinking, strategies, ideas etc.; 9. Prepare an agreed agenda/mission statement or at least define a path achieve agreement. 92

A Broader Framework [Matrix not included here:] The Start of Broadening: 2

The idea is to work with Bangladesh to help the people/ organizations transform it from one of the poorest countries into an intelligent learning society/culture, by using the potential of its own people, together with that of those working with them, to move into a position of developed sustainability. We encounter over and over again, in our work frustration with the type of program that are so often non sustainability for many reasons, such as; i) a lack of understanding of deep structure ("depth"), ii) lack of skills, iii) habitual behaviour etc. Conventional training and visits for ourselves and other stakeholders usually have no lasting effect and thus make little impact. We are therefore going to work at depth in a number of areas with a palette of techniques and ideas to see how much we can overcome these problems together. During the past months we have been exploring this space, (we started initially with trying to get a deeper understanding of learning and child development) and would now like to open the dialogue to a broader transdisciplinary group from both inside and outside of Unicef. Below is our start point The methods of working we will start are: active participation, but voluntary involvement, will need time and reading commitment part of office time/learning * (frequent meetings * weekly meetings * monthly meetings)

Some of the tools we will use; brain room discussion : inquiry dialogue videos readings training space CD ROM internet & intranet cybercafé + books etc. future search : Ferdie guest night – Sheraton Enneagrams small work groups creativity focus groups trans--disciplinary groups etc. People Unicef: Not in any order Unicef: Not include in this general paper Reading (Start) A Brief History of Everything: K. Wilber -1996 The Intelligence Advantage: M. McMaster - 1995 Brain Science: Newsweek - Feb. 1996

Areas of exploration and understanding; Learning Brain/mind Complexity and chaos Complex Adaptive Systems Self Organisation/Intelligent systems Pattern languages Emergence Transformation; Fulfilment Evolution Paradigm shift Multi cultural Resources: (possible) You Unicef people; see attached list People from outside Bangladesh; see attached list. People from inside Bangladesh; see attached possible list Chronicle * written/computer/ hyper-text/VRML * audio * video * WWW - homepage

Not in any order Not include in this general paper Multiple Intelligences: The theory in practice: Howard Gardner - 1993 Pedagogy of Hope: P. Freire –

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic] Complexity and Creativity in Organizations: R. Stacey - 1996 Pattern Language: Alexander - 1977 Enneagrams

Being-In-The-World: H L Dreyfus 1991 Complexity: M. Waldrop - 1992 Inventing Reality: Physics as Language: B. Gregory 1988

Transformation and Change The transformative process and transformative meetings. Change for Children: Society and societal systems are now being seen as the complex adaptive system, the process of change and transformation in these systems is never easy, and is always messy, but it is when we shift these systems to the edge of chaos that transformation can occur with the emergence of a new understandings and consciousness. This is

especially true as the process of transformation is also a process of learning. How then to ensure that meetings/dialogues etc. have an effect and produce change in both participants, policies and outcomes at all levels? Background Unicef Bangladesh first became involved in transformative meetings when it introduced Future Search Conferences to Dhaka in 1993 and also carried out a training for conferences managers. Since then it has carried out another intensive training programme and six further conferences covering all sectors.

Unicef was also instrumental in the development of the VIPP technique of structured brain storming. Both these techniques, FSC and VIPP, are structured participative methods and have become part of the transformative meeting process that is becoming established in Bangladesh. It therefore now seems to be appropriate to deepen and strengthen the whole process of transformative meetings and thus learning and changing. Still to many meetings and conferences are posturing or position taking, without any intention to change or of transformation -- it is always the other side that should change. Thousands of unproductive hours are wasted with people coming away disillusioned, angry or couldnâ&#x20AC;&#x2122;t care less. The point being that to make transformation meaningful, all participants must change and learn. This includes their/our ideas, their/our behaviour, their/our activities, etc. -- all must undergo a real change. The process is not top-down or bottom-up, not inside or outside, but more integral -- that is all of these and more. This proposal is the start of an exploration of the transformative landscape, initially by a small mixed group of institutions/people with the intention of enrolling a more diverse group as the process unfolds. The Process Of Transformation:

What is unique about the transformation of complex systems is that the intelligence of the complex system must be involved in its own transformation. To do this effectively, an inter-active process based on information and communication must be an instrumental part of the process. Transformation is becoming what is possible; it can be developed from what exists, but is uncertain in process and final form. The pathway is one of development and growth, rather than intervention. What will result from any transformation cannot be known in advance - at least in process and final form. The result will be a realisation of what was always possible, but not previously expressed. Yet transformation remains one of those things that is very popular to talk about, but not so popular to do. If we consider organisations (and societal systems) as networks of conversations, we can see that for transformation to occur we must introduce new conversations into the existing ecology of conversations. Internally, an organisation is a structure of interrelated conversations, so any changes in the way we conduct our conversations will interrupt the existing system. Externally, the marketplace is a network of conversations, and changes in conversation within the organisation will disrupt each of the entities in the marketplace that relate to the overall organisation, and even those entities that aren't directly connected. These changes will ripple through the whole ecology and affect the originator in unpredictable ways. At a slow deliberate speed, linear thinking seems to retain its grip. If the rate of action is insufficient, resistance can be met as a result of the rate of change of competitors or others impacted by the system and this can cause unforeseen problems that could stop the process. Often the best way to generate favourable new information is to speed things up and explore what is revealed in

A Broader Framework the breakdowns that occur. And finally, some of the most insidious obstacles of all are the already-existing, robust systems that have been designed to include whatever disturbances appear within the system or its surroundings. This mechanism of inclusion has the power to chew up or kill what initially look like promising initiatives. The nature of change: Using Wilber's developmental model of four quadrants to understand how change operates on a "whole", and that changes, or change agents, which do not respect the (w)holistic nature of this process will be short lived or totally ineffectual. Change or transformation itself has no use unless it is grounded or tied to a long-term strategic intent; in the case of Unicef this intent is the child and CRC/CEDAW etc. Number of dimensions: For transformations to endure and produce real change, we need to view and map the processes or interventions from a number of dimensions:

The minimum needed are: 1. the conceptual framework of Wilber's four quadrant model (All levels, all quadrants). This views any process from four distinct directions/positions, and then attempts to re-integrate these four views as a whole (part/whole); 2. the notion of edge of chaos and other complexity metaphors; This view will ensure that the change does not just become a dying spark, but remains on the boil and thus alive. 3. the process of learning; Concepts as filters: Metaphor With these concepts acting as filters we will map, initially in two dimensions, (and later possibly in 3D) various interventions, of meeting type and change processes, in both time and space. We will also have to explore the use of technology (hardware) and software (GroupWare, Concept-Ware, etc.) to assist in comprehension, meaning and motivation. The use of Wilber's quadrants: Wilber uses the conceptual framework of a dynamic quadrant to view the transformative process as a whole. This approach ensures that all aspects of change and transformation are integrated and no one particular view point predominates. He analyses each situation in terms of intentional and objective behaviour both in terms of the individual and the society. Each are totally dependent on and interrelated to the other. (All quadrants: All levels. all lines, etc.) The use of Complexity theory: Complexity theory, though operating only from one particular quadrant of the Wilber model, allows us to understand the nature of the change and gives us insight into the process we need to follow to ensure that transformation takes root and that the change process endures.

Such notions as the edge of chaos or the space of novelty, fitness landscape, patching, flocking, etc., will allow us to address and understand why in a such as Bangladesh certain areas are cutting edge while others of equal importance or horror remain unchanged and apparently unchangeable. And why other areas are totally chaotic and at times anarchic. Understanding Learning: No change is possible without learning (or doubt) and learning particularly among adults is a difficult and arduous process that many start but to which few make a life time commitment. The process of continual learning is intimately tied up with items 1 and 2 above and thus becomes an important part of the dynamic mapping process, particularly as time is involved, rather that just the spatial dimension. 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. Context or enabling environment: The context of the transformation is also important as people or even communities often feel un-enabled to

IntegralMENTORS Guides – [basic] transform unless the context and/or the deeper structure does not change with them at the same time. Mapping: We will therefore map the many alternative change processes/techniques/ interventions in terms of the above three areas. The mapping, though highly complex and interrelated, will initially be discussed within a simple two dimensional matrix. This includes the topological type of intervention, the technique, the quadrant in which it appears to operate, and its strengths and weaknesses. Programme: We will then describe in more detail those techniques which are more standard and already part of Unicef Bangladesh's methods with a view to improve and institutionalise their use particularly outside Unicef. Tentative program and timelines will be included. The other techniques will then be described both in terms of possible uses and further development and piloting required. Capacity Building program and interactions: Unicef will work with a number of institutions, a: University (EWU); NGO umbrella & individual (JR), Peoples Reps. non party (MH), and the Corporate sector. Other entry points: Organisations at various local levels will also be explored - such as:

1) Local 2) Sub-local 3) Village Areas of interaction: Transformative meetings and the transformative process of change

Learning centre and information/knowledge-base Enrolling groups; building cascades of TOTs or participants; etc. Transformative Meetings: The process and the program. Mapping of transformative approaches [Tables not included] "Crucial things to include in any approach to integral development"

A Broader Framework There is a need for ongoing feedback to each other, consistent checking in on each other, challenging each other to take the integral approach to greater depths. Translatative practice is helping people do what they do better – very often needed before transformation can be considered. And is often all that will be achieved. In each quadrant make sure that your understanding is at the leading edge. So as to avoid mix and match of current and outdated thinking. This is where the Integral University and Institute will become very important. Ensuring that each domain is aware of the thinking and understanding of all the others. Always remember that a teal second tier understanding is only that a teal understanding – so always remain open and spacious – things change. Use Dynamic Conceptual Scaffolding to support the development process. Otherwise there is too much for people to absorb or do at a time. The metaphor of having a name for every bend of the river but no name for the river expresses the way most development or development thinking is still being carried out at the moment. And it is how programmes tend to end up being discussed. Some of the bends may be quite complex – SWAp1, SLA, etc -others pretty small - Iodine in the salt etc. But these are still bends or pools in the river. Top ten (plus or minus 2) things to do for integral development"

Train in basic understanding the AQAL framework.

Common language and concept understanding – reading list. A reading list would need to be prepared by each integral domain – at say three levels: general, intermediate and advanced practitioners. And then a Meta list that would cover the framework itself - that is Ken Wilber’s writing.

Ensure depth in understand – use Enneagrams, MBTI etc. to let people understand themselves

Provide support in areas of discomfort - DCS2

Get a practice - building it into your life i.e. meditation, Chi Gong, etc..

Get away from organisation mode – leave behind academic posturing. When ever you read reports from large organisations, they are always framed or crafted in that organisations ‘newspeak’ - this is fine for first tier thinking and will always happen with first tier organisations. But as integral practitioners we must move beyond this ‘groupthink’ (be it teal or turquoise and beyond). We need to be very careful in the language that we use - as language so often hides inaction behind words. And of course academia as now mostly structured is also a first tier organisation model.

Map it using as many types of maps needed but all with in the AQAL frame work – build a 3D matrix if needed.

Situate work analysis etc. in the AQAL framework of understanding.

Use the level of complexity in LRQ needed. Use complexity theory to map and explore interventions of current complex work. Explore its use in programme design. Systems theory by itself is insufficient (cf Cybernetic control – control needs one more dimension than that which is being controlled - a situation that is n dimensional needs and n+1 dimensional control/ understanding).3

10.

Second tier communications – communicate at a level(s) that will be understood – use all type of communication media - Information Jukebox.

11.

INFORMATION JUKEBOX - Integral or 2nd tier documenting. Structuring information and understanding with breadth and depth. A tool to communicate more effectively…

12.

Matrix of understanding – don’t send different level messages from the same organisation/person as this breeds mistrust.

13.

Integrate the integral.

SWA Sector wide approach – SLA Sustainable livelihoods approach are only examples there many more. See separate paper on Dynamic Conceptual Scaffolding 3 See Cybernetics by Ross Ashby 2

IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

A Broader Framework

A BROADER FRAMEWORK – WORLDS OF INCLUSION [CASE STUDY]

Integral in Praxis – The Effective Schools Project

This brief note describes the integrally informed processes that were involved the design and implementation of the Effective Schools Project in Egypt between 2005 and 2007. I will describe this project in a number of ways – each showing the use if different aspects of integral praxis The Project

The Effective Schools Project [ESP 2005-2007] grew out of the large European Union and World bank funded [€100mil+$100mil] Education Enhancement Programme [EEP 2002-2007] We allocated €2mil to this ESP pilot project to try and bring a broader and deeper change to primary education in

Fig 1 - The quantitative outline of the EEP

300 schools - 10 per District. Some basic parameters were set – [or assistance provided] such as - funding, facilitators, whole school involvement, parents and community involvement, etc. At program start some initial processes where provided. Some of these will be detailed below. The whole process was carried out by nationals [Egyptian] who were given some initial training - each district team consisted of 10 individuals and one coordinator [5 educator and 5 social workers]

see Integral Coordination in IID - Worlds of Inclusion : paper [022]

IntegralMENTORS Guides – [basic] These were to enabled child-centred, community5 'owned' schools to exist within a very restricted rote learning education system. Other change projects that where solely top down or bottom up have as one would have anticipated failed [or brought minimal change] and the system has just reabsorbed the changes pulling them back to the status quo. ESP was an attempt to allow integral theory inform the design and process of implementation of a pilot education reform process. The outcome requirements where not predetermined at the start only general principles were defined - child centred, community ownership, girls education, the actual project was then allowed to grow generatively from this point. Because the project existed within an existing system once the initial objectives of the first steps were defined the activities were broken down to a series of smaller projects [snippable sequences] that though connected through the objectives could to a degree operate independently. Thus if one or two fail they did not overly effect the others and could be abandoned or re formulated the next step. Towards the completion of each step the process and sequences were reviewed. Following this the next step objectives were defined based on the outcome of the previous step and any other relevant information. This process was repeated as many times as seem necessary. The overall general goals were always kept in mind and each step objectives were adjusted to ensure that these principles [Morphic put]6 were the focus of the project. Limited targets or outputs were never allowed to determine the direction of the project at any level. Fig 2 – generative and snippable We describe here the start point of this process in action - although the process. description is simple the actual process was of course much more messy and problematic - the mess and problems that arose were different at each school - but here we describe the essence of what was involved.

Using Quadrants

[see below for larger versions of graphics]

The three graphics above show the overall process for this ESP project. The process is described in more detail below. These diagrams show how actions and actors defined in each quadrant and how activity in each quadrant are meshed [tetra-meshed] into a series of actions at each step in this generative process. The process of getting the initial activities for stage 1 in each ‘circle of inclusion’ followed similar steps. But the exact unfolding was very context driven. [i.e. these are the recommended process but adapt them to each different contexts].

Community is used here in the broadest sense – child, parent and guardians, school, teachers, broader local community Inc. NGOs and commercial organisations, local and central government and education system 6

see Morpho-Generative Development - Worlds of Inclusion : paper [021]

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A Broader Framework All the work with schools, communities, departments etc. were carried out in Arabic by nationals who had been orientated by the core trainers. [core training of facilitators was carried out in both English and Arabic] Phase 1 [or step 1]

The initial group – school based consisting of people directly involved with the children and the school. [also see separate sheet in series] Parents, guardians, teachers, PTA, BOG, Local Dept. staff etc. Were gathered together in groups to go through the process diagrammed above. Initially working in small groups for support - individuals were asked to think through their hopes and fears for their children. Then within the group - discuss and then formulate a number of activities or actions that would be needed to bring these about. Where a goal was too mega it was place in a ‘for later consideration box’. The remaining activities or actions where then pooled and discussed with the larger group to a) decide which to take forward at this stage, b) those for later action, and c) those with little consensus [these would be revisited at a later stage. The Worlds of Inclusion aspect of this process was to look at each larger context to determine what actions were needed or possible at each level. These are some of the layers of inclusion involved: Geographical/locational [horizontal inclusion] - Child - School - Community - District - Region - Nation

Educational System [vertical inclusion] - School [BOT, PTA] - Local [Education Dept./Local Government] - District [Education Dept./District Government] - Regional [Education Dept./Regional Government] - National/Central [Ministries – Education, Local government, Finance, Planning]

There are other possible circles but one has to be realistic on what and who can be included. The decision of what and who to include should be made during initial project formulation. It can always be revised, as the whole process is generative and at each step these issues should be revisited.

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IntegralMENTORS Guides – [basic] This whole ordering/prioritising process was always aligned with the overall meta objects that acted as the ‘morphic pull’ to the process [i.e. child centred schools, whole child development, girls education, work skills, etc.] Thus the ‘OUR’ goals where defined and the series of activities and actions for the school, community, departmental system, PTA, BOT developed. A group of interested people cutting through the various stakeholders were identified to help/push/monitor the various activities and actions needed and those allocated to carry them out. This process was repeated every 4 months to a) see how the process was proceeding, and b) to adjust or redefine activities or actions. Although what’s describe here is the essence of the process and seems straight forwards – it is not – there are always lots of hiccups and debates and disagreements on the way. But as life is messy this is to be expected and to be worked with and through. Not every attempt at an integral praxis works – where it doesn’t learn and move on. Where it does also learn and move on. The process is always generative and snippable. And the process always works within the Morphic pull of those overarching big picture goals defined at the start – for if these are not aligned to there is no process of keeping the generative process from wandering off course or side-tracked. Altitude, Centre of Gravity and Dominant Mode of Discourse

How you see the ‘world’ depends on where you are standing – metaphorically speaking. Which concepts or perspectives are filtering your perceptive. In integral theory the area of levels or Stage of development is the second element in AQAL we will not deal with in this case-study.

Individual and Group Centre of Gravity/Dominant Mode of Discourse

Altitude

Using centre of gravity. [see separate paper in this series]

The community

You and other consultants

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Process diagrams – Step 1 [see also paper ‘We are all in this together’]

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IntegralMENTORS Guides â&#x20AC;&#x201C; [basic] Process diagrams - Overall

Process Graphic

Simplified process graphic

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A Broader Framework Worlds of Inclusion - A Broader Framework – Graphic from integralMENTORS - Guidelines and Checklists for the development, implementation, and evaluation of more integrally informed programs or projects in International Development .

Innovation requires an environment that supports broader thinking, where we can imagine many ‘off the wall’, tangential and not obvious ideas to bring forth, hopefully, some really good ones. There is a need to work both individually and collaboratively, but with a healthy amount of disagreement and even arguing. There is the need for people to be able to voice a thought, have it discussed or critiqued, but not feel judged as if they are that thought. This creative process has been shown not to be supported by the usual ideas behind ‘brainstorming’ and its many incarnations: [which are] group collaboration, all ideas held equal, nothing judged. This graphic illustrates core of this ‘integral’ process for programme development – (set a time-limit for each stage)

Process and Activity Phases

Graphic

AQAL action

Explanation and Q & A session.

Dynamic Whole group. “We often limit the quality of our group brainstorming by allowing personality types and groupthink to have undue influence too early in the process. Encouraging people to think on their own first can help. increase the quality of ideas submitted and reduce the outsized influence of heavy talkers ….”

Information of the process and activities to be undertaken given to the whole group. As much as is possible the individual and groups are to be self motivating. not to much interference from facilitators.

Group splits up and individuals work on their own, initial list of hopes, goals, fears, etc.….

Individual work – at this point “Stillness is our most intense mode of action. It is in our moments of deep quiet that is born every idea, emotion, and drive which we eventually honour with the name of action. We reach highest in meditation, and farthest in prayer. In stillness every human being is great.” Working in pairs

Each individual documents their own for future discussion and consolidation

Participants come together to work as pairs – to create a mini ‘We’ conscious-ness

“Many of us can work much better creatively when teamed up,”

Individuals now work in pairs [selected in first round by the facilitators]. Pair are to reach some general consensus of goals etc.

Innovation is about arguing, not brainstorming Say yes and …. Say no because ….

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IntegralMENTORS Guides – [basic] Pairs combine to work as group of four [2 pair combined] – to create a ‘We’ consciousness

Working in groups of 4 “Many of us can work much better creatively when teamed up,”

Pairs now work in larger groups to continue this consolidation process.

Innovation is about arguing, not brainstorming Say yes and …. Say no because ….

Groups combine together to work as groups of 2 larger groups – to create a broader ‘We’ consciousness

Working in groups of 12 “Many of us can work much better creatively when teamed up,” Innovation is about arguing, not brainstorming.

The groups of 4 now work in larger groups to continue this consolidation process

Say yes and …. Say no because ….

All groups combine to work on a ‘We’ space of goals and actions

Whole group works together Innovation is about arguing, not brainstorming. And then agreeing to a common programme.

Whole group works together to create an agreed set of GOALS and an agreed set of group actions and activities

Say yes and …. Say no because ….

Agreed goals and initial actions worked out in more detail by specific interest groups to determine actions and activities to be proposed

Working in groups of ‘interest’ Innovation is about arguing, not brainstorming. And then agreeing to a common programme. Say yes and …. Say no because ….

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A Broader Framework Agreed goals and initial actions worked out in more detail by individuals to determine actions and activities to be proposed for their own programme

Working as individuals. “Stillness is our most intense mode of action. It is in our moments of deep quiet that is born every idea, emotion, and drive which we eventually honour with the name of action. We reach highest in meditation, and farthest in prayer. In stillness every human being is great.” Whole group activity

Final whole group session to agree on activities and action for the next step or stage of the generative process. Activities are, where possible, operationalized with rough timelines and monitoring processes defined.

Innovation is about arguing, not brainstorming. And then agreeing to a common programme. Say yes and …. Say no because ….

Bring it all together [as far as is possible] Based on - A Broader Framework: Worlds of Inclusion case study [ESP Egypt - Cairo 2005-2007] – integralMENTORS Working Series 10

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IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

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A BROADER FRAMEWORK - CASE STUDY

Integral Practitioner in Praxis Gathering Tlholego EcoVillage – North Western Province, South Africa - May/June 2012.

In 2010 Paul and Barbara van Schaik of integralMENTORS and Integral Without Borders began to explore the idea of having a regional gathering in Southern Africa. The idea for this gathering was to embed the process in actual live examples of international development projects. Thus to explore, expand and advance integral theory in live situations with actual ‘players’ in their projects. Thus ‘Integral Practitioners in Praxis.’ With this in mind we teamed up with Paul and Stephne of the Tlholego Ecovillage while on a visit to Cape Town, South Africa. Paul and Steph are both experienced integral practitioners with substantial experience of working in the rural areas of South Africa. An important aspect of this conference was that we did not want to ‘parachute in’ experts with little or no regional experience to facilitate the gathering. We therefore decided to work with the highly experienced South African facilitators Anna Cowen and John Ziniades from Meshfield. They both have extensive international integral experience (in both theoria and praxis). Below are two perspectives which we hope will give an idea of the interesting and creative process of the gathering - which is still unfolding in its outcomes. Perspectives of the Organizers

Paul and Stephne Cohen – Rucore Sustainability Foundation & Tlholego EcoVillage The Tlholego Ecovillage and Learning Centre was originally inspired by the work of the Esalen Institute (USA) - following a purpose of discovery and emergence of our human potential in the face of global sustainability challenges and opportunities. It was especially rewarding for us as the Tlholego founders to receive such positive feedback from all those present as to how well Tlholego’s physical and community space supported our groups engagement with integral theory in a practical and well-grounded way.

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IntegralMENTORS Guides – [basic] The group met in various spaces - most of the time in nature under the winter crisp blue sky shaded by trees and surrounded with very active and vibrant birdlife. The earth architecture and circular designs of this space supported the flow of conversation, gatherings and intimate sharing. Tasty, well thought of nutritious meals served by our catering cooperative were greatly enjoyed – often around the warmth of the fireplace. In fact the quality was such that we were soon anticipating what meal time would bring. Something unique happened over these five days within the groups unfolding process - a quality of coherence and crystallization emerged that is most often only thought about in these types of gatherings. The ‘great group’ that emerged was palpable, far greater than the sum of its parts; as contrasting threads of space relationships, worldviews and intention wove themselves into a fabric of profound potential.

The rich mix of facilitation and group experience freed people’s perspectives on the challenging issues of international development to synthesize as the days moved along through practical engagement in the different projects. Each project informed the other. Each project challenged the other. People were deeply moved by the content and context of this learning experience. The presence of Tai Ji and body awareness and movement sessions assisted the often-intense physical discomfort experienced during some challenging group processes. For many of us, Tai Ji in the garden was one of the high points of the week; especially considering that food systems resilience formed such a central focus of our work together. At least a few participants were inspired to sign up for a new Tlholego weekend workshop on the Yoga of gardening.

Sunset in the bush with shamanic drumming

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A Broader Framework Perspectives of the facilitators:

Anna Cowen and John Ziniades from Meshfield (www.meshfield.com) It was a great privilege to provide process design and facilitation for the recent five-day Integral Without Borders seminar at Tlholego. Whilst John and I held the majority of the “onthe-ground” facilitation, the faculty consisted of 6 core members: Paul and Stephne Cohen honouring the Body - hosting the group in their physical spaces, feeding us nourishing food, and bringing their exceptional skills as body practitioners into the mix, and then Paul and Barbara van Schaik holding space as elders (not that old : )), sharing their decades of coal-face experience as global development practitioners. What a joy to work/play so consciously with a team of people where, during regular check-ins during the 5-day process, we sought and named the ways that the shadow dynamics of the larger group where mirroring in our core team and supported each other in reading the energy of the group and adjusting the design, accordingly.

We were a small group – 18 in total, a good number for building trust and intimacy. Four of us had first met at the Integral Sustainability Intensive in Westminster, Colorado in Sept 2006, and we wove into the process one of the most moving practices from that week - a Diamond Heart practice from Almaas – as a way to open to each other at various moments during the week in Tlholego. Sitting facing each other in twos, we took turns to ask of each other, “What is it, that you are really here to do?” with our responses deepening into silence as the week progressed. For John and me, one of the greatest delights of facilitating groups is how utterly surprising each session always is, and how the process design is nothing more than a very rough guide. Dropping into the ebb and flow, bobbing and weaving in response to whatever is emerging. We are grateful for the trust vested in us by the group, and for the openness in which they received our, “We’ve changed the plan, again”. Spontaneity and flexibility notwithstanding, the five-day process was carefully designed to consciously weave between the individual and the collective, theory and practice. On one level, the week presented a challenge in that half the participants had no prior knowledge of Integral Theory, whilst others were skilled and experienced practitioners. We chose to weave the theory inputs throughout the week as opposed to attempting to introduce all the main elements on the first day, gradually giving flesh to the AQAL elements, one piece at a time. Applied theory was then explored through three ‘live’ projects, each one being presented by a person directly involved in each project. Each project was work-shopped by the group for a full morning, and after allowing for some settling, we revisited each project from a slightly different perspective, as appropriate, throughout the week. Each of the 3 projects, presented to the group, happened to be at different life stages and spanned different physical scales: the first was well into the implementation phase, and focused on supporting the transition of a group of tobacco farmworkers to landowners and independent, self-sufficient farmers. The second was a project still in the proposal stage, the development of a food security strategy for a small town in a winegrowing region in the Western Cape, and the third - extending across the whole of Southern Africa – was a multi-sectoral initiative in its third year, focused on developing sustainable food systems for Southern Africa. The project owners ranged from development agencies funded by a multinational corporation, to research NGO’s, to academic-led and donorfunded cross-sectorial collaboratives.

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The curious and topical threads of addiction (tobacco, wine, fossil fuel…) and food security played out through the week at both a personal and collective level, as did the story of colonial subjugation through substance dependence (the Dutch arriving in the Cape in the 1600’s, with arms of tobacco, in exchange for the fat tailed sheep of the indigenous Khoi). Process innovations and highlights included an adaptation of the 3:2:1 shadow process (usually done by an individual) explored as a collective, combined with voice dialogue, and group visualisations. As a group we inhabited the third, second and first person perspectives of some of the key stakeholders in all the projects – development agencies, multinational companies (Corporate Social Investment division), incumbent white farmers, and displaced black farm workers. We also used a “Fishbowl” process, whereby the group observed 6 experienced Integral practitioners who sat in the Fishbowl, exploring the institutionalization of the Southern African food-lab, while leaving 2 chairs open for any of the observers to join the fishbowl. We then “inverted” the fishbowl, with the experienced practitioners, getting an opportunity to become the observers, with fascinating insights emerging through the switched roles.

At the individual level, the inquiry throughout the week focused on “Self as Instrument” and we provided incremental support to each person to develop their own personal Integral Life Practice (ILP). Here we referenced the amazing work of Cindy-Lou Golin, and the 8-week ILP course she gave to Integral Theory Masters students of the JFK University, Integral Masters Program. The attendees moved from Intention, Visioning, Strategy to selecting Practices that supported their unique work in the world, in each of the 4 modules – Body, Mind, Shadow and Spirit. Some initial lessons learnt. Size – max. 24 including facilitators, for intimacy and connection as a group. Number of facilitators - surprisingly perfect, thought we were too many at first (integral intensive care!), but it was ideal, given that we all played such different roles. (the ration was 1 to 3) Facilities and ambience - being in nature really helps - facilitation by nature... . also range of physical spaces good. Building form and spaces should be alive and dynamic not anonymous and soulless (Tlholego EcoVillage is a very good example of what works well). Context - being embedded in appropriate context helps too - not looking in from the outside, from ivory towers sense of real development opportunities and challenges made evident in just being at Tlholego.

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A Broader Framework Activities – voluntary body-mind activities in the early morning and evening are an important part of the process and should be included. Experimentation – A number of technics were tested and as such need to written up for dissemination [in process] Reporting – where possible get detailed feedback and journal type reports from participants to inform future gatherings Group follow up – Where possible it is important to have a group follow up conference call to share experiences and clarify any questions arising since conference/gathering completion. Program – this initial program was modified during the workshop as needed

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BRIEF CASE STUDY â&#x20AC;&#x201C; UNICEF 1996

"The Process of Integral Development" and "The Integrative Approach: All-Quadrants, All-Levels, All-Lines" are two in a series of presentations by iSchaik Development Associates, consultants for UNICEF. They outline the four quadrants, with examples from each; they summarize the major levels or waves in each quadrant; and they signal the importance of the numerous developmental lines or streams progressing in a relatively independent manner through the various waves. (See fig. 5, which was prepared by iSchaik Development Associates.) They state that "This is the bigger picture within which all the ideas and developments with which UNICEF is involved must be seen." They then move to specifics: "In order to deepen our understanding of the complex and interrelated nature of our world, a mapping of consciousness development in social and cultural evolution is crucial. This must also have an integral approach to ensure that evolution, and thus the state of children, humanity, culture and society, returns to a state of sustainable process." They point out that "this requires a framework that allows us to go deeper than the understanding of the mere objective/surface system or web, and wider than a cultural understanding of diversity." In other words, we must go beyond standard systems analysis (which covers only the LR quadrant), and beyond a mere embrace of pluralism and diversity (which are confined to the green meme). What is required, they maintain, is an "all-quadrants, all-levels, all-lines" approach. With that, they begin a critique of the past performance of UNICEF and the UN. "Clearly the process of development must address all four of these quadrants in an integrative fashion if it is to maintain a sustainable direction. But it is equally clear when we look at the evolution of UNICEFâ&#x20AC;&#x2122;s involvement in this process, together with the broader process of human development and how they affect each other, that progress made so far has largely not produced sustainable change. Attempts to understand the process of change, transformation, or development without an understanding of the nature of the evolution or unfolding of (human) consciousness have little prospect for success." They then pinpoint a major reason for some of the past failures of UNICEF and the UN. "UNICEFâ&#x20AC;&#x2122;s activities have largely operated in the Upper and Lower Right-Hand quadrants, that is, the quadrants that are objective and exterior (individual and social), and have to a large extent ignored the interior and cultural quadrants." That type of merely Right-Hand approach I have also called "monological" (another word for flatland), and so the analysis proceeds: "Possibly because of an overly monological vision of human development, UNICEF and the UN system have not been successful, or have simply not tried, at any stage, to map the larger picture in which they were involved. This monological vision may well have been necessary in the short term as human consciousness moved through, and is still moving through, the cultural stages of archaic, magic, and mythic, to the rational (and haltingly now to vision-logic or network-logic). But it is now imperative that these organizations adopt a more post or trans-rational approach, one that incorporates positive ideas from the rational level [and, I would add, positive contributions from all previous waves] but one that also transcends these to a higher or deeper post-rational level of consciousness, in all of the quadrants."

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IntegralMENTORS Guides – [basic] They then outline the history of UNICEF’s various programs, pointing out that, as important as they were, they all focused mostly on Right-Hand initiatives.

• The 1950s was the Era of Disease Campaigns: "firmly in the Upper-Right quadrant, that is measurable, observable and objective."

• The 1960s was the Decade of Development: "emphasis now on the Lower-Right quadrant, that is functional fit.’"

• The 1970s was the Era of Alternatives: "but only alternatives that were mostly Right-Hand quadrants." • The 1980s was the Era of Child Survival: but no mention of interiors or interior development. • The 1990s was the Decade of Children’s Rights (all seen in behavioristic terms), which quickly gave way to the Era of Donor Fatigue: "Donors and Governments returned to ["regressed" to] a pre-global state of nationalism stemming from problems at home and a lack of comprehension brought about from the misguided notion of all perspectives being equal” [‘aperspectival madness’ of pluralistic relativism]. I have often argued that each holon, in order to survive, needs a balance of justice and rights (agency) with care and responsibilities (communion), and this they echo by saying that the previous efforts of UNICEF and the UN had "no clear juxtaposition of ‘rights’ (justice) to jurisprudence (care and responsibility) at the global level."

Taking all of the above factors into account they conclude that:

• The 2000s are the Era of the Integral Approach: "This is where the sustainable process of change is seen from an integrative point of view, which explores more deeply the two Left-Hand quadrants of intention and culture. And of course for UNICEF this will have a major emphasis on children, youths, and women." The problem up to this point is that "all ideas during these five decades were monological to a degree that excluded an understanding of the needs for interior/subjective development in individuals and societies in order to make the process of change and especially transformation sustainable." They conclude that an "all-quadrants, all-levels, all-lines" approach needs to be taken—carefully and uniquely tailored to each specific situation—in order "to ensure that actions we attempt or programs/ ideas/metaphors we propose have any chance of being part of a sustainable, directional, transformative change process." Let me point out (as do iSchaik Development Associates) that any such integral approach needs to be implemented with the utmost care, concern, and compassion. None of the levels or lines or quadrants are meant in any sort of rigid, predetermined, judgmental fashion. The point of developmental research is not to pigeonhole people, or judge them inferior or superior, but to act as guidelines for possible potentials that are not being utilized. The prime directive asks us to honor and appreciate the necessary, vital, and unique contribution provided by each and every wave of consciousness unfolding, and thus act so as to protect and promote the health of the entire spiral, and not any one privileged domain. At the same time, it invites us to offer, as a gentle suggestion, a conception of a more complete spectrum of consciousness, a full spiral of development, so that individuals or cultures (including ours) that are not aware of some of the deeper or higher dimensions of human possibilities may choose to act on those extraordinary resources, which in turn might help to defuse some of the recalcitrant problems that have not yielded to less integral approaches.

See original iSchaik Development Associates paper used for this piece in this case study series.

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CASE STUDIES

"Crucial things to include in any approach to integral development" [from Unicef study 1996]

AQAL is a framework for action and thinking, not a model to implement. Eight native perspectives in which to view the world. Use the AQAL framework to ensure that as many perspectives as seems appropriate are covered – remembering to include all quadrants and sufficient depth/levels. Map understanding in order to broaden and to deepen. Use different maps for different levels of detail and or lines. Understand the level of complexity of all other stakeholders (clients, donors, governments, communities etc.). Work with the appropriate complexity or level/wave for each. Be aware of the limitations of one’s own level of consciousness complexity and understanding. (one’s own Kosmic Address) Seek out any second tier (peaking/peeking) people among major stakeholders – develop and enable them in the understanding of AQAL framework, tools, communication methods etc. Realise that the process requires different types of organisation – beware of replicating first tier organisational structures. Be aware of the limitation of existing organisational structural types when using them. Seek out the edge of chaos as situations where development may take place. Use the information Jukebox concept to ensure that communications are at the appropriate level. Then use a more integral though differentiated means of communication – avoid always using reports. There are many more useful and understandable media or multi-media to get ideas/information across. Such as CD ROMs, Websites, photographs, graphically rich documents, cartoons, film etc. Customise to each audience. Don’t make everything integral – some bits are just bits and should be dealt with as such. Though they can still be situated within an AQAL framework. Don’t get stuck in the integral lens/filter. Help people to walk the talk – check alignment - Translatative/ Transformative practice. There is a need for ongoing feedback to each other, consistent checking in on each other, challenging each other to take the integral approach to greater depths. Translatative practice is helping people do what they do better – very often needed before transformation can be considered. And is often all that will be achieved. In each quadrant make sure that your understanding is at the leading edge. So as to avoid mix and match of current and outdated thinking. This is where the Integral University and Institute will become very important. Ensuring that each domain is aware of the thinking and understanding of all the others. Always remember that a teal second tier understanding is only that a teal understanding – so always remain open and spacious – things change. Use Dynamic Conceptual Scaffolding to support the development process. Otherwise there is too much for people to absorb or do at a time. The metaphor of having a name for every bend of the river but no name for the river expresses the way most development or development thinking is still being carried out at the moment. And it is how programmes tend to end up being discussed. Some of the bends may be quite complex – SWAp, SLA, etc -others pretty small - Iodine in the salt etc. But these are still bends or pools in the river. The name of the river that is the ‘whole’ would be the AQAL framework. The bends and ponds are all situated within that framework. 117

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“We die containing a richness of lovers and tribes, tastes we have swallowed, bodies we have plunged into and swum up as if rivers of wisdom, characters we have climbed into as trees, fears we have hidden in as if caves. I wish for all this to be marked on my body when I am dead. I believe in such cartography -to be marked by nature, not just to label ourselves on a map like the names of rich men and woman on buildings. We are communal histories, communal books. We are not owned or monogamous in our taste or experience. All I desired was to walk upon such an earth that had no map.” Michael Ondaatje The English Patient

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A Broader Framework

CASE STUDIES

"Top ten (plus or minus 2) things to do for integral development" [from Unicef study 1996]

Train in basic understanding the AQAL framework.

Common language and concept understanding – reading list.

A reading list would need to be prepared by each integral domain – at say three levels: general, intermediate and advanced practitioners. And then a Meta list that would cover the framework itself - that is Ken Wilber’s writing.

Ensure depth in understand – use Enneagrams, MBTI etc. to let people understand themselves

Provide support in areas of discomfort - DCS7

Get a practice - building it into your life i.e. meditation, Chi Gong, ILP, etc..

Map it using as many types of maps needed but all with in the AQAL frame work – build a 3D matrix if needed.

Situate work analysis etc. in the AQAL framework of understanding.

10.

11.

Second tier communications – communicate at a level(s) that will be understood – use all type of communication media - Information Jukebox.

12.

INFORMATION JUKEBOX - Integral or 2nd tier documenting. Structuring information and understanding with breadth and depth. A tool to communicate more effectively…

13.

Matrix of understanding – don’t send different level messages from the same organisation/person as this breeds mistrust.

14.

Integrate the integral.

7 8

See separate paper on Dynamic Conceptual Scaffolding See Cybernetics by Ross Ashby

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Case Study : UNICEF 1996 - 1997 The process of integral development: 2 Archive Paper: Paul van Schaik - Dhaka April, 1997

Seemingly central to "ideas of development" and "children causes" is the belief that there is a utopian end to the process. But in reality we are not seeking an "end", rather a next stage in this process.

Integral development The process of integral development is always a process of sustainable change where new or next level that incorporates and transcends the level that precedes it. At each solving problems, and as progress is continually made, problems are solved. But at the new level reveals further problems, usually of a much more complex nature. This is the bigger picture within which all the ideas and developments with which UNICEF As we take action at one level the degree of interrelationship of factors becomes more understand the process behind each of our actions and ideas. But as we progress or transform necessarily a change and increase in consciousness and so the degree of complexity increases several fold.

Mapping

Wilber's Framework

In order to deepen our understanding of the complex and interrelated nature of our consciousness development in social and cultural evolution is crucial. This must also ensure that evolution, and thus the state of children, humanity, culture and society, returns This requires a process and framework that allows us to go deeper than the understanding surface system or web, and wider than a cultural understanding of the diversity of the Framework In analysis we will use for guidance the framework proposed by many perennial philosophers psychologists. This defines each aspect of development or evolution as a "whole/part", (made up of other lesser "wholes"), but is also the part of a greater whole of the next parts of molecules which are wholes but also parts of organisms etc. As well as mapping the external relationships between the "wholes", this framework shows that they are themselves composed of four components or quadrants that are evolving whole.

Four components:

• An individual interior - intentional component • A social or communal interior - cultural/worldspace component • An individual exterior - behavioural component • An social or communal exterior - social (system) component Nature of unfolding: Clearly the process of development must address all four of these quadrants in an integrative fashion if it is to maintain a sustainable direction. But it is equally clear when we look at the evolution of Unicef s involvement in this process, together with the broader evolutionary process of human development and how they affect each other, that progress made so far has largely not produces sustainable change. Attempts to understand the process of change, transformation, or development without an understanding of the nature of the evolution or the unfolding of (human) consciousness have little prospect for success.

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Monological vision: Possibly because of an over monological vision of human development Unicef and the UN system have not been successful, or have simply not tried, at any stage, to map the larger picture in which they were involved. This monological vision may well have been necessary in the short term as human consciousness moved through, and is still moving through, the cultural stages of archaic, magic, and mythic, to the rational, (and haltingly now to visionlogic or network-logic). But it is now imperative that these organisations adopt a more post or trans-rational approach, one that incorporates positive ideas from the rational level but one that also transcends these to a higher or deeper post-rational level of consciousness, in all four of the quadrants.

Unicef's Activities: Briefly Unicef's activities have largely operated in the upper and lower right-hand quadrants, that is the quadrants that are objective and exterior (individual and society), and have to a large extent ignored the interior and cultural quadrants.

• the 1950s was the "Era of Disease Campaigns". Meeting needs places this phase firmly in the upper

•

right quadrant, that is measurable, observable and objective. Individual needs were seen to be more complex as the systems began to be understood the 1960s became the "Decade of Development". Still Right-hand quadrant some Upper but more emphasis now on the Lower Right, that is 'functional fit'. As the overall - bland development phase became to be seen as much more complicated (that is our understanding became to a degree more deep and unpredictable) we moved into

• the 1970s to an "Era of Alternatives". But again largely Right-hand quadrant. Once again as each area came to be studied more, and to a degree understood more, interrelations were recognized and

• the 1980s became the "Era of Child Survival", and thus to • the 1990s the "Decade of Children's Rights", and the late 1990s has become the "Era of Donor

•

Fatigue". Donors and Governments returned to a pre-global state of nationalism stemming from problems at home and a lack of comprehension brought about from the misguided notion of all perspectives being equal. And no clear juxtaposition of `rights' (and justice) to jurisprudence (care and responsibility) at the global level, and thus the 2000s have to become the "Era of the Integral Approach". That is where the sustainable process of change is seen from an integrative point of view – a view that treats each past perspective as part but not sufficient in itself, and one that explores more deeply perspectives that include the two Left hand Quadrants of intention and culture. This approach integrates, all quadrants at all levels. And of course for Unicef this will have a major emphases on children, youths and women as "wholes" within "greater wholes".

Rational level: All ideas during these five decades stemming from consciousness levels described by development psychologist as rational, were monological to a degree that excluded an understanding of the needs for interior/subjective development in individuals and societies in order to make the process of change and especially transformation sustainable. The problem is compounded when one also takes into account the different stages of consciousness development of peoples and of different countries or societies.

Change: These again also need to be mapped and intentionally understood, in all four quadrants to ensure that actions we attempt or programs/ideas/metaphors we propose have any chance of being part of a sustainable, directional, transformative change process.

Therefore the way forward must be: Way forward: (1) to understand the process of transformation, and the difference of transformation between levels and that of translation at each level, and then (2) to map as far as is possible the situation at each appropriate level in all four quadrants, and then (3) to work at the level of complexity and diversity required. But we must also always remembering that we can have an input to the design of the future but it is as much an unfolding as it is an evolution

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A Broader Framework The process of integral development:

Annex 1

Paul van Schaik Dhaka April, 1996

Archive Paper:

The Start of Broadening: 1 The idea is to work with Bangladesh to help the people/organisations transform it from one of the poorest countries into an intelligent learning society/culture, by using the potential of its own people, together with that of those working with them, to move into a position of developed sustainability. We encounter over and over again, in our work frustration with the type of program that are so often non sustainability for many reasons, such as; i) a lack of understanding of deep structure ("depth"), ii) lack of skills, iii) habitual behaviour etc. Conventional training and visits for ourselves and other stakeholders usually have no lasting effect and thus make little impact. We are therefore going to work at depth in a number of areas with a palette of techniques and ideas to see how much we can overcome these problems together. During the past months we have been exploring this space, (we started initially with trying to get a deeper understanding of learning and child development) and would now like to open the dialogue to a broader trans-disciplinary group from both inside and outside of Unicef.

LETS LOOK AGAIN We should start from a number of directions: 1. Context specific: that is education in Bangladesh 2. System defined: applies to any similar contexts. Here we would look at complex/interlinked systems from a number a view points (see attached matrix) in an attempt to more define/understand the "whole". 3. Brain science, Body science and Psychology: how they relate to child development and learning. These will affect timing of what and when. The first could drastically change our child learning/development paradigm. 4. Moral/Spiritual dimension: the type of society we wish for and the development of the whole child should be greatly influence by a clear understanding of the interactions of these fields. 5. Information technology: taken together with all the above is likely to determine whether the outcome of the existing or future systems have relevance for society, the economy and the child's long term benefit. I have set out in the attached matrix a number of indications from the above fields that show that we (in the broadest sense) cannot continue as we have in the past if anything really meaningful is to be achieve for the children of Bangladesh in the long run.

First "LOCALLY": - Item 1 above Try to understand and make explicit the following: a) GOB's position/understanding - mental maps b) Donors position/understanding - mental maps c) Other stakeholders position/understanding - mental maps d) UNICEF's position/understanding - mental maps - working on the assumption that Unicef's mission is the child/children - not education. e) Are there any other hidden agenda? Collectively we have a fair understanding of all these, and through informal discussions we should be able to draw out most of the other information needed. Then, Put together a matrix of clearly (or as clear as is possible) defined objectives from the above - and relate if possible to any existing policies: (discuss with all parties in small groups) From this try to determine goals that are broader than GER or Completion Rates. For each goal objective ask the question WHY and develop a series of policies that would help to achieve these goals.

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IntegralMENTORS Guides â&#x20AC;&#x201C; [basic] We should always be trying to spell out what we are trying to do, simply and explicitly and where possible graphically as well.

Second "GLOBALLY": - Items 2 to 5 above plus others. What we need to do is look at the whole 0 - 10+ system of child development; of which, school is a part, and likely to be rapidly changing part. We have as yet not moved away from the old factory system of mass product education: - The failure of the system in Bangladesh is as much due to the fact that we don't get 'above' the problems, and look at proposals in light of current thinking in brain science (development), complex systems, organisation theory/practice, cybernetics, information theory/technology, spirituality and morality, etc. Child brain development theory indicates that we may already have wasted to much interaction potential by the time a child reaches grade 1. Over and over again in the study of "complex" systems it is shown that it is the combination and the levels of parameters that effect change in a system. Tinkering with individual parameters or components has little lasting or sustainable effect. What is needed is a paradigm of child development not limited to our term "education" - That will also ask questions such as: Should we be starting with younger children? Should a whole palette of concentrated interventions be adopted - many outside "education"?

So what to do: 1. Start with a small think-tank: from inside & outside Unicef/Dhaka. 2. Carry out intensive information and data search/research into existing current work in the fields of: brain development, child development, child psychology, consciousness development and complex systems, cybernetics, IT etc. in the USA and UK; 3. Set up a WWW home page for interaction with a wide audience, on all ideas - use it as a discussion forum on posted ideas; 4. Hold small presentations/discussions groups with key stakeholders (not just education), try to carry as many as possible with ideas, discuss rigorously; 5. Hold extensive dissemination/discussions with GOB and Donors to get all moving in the same direction: again small informal groups; 6. Spend some time on deep thinking on goals and strategies, following inputs from above; 7. Work with a number of international organisations/Universities to define a course of action/programme for child development in Bangladesh; Any synthesis will be carried out by the group as this would be a major contribution to understanding. 8. Produce a number of information packages to explain the thinking, strategies, ideas etc.; 9. Prepare an agreed agenda/mission statement or at least define a path achieve agreement.

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The process of integral development:

Annex 2

Paul van Schaik Dhaka June, 1996

Archive Paper:

The Start of Broadening: 2 The idea is to work with Bangladesh to help the people/ organizations transform it from one of the poorest countries into an intelligent learning society/culture, by using the potential of its own people, together with that of those working with them, to move into a position of developed sustainability. We encounter over and over again, in our work frustration with the type of program that are so often non sustainability for many reasons, such as; i) a lack of understanding of deep structure ("depth"), ii) lack of skills, iii) habitual behavior etc. Conventional training and visits for ourselves and other stakeholders usually have no lasting effect and thus make little impact. We are therefore going to work at depth in a number of areas with a palette of techniques and ideas to see how much we can overcome these problems together. During the past months we have been exploring this space, (we started initially with trying to get a deeper understanding of learning and child development) and would now like to open the dialogue to a broader transdisciplinary group from both inside and outside of Unicef.

Below is our start point The methods of working we will start with are: active participation, but voluntary involvement, will need time and reading commitment part of office time/learning * (frequent meetings * weekly meetings * monthly meetings)

Some of the tools we will use; brain room discussion : inquiry dialogue videos readings training space CD ROM internet & intranet cybercafe + books etc. future search : Ferdie guest night â&#x20AC;&#x201C; Sheraton Enneagrams small work groups creativity focus groups trans-disciplinary groups

Resources: (possible) You Unicef people; see attached list People from outside Bangladesh; see attached list. People from inside Bangladesh; see attached possible list Chronicle * written/computer/ hyper-text/VRML * audio * video * WWW - homepage

People unicef: Not include in this general paper

From outside: *may or may not come Chris. Alexander* Gerald Barney Bill Gates*

unicef: Not in any order paper Mike McMaster Nick Negroponte* Clive Smith

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Not include in this general

IntegralMENTORS Guides – [basic] Jean Huston Willis Harman* Tony Judge Reading (Start) A Brief History of Everything: K. Wilber - 1996 The Intelligence Advantage: M. McMaster - 1995 Brain Science: Newsweek - Feb. 1996 Being-In-The-World: H L Dreyfus 1991 Complexity: M. Waldrop - 1992 Inventing Reality: Physics as Language: B. Gregory 1988

Alvin Toffler* Ken Wilber*

Complexity and Creativity in Organizations: R. Stacey – ‘96 Multiple Intelligences: Howard Gardner - 1993 Pedagogy of Hope: P. Freire – Pattern Language: Alexander - 1977 Enneagrams (various)

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Transformation and Change:

Annex 3

Paul van Schaik Dhaka February, 1997

A technical view: Transformation and Change - The transformative process and transformative meetings. Change for Children: Society and societal systems are now being seen as the complex adaptive system, the process of change and transformation in these systems is never easy, and is always messy, but it is when we shift these systems to the edge of chaos that transformation can occur with the emergence of a new understandings and consciousness. This is especially true as the process of transformation is also a process of learning. How then to ensure that meetings/dialogues etc. have an effect and produce change in both participants, policies and outcomes at all levels?

Background Unicef Bangladesh first became involved in transformative meetings when it introduced Future Search Conferences to Dhaka in 1993 and also carried out a training for conferences managers. Since then it has carried out another intensive training programme and six further conferences covering all sectors. Unicef was also instrumental in the development of the VIPP technique of structured brain storming. Both these techniques, FSC and VIPP, are structured participative methods and have become part of the transformative meeting process that is becoming established in Bangladesh. It therefore now seems to be appropriate to deepen and strengthen the whole process of transformative meetings and thus learning and changing. Still to many meetings and conferences are posturing or position taking, without any intention to change or of transformation -- it is always the other side that should change. Thousands of unproductive hours are wasted with people coming away disillusioned, angry or couldnâ&#x20AC;&#x2122;t care less. The point being that to make transformation meaningful, all participants must change and learn. This includes their/our ideas, their/our behaviour, their/our activities, etc. -- all must undergo a real change. The process is not top-down or bottom up, not inside or outside, but more integral -- that is all of these and more. This proposal is the start of an exploration of the transformative landscape, initially by a small mixed group of institutions/people with the intention of enrolling a more diverse group as the process unfolds.

The Process Of Transformation: What is unique about the transformation of complex systems is that the intelligence of the complex system must be involved in its own transformation. To do this effectively, an inter-active process based on information and communication must be an instrumental part of the process. Transformation is becoming what is possible; it can be developed from what exists, but is uncertain in process and final form. The pathway is one of development and growth, rather than intervention. What will result from any transformation cannot be known in advance - at least in process and final form. The result will be a realisation of what was always possible, but not previously expressed. Yet transformation remains one of those things that is very popular to talk about, but not so popular to do. If we consider organisations (and societal systems) as networks of conversations, we can see that for transformation to occur we must introduce new conversations into the existing ecology of conversations. Internally, an organisation is a structure of interrelated conversations, so any changes in the way we conduct our conversations will interrupt the existing system. Externally, the marketplace is a network of conversations, and changes in conversation within the organisation will disrupt each of the entities in the marketplace that relate to the overall organisation, and even those entities that aren't directly connected. These changes will ripple through the whole ecology and affect the originator in unpredictable ways. At a slow deliberate speed, linear thinking seems to retain its grip. If the rate of action is insufficient, resistance can be met as a result of the rate of change of competitors or others impacted by the system and this can cause unforeseen problems that could stop the process. Often the best way to generate favourable new information is to speed things up and explore what is revealed in the breakdowns that occur. And finally, some of the most insidious obstacles of all are the already-existing, robust systems that have been designed to include whatever disturbances

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IntegralMENTORS Guides â&#x20AC;&#x201C; [basic] appear within the system or its surroundings. This mechanism of inclusion has the power to chew up or kill what initially look like promising initiatives. The nature of change:

Using Wilber's developmental model of four quadrants to understand how change operates on a "whole", and that changes, or change agents, which do not respect the (w)holistic nature of this process will be short lived or totally ineffectual. Change or transformation itself has no use unless it is grounded or tied to a long-term strategic intent; in the case of Unicef this intent is the child and CRC/CEDAW etc. Number of dimensions:

For transformations to endure and produce real change, we need to view and map the processes or interventions from a number of dimensions: The minimum needed are: 1. the conceptual framework of Wilber's four quadrant model (All levels, all quadrants). This views any process from four distinct directions/positions, and then attempts to re-integrate these four views as a whole (part/whole); 2. the notion of edge of chaos and other complexity metaphors; This view will ensure that the change does not just become a dying spark, but remains on the boil and thus alive. 3. the process of learning; Concepts as filters:

Metaphor With these concepts acting as filters we will map, initially in two dimensions, (and later possibly in 3D) various interventions, of meeting type and change processes, in both time and space. We will also have to explore the use of technology (hardware) and software (GroupWare, ConceptWare, etc.) to assist in comprehension, meaning and motivation. The use of Wilber's quadrants:

Wilber uses the conceptual framework of a dynamic quadrant to view the transformative process as a whole. This approach ensures that all aspects of change and transformation are integrated and no one particular view point predominates. He analyses each situation in terms of intentional and objective behaviour both in terms of the individual and the society. Each are totally dependent on and interrelated to the other. (All quadrants: All levels. all lines, etc.) The use of Complexity theory:

Complexity theory, though operating only from one particular quadrant of the Wilber model, allows us to understand the nature of the change and gives us insight into the process we need to follow to ensure that transformation takes root and that the change process endures. Such notions as the edge of chaos or the space of novelty, fitness landscape, patching, flocking, etc., will allow us to address and understand why in a country such as Bangladesh certain areas are cutting edge while others of equal importance or horror remain unchanged and apparently unchangeable. And why other areas are totally chaotic and at times anarchic. Understanding Learning:

No change is possible without learning (or doubt) and learning particularly among adults is a difficult and arduous process that many start but to which few make a life time commitment. The process of continual learning is intimately tied up with items 1 and 2 above and thus becomes an important part of the dynamic mapping process, particularly as time is involved, rather that just the spatial dimension. 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.

Context or enabling environment:

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A Broader Framework The context of the transformation is also important as people or even communities often feel un-enabled to transform unless the context and/or the deeper structure does not change with them at the same time. Mapping:

We will therefore map the many alternative change processes/techniques/ interventions in terms of the above three areas. The mapping, though highly complex and interrelated, will initially be discussed within a simple two dimensional matrix. This includes the topological type of intervention, the technique, the quadrant in which it appears to operate, and its strengths and weaknesses. Programme:

We will then describe in more detail those techniques which are more standard and already part of Unicef Bangladesh's methods with a view to improve and institutionalise their use particularly outside Unicef. Tentative program and timelines will be included. The other techniques will then be described both in terms of possible uses and further development and piloting required. Capacity Building program and interactions

Unicef will work with a number of institutions, a: University (EWU); NGO umbrella & individual (JR), Peoples Reps. non party (MH), and the Corporate sector. Other entry points:

Organisations at various local levels will also be explored - such as: 1) Local; 2) Sub-local; 3) Village Areas of interaction:

Transformative meetings and the transformative process of change Learning centre and information/knowledge-base Enrolling groups; building cascades of TOTs or participants; etc.

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IntegralMENTORS Guides â&#x20AC;&#x201C; [basic]

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A Broader Framework

Case Study : UNICEF 1996 - 1997

TRYING TO BE INTEGRAL IN PRACTICE - A personal view: Paul van Schaik19 - Cambodia, June, 2004 Archive Paper:

“In finding the world as we do, we forget all we did to find it as such, and when we are reminded of it in retracing our steps back to indicators, we find little more than a mirror-to-mirror image of ourselves and the world. In contrast with what is commonly assumed, a description, when carefully inspected, reveals the properties of the observer. We observers, distinguish ourselves precisely by distinguishing what we apparently are not, the world." Spencer Brown "We move from part to whole and back again, and in that dance of comprehension, in that amazing circle of understanding, we come alive to meaning, to value, and to vision: the very circle of understanding guides our way, weaving together the pieces, healing the fractures, mending the torn and tortured fragments, lighting the way ahead --this extraordinary movement from part to whole and back again, with healing the hallmark of each and every step, and grace the tender reward." “...the integral vision will come upon you slowly, but surely, carefully but fiercely, deliberately but radiantly, so that you and I will find ourselves sharing in the same circle of understanding, .... dancing in the freedom of the whole, expressed in all its parts." Ken Wilber

INTRODUCTION10 Setting the scene then and now. ‘Trying to be integral in practice’ is but a small snapshot on how we see things now – which probably means a reinterpretation of the past and a reformulation of the present and future. We have been working with a Wilberian influenced Integral Development since about 1995. Prior to that date we had not heard of Ken and our integral bias was more Dzogchen – that remains - it is now just broader encompassing other, more at the relative level anyway…….. I will start with two CASE descriptions very different from each other. The first was a very special assignment that, for the first six months at least, was very open and expansive. It was with UNICEF Country Office in Bangladesh. The second a briefer description, is a synthesis of much of our other work that is not explicitly integral but hopefully an indicator of the way we try to situate, inform or contextualise our inputs with as much integral experience as possible. Also included are the contents – in the endnotes - of a couple of emails to individuals over the last year that show how our thinking evolves or where we are coming from. The two quotations above are to me the essence of what we always keep in mind whenever entering a relationship with a client. It is always important to remind ourselves how mind-made our world is and how we build our understanding of it over time.

iSchaik Development Associates This paper assumes at least a basic understanding of Kew Wilber’s work and of Spiral Dynamics language. A reading of Kegan’s ‘In over our Heads’ would also help. 10

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IntegralMENTORS Guides – [basic]

To us two other factors are key: That we all come to consciousness with issues to deal with and to grow we must deal with them individually and in groups. That is: our karmic vision determines how we see the world at both macro and micro levels. It is only by clearing/cleansing that vision that we see the world differently all the way ‘up’ the evolutionary development matrix or spiral. And as societies and cultures broaden, or add depth the higher levels of the matrix continue to unfold in ways that are only partially clear to us. and We are situated within our perspectives or maps - as Robert Kegan demonstrates so well in his book ‘In over our Heads’. What is subjective at one level becomes objective at the next – or Wilber’s ‘transcend and include’. This means that at each level our maps will change. Or the way we interpret or filter our maps will change11. This is the case for not only first tier levels but for second and beyond. “The point is that any type of “integral calculus”—from simple overviews to an actual mathematics—is merely a third-person abstract phrase for what are actually first- and second- and third-person realities and dimensions of being-in-the-world, but we will use that phrase as a simple reminder to never forget those dimensions. Like IOS (“Integral Operating System”) and AQAL ( “all quadrants, all levels, all lines…”), these are merely third-person tokens and skeletons of life and consciousness, soul and sentience—but third-person reminders to include all of those first persons and second persons in all things integral”. Ken Wilber – Kosmic Karma and Creativity After describing briefly the CASES I will look at what we have learnt – and continue to learn – and our plans (or dreams) for the next phase(s).

Integral Development: A matrix of ideas on sustainable development, Integral development being the Yellow understanding of sustainable development. I will deal in more detail with our understanding of Integral Development after the CASE descriptions and the development of a Dynamic Conceptual Scaffolding.

HISTORY / BACKGROUND / CASE STUDIES Unicef – Matrix, Brain-room, Integral Sutra, Transformative meetings, Webtrix; Building Blue, Category 3 and 4 thinking (the links go to original papers or websites when installed)

CASE 1 In 1996 Unicef Bangladesh started a major change management/restructuring/ down-sizing program. This followed a number of years attempting to change the ‘consciousness’ of the office in Dhaka. A whole series of individual interventions and techniques had and were being tried. These included, Landmark, Jean Houston, Future Search Conferences, MBTI, Enneagrams, retreats, change management consultants (Orange then Green) etc., etc., all important and where applicable following ‘best practice’. Nothing really shifted the centre of gravity of attitudes or culture of the organisation. Cybernetic understanding of course would have predicted this lack of change. This is called the ‘Black Box Phenomenon’. (cf Stafford Beer). This situation continues to be the case in most organisational change where no integral ‘technology’ is applied. A small program was started that would look at the whole change process and also to determine if changing consciousness level(s) was even, actually possible. There were a lot of ‘Green’ meetings involved - hoping for emergence from dialogue. (cf David Bohm) Our starting point was surprisingly a rather right handed matrix that attempted to represent the complexity of the way we look at the change process – the MATRIX

back to ‘concepts as filters’

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A Broader Framework A group was formed from people both in and out of the Unicef office12. - each bringing their own interests and specialities to the table. These included – Wilber, complexity, spirituality of different forms, consciousness studies, alternative education, and a host of others. We initially set up what was called the BRAIN ROOM. The brain room was a small room – carpeted and covered with floor cushions. Each wall had full width pin boards. The initial idea was to pin up papers, articles, reports, diagrams that seemed to have some relevance to the process. Each wall to reflect a quadrant. It was about building relationship to the process and to act as a visible databank. This was our working room where discussions and seminars were held or meditation in quietness. We were lucky also to have a small gym and a swimming pool in a hotel that formed part of the office complex. There was a minimum reading list for all individuals involved of four or five books and a full READING LIST for those wanting more input – a common understanding of words used was important. The main Dhaka Unicef library had an extensive collection of books relating to consciousness development, change management, complexity theory, alternative education (Howard Gardner etc). Everybody was given a copy of a Brief History of Everything. SES and most other Ken Wilber’s current books were available in the library13. Four small groups, maximum size 6 people, were set up to discuss what people had been reading or thinking in a structured format – initially, surprisingly, these groups would meet 2 or 3 times a week after office hours – often in one of the groups’ home. I think that the initial high attendance was because a) not much to do on a Dhaka evening, b) implicit but un-stated expectations. A lot of the work carried out by the groups was trying to understand Wilber, up to Wilber 4 and particular with regard on how to apply the AQAL, holons etc. to what Unicef was meant to be doing/trying to do. It is not surprising in hindsight how much effort it took the groups, both to understand and use the AQAL - initially within a multi-cultural organisation with people coming from a range of development levels at least a common understanding of language and then concepts were needed.14 During the first 6 months a lot of people were stretched in a positive way. My gut feeling is that of us older generation those who were already on an integral path enjoyed the hot-house processes. Growing into a broader Kosmos. But the younger staff members, mainly internationally appointed, really got involved. Often shifting from Kegan’s CL3 levels of consciousness to CL415. Often with frustration but usually with some level of joy always tinged with feelings of being over worked – expectations were high. And once the process was started it was going to keep going. Though often with the odd nudge and push. Others having specific day-to-day project responsibilities after a time found their involvement too time consuming so we started a couple of less intensive in-office groups around particular themes. These included communications and advocacy, extension to the multiple ways of learning program and child labour. These groups used AQ to map understanding and possible interventions. For the first six months or so this process continued pretty regularly – but by January 1997 there was only a hard core of mainly the younger international staff taking the process in any way seriously. The original groups had all but disappeared – except for a couple of special interest groups that formed, dealing with more immediate problems of program implementation. While all this was going on the other re-structuring processes were also in full swing – poor people I am not sure many of them knew whether they were coming or going.

The whole extraordinary setting was only possible because of an enlightened Unicef Country Representative at that time – Rolf Carriere. Few possibilities like this ever exist. 13 List of books recommended at that time – lists are now more focused and tailored to interventions. 14

We did not know of Spiral Dynamics at that point but I am not sure whether it would have helped or confused the issues, as it is a much more closed model. We need in my opinion to operated within a Wilber 4/5 framework to be truly useful. 15

For a rough correspondence between Kegan’s levels and SDi’s colours see endnote V remembering that lines cannot be collapsed in to each other and one does not fully cover the same meaning as the other.

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IntegralMENTORS Guides – [basic] MBTI, Enneagrams, Future Search Conferences, TransMeetings etc. were also used to try to get people to understand themselves and the holonic situation in which they operate. Initially using quadrants only in a fairly flatland way, but as the work moved on these were tentatively situated with in an AQAL framework, making for more leverage when used in combination with depth and breadth understanding. The main process continued as a series of individual one on one sessions between myself and the involved Unicef staff – again trying to further understand the depth of Wilber 4 and then applying our understanding to specific issues. These varying from communications and marketing, alternative education, HIV and AIDS, child labour, maternal mortality -among others. See survey paper for some detail on how this is still happening.16 Two other factors from this process seemed to be important and were included to some degree: 1) The Dzogchen understanding of using the life we are given to learn and transform or awaken to the absolute truth from the relative truth. And George Leonard and Mike Murphy’s reformulation of this in ‘The Life we are Given’. Not with slavish/unquestioning acceptance but more like surfers riding the waves they finds at that time to their full potential. 2) Some form of transformative integral practice - we would even say for most translatative integral practice. Meaning that although the transformative practice may be being used to some degree the result will only be increased translation, which if healthy is not a bad thing. So by the end of 18 months of an on-going and changing process or relationship with Unicef Bangladesh we had a much clearer idea of how to work with what, at that stage was Wilber 4 An important realisation that came from this intensive work is that, it is one thing to understand Wilber 4/517, to even teach it, but it is quite another to work with it in the real world. To be able to integrate the integral.

The main process now continues with individuals – again trying to understand and implement Wilber 5 especially the greater complexity and depth involved.

OUTPUTS FROM THIS PERIOD 19

UNICEF 1997: The Process of Integral Development: This paper was known as the AQAL Sutra in that is it was very condensed. But usefully setting Unicef changing ideas over the last decades in a less flatland perspective. TRANSFORMATIVE MEETINGS: A paper that developed out of discussions with Anthony Judge of the Union of International Associations. Tony came out to Dhaka for a few weeks to work with us and a number of other invited alternative approach consultants, on these issues. This paper tried to situate different meeting types and other 20

activities in an AQAL framework. To enable an AQAL level of intervention in the ‘change process’.

WEBTRIX: How to record or output the results of this 18 months process without solidifying it. In the end we decided on a number of brief texts, ‘learning’ loose leaf folders containing all the localised inputs and outputs, a number of PowerPoint presentations and a major learning information WEBTRIX. (or web matrix): The webtrix was a learning record of where we had been and set the scene for where we were and where we were going. The site took: “a Mandalic form and uses this to arrange information and ideas at a number of levels. As one surfs deeper into the site this arrangement slowly metamorphose and breaks down. No-one’s experience will be the same. Our differences will direct our interests, but to "learn" -- and to learn ourselves is to change -- we must also explore those routes in which we think we have no interest or which frighten or bore us.

Change can be either translational or transformative or both. One expands the existing level -- the other, transcends, includes and moves to a deeper level. It is this "structured" complexity that allows -- sometimes 16

AQAL Framework in Action – compiled Paul van Schaik June 2004 for a description of Wilber 4 and 5 see : WHERE’S WILBER AT? The Further Evolution of Ken Wilber’s Integral Vision - During the Dawn of the New Millennium By Brad Reynolds 2004 (ignore its sycophantic nature) 17

See footnote 15 and endnote iii below See also A Theory of Everything – Ken Wilber pages 99 to 102 20 On transformative meetings in general the UIA website (www.uia.be) will provide a wealth of information – unfortunately in a rather flatland format. 19

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A Broader Framework - for change and transformation to happen. To understand the whole, it is necessary to understand the parts. To understand the parts, it is necessary to understand the whole. Such is the circle of understanding.” van Schaik from the Webtrix site ii

PRESENTATIONS: A number of PowerPoint presentations on AQAL , Child development, Unicef and Integral, transformation@change.unicef

Some of the PowerPoint presentations exist now only as PDF files and the remaining are lost in time - and probably 21

meaning.

READING LIST (1997) version shows the areas we were concentrating on at the time – though interesting has now become shorter and more varied though remaining focused.

AQAL in action:22 A separated subjective survey is now underway to check what actually was done with the understanding gained during the 18 month period in-country and also to determine where the understanding was sustainable and how much continues to be used by individuals now working elsewhere. That is, how it broadens actual programs.

LESSONS LEARNT People change slowly and in jumps/spurts. One of the early mantras that we started to use following this period and before getting involved with the Integral Institute was “Map, Mediate, Mentor, Meditate”. All at the same time. Mapping becomes important to make more explicit our thinking and understanding. To show the interconnectivity. Mapping takes many forms; from mind maps to AQAL maps to flux and flow energy maps, Spiral Dynamic maps and many more. Each adding to our understanding and building a more comprehensive multi-layered, quadranted and lined, Mental Matrix. And to build an understanding and to use these maps takes mentoring, mediating and meditating. It was from this work with Unicef and later work in Africa and Asia (see CASE 2 below) and a deeper understanding of Wilber 4, now moving to Wilber 5, Kegan’s Categories of Consciousness and integral Spiral Dynamics that DYNAMIC CONCEPTUAL SCAFFOLDING has begun to be developed. An issue that we have yet to resolve that became clear during our relationship with Unicef Bangladesh at that time, iii

is our need to integrate the integral . In what is called International Development - and life generally - all the integral components are involved. That is: politics, education, health, economics, psychology, religion, philosophy, spirituality, etc. etc. We now need to develop with the Integral Institute and University a much more integrating model than the wheel with hub and spokes current being used. To put these all together and to capture the practical needs of an integral approach. Academic understanding and theory can stand alone – implementation can’t.

1623

Another important lesson we learnt and now continually stress comes from the Dzogchen master Namkhai Norbu’s teachings - that is ‘LIFE IS THE PRACTICE’ (path) everything else being tools or supports to that process and our relationship to the kosmos. So work with what you have or what you are – you have it for a reason in the first place expand your Kosmos – “from dust to divinity”. A integral transformative practice becomes how we live our life, or simply becomes our life. The broader and deeper the more interesting and the more transformative.

See static example below in endnotes

AQAL in Action – compiled Paul van Schaik May/June 2004

From discussions with Ken - being at the cutting edge of thinking in these areas the type of mega framework that will hold or integrate all the integral domains is still unfolding and will probably evolve out of the Integral Transformative Practice domain. – ‘see’ discussion Brown, van Schaik, Wilber – recorded February 19, 2004

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IntegralMENTORS Guides – [basic]

CASE 2iv One other example helped set the agenda and the need for the development of a Dynamic Conceptual Scaffolding and an Information Jukebox. Stated briefly: working with Orange to Green based donors, remembering types in people not types of people, in Ethiopia, India, Pakistan, Rwanda and South Africa, …. who by understanding only their own ‘worldviews’ could not grasp why everybody else could not see the world as they did. A classic case of say Kegan CL4 not understanding the problems of the CL3 way of thinking or doing things. Even though they may just have passed through this earlier stage themselves. Donor agency expecting individuals, who have been stuck in difficult apartheid/ genocide/ war/ poverty conditions or often just Purple to Blue world values or working at low level CL3, to be able to immediately work with CL4 processes or Orange/Green value systems. And in the process killing the Blue values that are so often the most needed values in these areas at that time. Programs always fail when these conditions exist. Any assistance in the transition of those being ‘helped’/worked with is seen as paternalistic or patronising. Neither side understands the other and breakdowns of communication occur – each dismissing the other stupid, arrogant, lazy, patronising, etc. Each operating out of a particular type or level with undeveloped or unresolved lines in undeveloped quadrants. No flatland improved ‘communications’ can overcome this gap. It is a difference in depth with only first tier understandings and tools. All real communication is unfortunately ‘lost in translation’. In a two dimensional un-connected and un-connecting matrix. This type of situation is ongoing in all international development and development agencies. It is not changed by using a different language to describe the process, such as partnerships, stakeholders, etc. Its not changed by workshops. Its not changed by first tier interventions. It will only begin to move on once a non flatland model of development is understood and adopted. And when it is accepted that each level/wave must be understood, allowed for and functioning at least partially in a healthy manner.

DEVELOPMENTS FROM THESE AND OTHER INTERACTIONS

"We must start with helpful translations, before we can effectively offer authentic transformations" ken Wilber 25

DYNAMIC CONCEPTUAL SCAFFOLDING. more below

So in order to deal with this constantly and frustrating reoccurring situation we are in the process of developing a DYNAMIC CONCEPTUAL SCAFFOLDING. To try to determine what support is needed at what level for individuals or groups to let them handle the new level of complexity – the higher level of consciousness and complexity. Especially when their centre of gravity in values is somewhere between Purple and Orange/Green in Spiral Dynamics integral (SDi) value terms. So one needs to determine what transformation or support from lower waves are missing or not fully developed – which lines are weak and what quadrants are being repressed? This analysis has to be within a Wilber 4/5 conceptual framework to give the complexity needed. The analysis will also involve SDi and Kegan’s work among many other lines, and whatever else is necessary being used as appropriate. The Dynamic Conceptual Scaffolding helps to determine the gaps and points to actions that may be necessary on a group or individual basis. Then working with whoever has expertise in particular fields or processes put together a program of development – not always explicit and usually long-term. - Supporting emergence from Purple - Building Blue/Level – shifting CL3 consciousness - Softening Orange - Opening depth in Green – shifting level CL4 consciousness - Building openness Yellow – shifting level CL5 consciousness - Supporting growth – especially when forced by others.

AQAL Crucial Components paper March/June 2004

Both Dynamic Conceptual Scaffolding and the ‘Information Jukebox’ will be discussed in separate papers to follow.

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A Broader Framework INFORMATION JUKEBOX More on this later. nd

Integral or 2 tier documenting. Structuring information and understanding with breadth and depth. A tool to communicate more effectively – much information is already there, language may need adjusting and ‘understanding stacks’ prepared.

Integral Transformative Practice All quadrants; All levels; All lines This is only mentioned in passing as it becomes part of any Dynamic Conceptual Scaffolding – but also must become how we live!

WAY FORWARD Dynamic Conceptual Scaffolding: A system that provides support to individual or group development – whether translational or transformational. The bits we can do at anytime are supported by this scaffolding so that the usually difficult process of change/learning (cf Max Singer 26 ) is held and supported during the process. Category level 3 complexity – represented by throwing a ball back and forth (boss and worker – Robert Kegan) is supported when development programs require a Category level 4 complexity – represented by the juggling of many balls. The Dynamic Conceptual Scaffolding will catch some and allow the individual to concentrate on a few only at each point in time – it will still be/feel uncomfortable as Dynamic Conceptual Scaffolding will always ensure that the limits are being pushed. Translation is what is usually happening when we look at most management development, mentoring, coaching programs. It is getting better results by doing things differently. But it’s the same old bottom lines. Transformation is a completely different ball game. The developmental matrix and the process of support (also Kegan level CL5 relationship) including the Dynamic Conceptual Scaffolding have one overall aim - one prime directive, that is: the health of the ‘whole system’ the overall conceptual framework whether represented by Wilber 5 or SDi Spiral. This as we can only work with maps that we ourselves create. “The point is that any type of “integral calculus”—from simple overviews to an actual mathematics—is merely a third-person abstract phrase for what are actually first- and second- and third-person realities and dimensions of being-in-the-world, but we will use that phrase as a simple reminder to never forget those dimensions. Like IOS (“Integral Operating System”) and AQAL ( “all quadrants, all levels, all lines…”), these are merely third-person tokens and skeletons of life and consciousness, soul and sentience—but third-person reminders to include all of those first persons and second persons in all things integral”. Ken Wilber – Kosmic Karma and Creativity

Each level or wave of development has ‘it’s’ own understanding of what it thinks sustainable development means or should mean. Each being transcended and included as consciousness moves up the developmental waves. It is important to realise though that each of these definitions needs to be understood and at least considered in the overall mapping to help achieve a more healthy and integral developmental matrix. A very simplistic definition of how each wave (value line) sees or defines sustainable development:27

Beige my own survival – I survive Purple my tribes survival – alignment to my tribal values Red power(ful) survives – what ever you can take and keep

A Passage to a Human World: Max Singer - Hudson Institute, 1987

See also the extract from The Politics of Consciousness Integral Theory and Caribbean Development by Maureen Silos on the transcend and include of the Magic/Mythic/Rational etc. in understanding sustainable development The whole paper can be found elsewhere on the Integral University site

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Blue belief survives – the spreading of the ‘one truth’ Orange economic survival – product a rational process. – All is rational

Green we all survive equally – relative needs of the collective. – collective commons emerge

Yellow only integral works – energy flux and flows And if you look at development simplistically you certainly can see these types of waves being involved..

So how do we work with this type of understanding to move towards a truly integral developmental approach? Remembering that it will always be situated in the AQAL conceptual matrix. Development will be difficult, often painful and not always ‘directional’ – what may begin looking like an unhealthy crisis may turn out to be the catalyst for change – and what seems to be a healthy situation may be just a comfort zone in which to dally for a while. Changes have to take place in all quadrants waves and lines; choose which area to concentrate on and get the Dynamic Conceptual Scaffolding to support the rest. 28

Dynamic Conceptual Scaffolding is different say to the SDi MESHWorks process (see diagram of earlier version) – in the sense that the MESHworks process pushes every interaction through a centralised control point and is a i

complete system in itself. (cf Stafford Beer A Platform for Change ) They are really System Dynamics approaches (cf Jay Forrester and Peter Senge also). 30

Dynamic Conceptual Scaffolding takes a different route and tries to use complexity theory in the LRQ to deal with the levels of complexity required. That is, working at the edge of chaos and not with overall closed comprehensive 31

maps – that in reality cannot and do not exist. But with a conceptual framework, Wilber 5, and a support structure Dynamic Conceptual Scaffolding could include anything. So Dynamic Conceptual Scaffolding working with Wilber 5 will use anything to support the process or relationship at 32

CL5 . Repeating this in a Dzogchen form: There is only (the absolute truth – non dual) that we are all already in the ‘Great Perfection’ so every practice that does not directly impact on that is a secondary practice. So we work with the concept that life is the practice and everything else a secondary tool or system. So with individuals, groups or organisations, work with whatever seems appropriate. You don’t need to do it all yourself – get the best people and/or tools in any system to provide their 33

input and then integrate all into a whole.

The diagrams below from Wilber’s Kosmic Karma and Creativity a show the kind of areas that need to be supported when lines and levels don’t develop evenly – as they don’t.

Connect Everything to everything else - Effort are integrated, aligned and synergised: creating critical mass

PvS thesis on System Dynamics in macro and micro planning wrote back in 1973

see especially - Complexity and Strategy: Design Principles for a Complex World: Mike McMasters -KBD 1996

cf Spiral Dynamics involvement in post-apartheid South Africa processes.

Robert Kegan

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from Namkhi Norbu’s teaching on Dzogchen. See also: Approaching the Great Perfection , S van Schaik, Wisdom 2004 Ken Wilber – parts A, B, C, D and G drafts of Kosmos, Karma and Creativity unpublished. 2003

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Simple Psychograph

The Information “Jukebox”

Simple Sociograph

Integral or 2 tier communication and documenting. Structuring information and understanding with breadth and depth. A tool to communicate more effectively – much information is already there, language may need adjusting and ‘understanding stacks’ prepared. The idea here and we are developing and refining it all the time, is to produce communication media including documentation for conference/workshop in a structure and language that can be understood by each level/wave. A Green document on HIV and Aids will not give the information in the language or format needed by people operating from Purple, Red, Blue or Orange values. The idea is to have information stored in AQAL structure or framework and by either user or coordinator interaction, 36

produce a ‘document’[ with the messages we want to get into the system in the language that each value system understands. So often messages don’t make a difference because people assume everybody is at the same level, that of the message-maker, or at least has a rational orange system or a communal green understanding/value system. This is hardly ever the case in development work. So instead of understanding the worldviews or levels of consciousness of the different levels or waves there is mistrust between groups which communication breakdown and thus a lack of any productive engagement. What is happening is a mismatch of worldviews, language and values. There is so much information out there which is desperately missing its target audience.

originally proposed to Unicef NY for use in the 2000 SOWC conference – though put into the ‘too hard’ basket

the documentation could take may forms, paper reports, DVDs, graphic or other media and so on.

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IntegralMENTORS Guides – [basic]

Information Jukebox – simplified diagram full system will include all quadrants and transition states, lines etc.

INTEGRAL INTENT Integral Intentions. nd

Which bits of us are 2 tier

• “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 center 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.” Ken Wilber INTEGRAL INTENT is a embryonic idea to set our work within a ‘concrete’ format (physical that is). A place where people can develop or build relationship individually or in small groups. We set the relationship within the Dynamic Conceptual Scaffolding and the CONCEPTUAL MATRIX. And then work with developmental ideas on a face-to-face basis developing Integral Transformative (translatative) Practices, tools and supports as required. A further interesting example of this type of thinking is the work of the Shift Foundation. An organisation that will try and ‘grow’ integral leaders by working with young people aged 16 to 35, providing finance, support and structured freedom.

And of course the Integral University, Integral Naked and all. These we feel would all be inputs but nothing beats intensive direct involvement in the change, translation or transformation, process.

So Where Are We! There appears to be no real developed lower levels, LL or LR, of second tier – Yellow or Turquoise – yet, it is still unfolding. As the centre of gravity of groups and thus the development in other lines, moral etc. are kept back by the current strong pull of the COG in both the cultural intersubjective quadrant and the system-fit interobjective

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A Broader Framework quadrant. Individual ideas and views, ideas and concepts ULQ may well express second tier but are these being lived? A quick analysis of COGs globally seems to show none. So we are not sure what they will ultimately see as ‘sustainable’ or even integral development. The depth of understanding will surely be CL5, the health of the overall developmental matrix will be the prime directive. Our feeling is that at each stage this will take on a different meaning, and it is not worth second guessing what these would be at second tier. We have rough implementation indications that are based in theory but not yet fully developed. At the moment very few people, if any, can operate fully as/in Vision Logic, Centauric – value line Yellow. That is; in all four quadrants and in all lines. So although the Yellow or Turquoise are understood cognitively very few other lines or the two lower level quadrants are operational above first tier. Its not really possible to plateau in second tier until more defined LLQ and LRQ develop or emerge. Most just peak in a few lines. This makes our full understanding of ‘sustainable’ development or the Vision logic version of integral development in practice at present difficult. But the memes will become clear as more people begin to plateau in second tier or just yellow. A deeper view of integral sustainable development will then become more easy to practice, not just discuss. So its going to be messy and we will making mistakes (many) and we will misunderstand. But as long as we keep the prime directive in mind, hopefully, our activities or interventions with the understanding of CL5 relationship in what ever form will be towards a more healthy matrix of development or spiral. Each little bit building a better whole – parts and wholes (holons) supported by the Dynamic Conceptual Scaffolding within a overall development matrix of Wilber 5 “Second Tier Policies and Practices are shaped by The Prime Directive – an innate recognition of the natural processes that impact every aspect of our lives.”

SO WHAT TO DO? “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)”. Ken Wilber How is it working! Integral writing and theory has grown geometrically since the mid nineties when we first started working in the field. Each new activity adds to the critical mass of ideas needed to push the notion of evolutionary development in our human growth. This theory now needs to be more grounded in practice. How to implement becomes the question. But in reality to go fully second tier and integral there will be a need for a shift in the centre of gravity of the lower quadrants. Or in reality a shift in the COG of the whole quadrant as the lower quadrants move up. The upper quadrants transform or at least translate with some form of integral practice. The lower quadrants tend to shift much more slowly upwards but can down-shift very quickly in crisis situations. It is always much harder to go in the direction where only few have trod before. So down-shifting is easy, up-shifting is extremely hard. “the extraordinarily important impact of numerous cultural factors, including the rich textures of diverse cultural realities, background contexts, pluralistic perceptions, linguistic semantics, 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)”. Ken Wilber Kegan shows that CL5 understanding of relationship is very different from CL4 or Green understanding of relationship. It shows that what we see as unsustainable development at the moment is created from the relationship at a simplistic level between the rich and poor countries. In reality this is not a relationship of two (or

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IntegralMENTORS Guides – [basic] two dimensional) but is multi-faceted, an ‘n’ dimensional relationship. And it is these relationships that we now have 37

to work with, not the visible manifestation of them only.

THE NEED FOR URGENCY

This also takes on a matter of urgency as so many indicators in all quadrants are running into the danger zone. If we cannot get these ideas up and running soon and start to find ways of implementing them on a larger scale urgently we may find that our efforts are too late to save this planet and all its sentient inhabitants. 39

It is by shifting the consciousness of leaders and groups at the ‘edge’ from CL4 to CL5 that the level of understanding needed to lead in, or work, with the global complexity that has emerged could happen. It is an understanding of how situations are formed out of relationship; how it is working with relationship that change may be effective; how understanding beyond the usual all levels no quadrants or all quadrants no levels or just the odd lines that is being used more at the moment; that a more effective integral understanding and development will be possible. All situated in a conceptual matrix of AQAL or Wilber 5. This should then help to make a more healthy matrix of development. And thus push development through to what we would understand as sustainable. As sustainable development is the health of the overall matrix – the prime directive! Life must become the practice – it is only through leading a more truly integral life that integral perspectives can be really developmental. This message if taken on-board by development leaders, consultants and advisors will be a much more sure way of ensuring integral development, and thus making sustainable development, however we define it, more possible.

3940

Cybernetics by Ross Ashby

The Integral Institute or Integral University need to become centres of excellence and coordination of integral understanding. To advocate for integral approaches and integral leadership. 39 possibly initially even from CL3 to CL4 40

Acknowledgements: The following have directly made useful comments and suggestions to this work; Barbara van Schaik, Rolf Carriere, Barrett Brown, Kristian van Schaik The following have assisted indirectly in the process by being involved; Tim Hutton, June Kunugi, Waheed Hassan, Birgithe Lund-Henriksen, Susan Bissell, Tony Judge, Rebecca Ladbury, Monica Sharma, Pudu Sharma, Sophie, Czikus Carriere, Deepak, Rina Gill, Yasmin Haque, and many more.

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Endnotes A More Integral Map 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? A more integral cartography might include:

• multiple waves of existence, spanning the entire spectrum of consciousness, subconscious to self-conscious to superconscious. • numerous different streams, modules, or lines of development, including cognitive, moral, spiritual, aesthetic, somatic, imaginative, interpersonal, etc. • multiple states of consciousness, including waking, dreaming, sleeping, altered, nonordinary, and meditative. • numerous different types of consciousness, including gender types, personality types (Enneagram, MyersBriggs, Jungian), and so on. • multiple brain states and organic factors. • the extraordinarily important impact of numerous cultural factors, including the rich textures of diverse cultural realities, background contexts, pluralistic perceptions, linguistic semantics, and so on, none of which should be unwarrantedly marginalized, all of which should be included and integrated in a broad web of integralaperspectival 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). • 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). • 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 center 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. This of course is still Wilber 4 but all contained within Wilber 5 See also Ken Wilber's 'A theory of Everything'

Zoo Keeper: Remembering the Sufi story of six blind people and the elephant – and the arrival of the seeing person who could see the whole. At the moment with the II model we have an elephant - lets say the integral psychology domain, then we have a zebra - say integral education, a giraffe - say integral health, a camel - say integral politics and on. Each integral in themselves but taken together in the wheel and hub metaphor getting lost in a CL4 integrating model. With integral development and all the zoo animal representing integral domains –how do we manage the zoo or how does the zoo manage itself? It is this issue of integrating the integral that will become important to integral sustainable development. We need to work with a more integral arrangement than a bunch of individual animals., even though each animal/domain may be so integral in itself. We need to move from a integrating model that is based in CL4 understanding to one based in CL5 insights. To rephrase Ken’s understanding on the Self. - the importance of our understanding (Complexity level of Consciousness CLX) as the navigator of the great River of Life should not be overlooked. It appears that our understanding is not a monolithic entity but rather a society of understandings with a centre of gravity, which acts to bind the multiple waves, states, streams, and realms into something of a unified model.

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IntegralMENTORS Guides – [basic] So it is incredibly important that the integrating model we use (the centre of gravity) be at a Complexity level of Consciousness that is sufficiently open to deal with the high degree of complexity that we now have to work with. SDi is often really operated as a CL4 model and the II organisational framework needs also to move to at least CL5. In the sense that the organisational framework still tends to follow more conventional organisational structures. We need to shift our ideas to operate more at the edge of chaos and not so much in the more stable zones, which are in any case continuing to fail.

Background Information Group Working - 1

Sorry for the long gap between email but we have a little space at the moment. First a little history: iSchaik Development Associates is a very small core (my wife and myself) and a larger but still small group of people who think together and can but not often work together. Our work in Integral development when we get it (not many clients there yet) is always process/relationship driven and results/outputs are always situated within particular contexts. I think as a start point if you haven’t yet read Don’s Spiral Dynamics book it is worth a little energy – but beware its solution for everything is a trap many fall into. It is a useful tool for looking at the macro picture but lacks complexity and really usefulness – but a good starting point still. If you can get to one of his training courses they are also a good intro. (see more below) I find Ken’s work very useful but it does take a lot of work to make it useful practically – because it is so much deeper/broader than SDi. A couple of quotes from Kosmic Karma and Creativity illustrate the problems with engagement in this area.

Quote 1 “On the other hand, if you are Yellow and I am Blue, and we exchange blue symbols, words, or tokens (Blue signifiers), then we can usually reach some sort of mutual understanding at that level of depth, because we both have access to the blue probability wave in the AQAL ocean. Because of that, we both have access to an intersubjective field of mutual prehensions through which a cultural solidarity can resonate, serving as a background cultural context within which we can exchange mutually understandable (and decodable) symbols. You and I can therefore enter a blue worldspace (as given form by the cultural context we share)—and thus we can participate in cultural solidarity at that particular locale in the AQAL matrix (we can resonate both vertically and horizontally). If we then discuss blue values (or phenomena arising within the event horizon of the probability space of Blue)— such as the importance of family values, the need for a national defence, or the importance of religious tradition— you and I will at least be able to understand each other, even though we might disagree about all of those items: both of us can at least see what we are talking about (whereas I cannot see Yellow phenomena at all, let alone agree or disagree about them). Provided that, within the Blue space we are enacting, we also have some sort of actual shared experiences (such as a root canal). Shared experiences are therefore important in mutual understanding, but they presuppose both vertical and horizontal solidarity, both of which come to rest in teleprehension. In other words, an overall AQAL view brings together Orange-modernist shared life-experiences, Greenpostmodernist cultural contexts, second-tier developmentalism, and third-tier transcendental Self (teleprehension)— all of which shed light on the important notion of solidarity.”

Quote 2 “Genuinely mutual understanding therefore demands the presence of both vertical solidarity (or shared depth) and horizontal solidarity (or shared horizons). In the AQAL matrix of primordial perspectives, we need to share not only perspectives but the same height or depth of those perspectives, or again, there is no phenomenological space in which we can collide. “ ...

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A Broader Framework To me these quotes kind of define the problem space we occupy when working in the development field. Its not just that many in third world countries are operating from a Blue or Purple perspective, its also that many of the donors, consultants are operating out of Orange or Green perspectives. Very, very few appear able to operate from second tier (Y or T) perspectives. This means that the tensions set up within the dynamic between countries, programs and donors, and consultants will generally fail and all results will be perceived usually by both sides as negative. As Don is always saying it is the health of the entire spiral that is the prime directive. Meaning that although moving up the spiral has an importance – the major area where outside consultants can influence the situation is to help make each level more healthy. This should then hopefully set the internal dynamic for individuals or groups to transform from within. Don has a simple table showing what it is for each level to be healthy or unhealthy. My major problem with SDi is that it is reasonably good at helping the descriptive side of analysis, in some quads or lines, but gives little help with the perspective side of implementation With this as a background let me try and explain how we work or try to work. We are not an integral firm dispensing integral programs or projects. There are no clients for this at the moment. Unicef was a special case that started in 1996 - most of the intensive work was completed by 2000 and now it just ticks over with a few individuals involved. It was process/relationship orientated, not so much about changing people but about expanding peoples’ world view so that again any change would come from within – and sometimes it did and others we are still watching ( the timescale is long!) The majority of other programs we are involved in are standard donor funded development programs. All we can then do is allow Ken’s and Don’s work inform what we are doing to varying degrees. Always looking for ways to include AQAL mapping in our understanding and analysis. It is still adhoc at this stage but a fair body of knowledge is building up. We try to take techniques such as DFID’s Sustainable Livelihoods approach and add a more left handed twist to the analysis. Working with each player at the depth that they feel comfortable. To date it is still very pragmatic and adhoc and one just has to work it out as one proceeds. Often ‘failing’ but also with some positives results. It is process/relationship driven and needs a degree of being demand led also. Our current project in SA has been very difficult to shift into an AQAL mode – it is EU funded and fairly specific in its outcomes. We are shifting the analysis slightly but I don’t think that we will have a long enough time horizon to have any real integral effect. Group working –2

I think we are coming from very different directions re these issues: First a few brief bullet points and other responses and then my suggestion on how to proceed.

• There is a need for both practice AND theory, they go hand in hand each informing the other. • There are also many types of practice: bottom up, top down, integral – individual, personal, communal etc. etc. • Then there is the ‘position’ from where we are coming – our differing worldviews, culture, level of development in many lines etc. What do we think works/does not work and why etc.

• And all these and much else filtered by our own karmic vision. My own experience after much involvement in forums – electronic and others – is that they don’t really work on the whole and over time interest wanes and frustration builds – more so with strong rules. My experience from working with Unicef (over a number of years) is that there are “successes” and there are “failures’ but it doesn’t matter – what matters is setting the scene for change. And this in my experience only seems to happen over longish periods of face to face – groups or individuals – interaction. This work also has to be situated or contextualised within a development framework – map – of some sorts. One of which is Wilber 5 and another but to my mind much less comprehensive is SDi. Reminding ourselves always that the map is not the territory so we don’t end up eating the menu - or other mixed metaphors. The work with Unicef – and others – has been to broaden and deepen peoples’ worldviews – to question stock responses and to help people to transform or translate to viewing “issues” with AQAL understanding in a way that allows them to address ‘issues’ in a more integral manner or at least in a healthier Blue, Orange or Green manner.

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IntegralMENTORS Guides – [basic] Each “problem”/”issue”/”query” needs to be analysed through the filters of say AQAL as holonic. They then would need to be mapped in fairly complex ways. I know a lot of people working all over the world in ‘development’ but very few who I would work with directly in this area – and so far this includes the donor and development bank community. So what to do!

I have been thinking of how to get added value from group work for a number of years and have tried a few ideas – with little success. It always seems necessary to come back to short bursts of intensive face to face interaction- firstly to situate them in say an AQAL or similar framework and then to explore holonic interventions – failures may be successes and successes failures as time moves along, who knows. With Unicef in Dhaka it took 3+ months of pretty intensive work just to get people in the same “ball park” and really understanding what each meant by the same words/ideas etc. So you see I am at a bit of a loss on how to proceed – hence Inurcenti – a place to meet not an institute. Bearing all this in mind and following from my work with Complexity theory with a touch of Dzogchen I suggest the following: We grow it organically and evolutionary with some but few rules – bits may survive and prosper others may wither and die. We start small a group of 2 to 6. We get to understand where each is coming from and what interests them. Why are they interested in being involved. Once this group is working well-ish it splits into 2 or 3 groups each group adding 3 or 4 new members. Once we have grown and each split - the size should double or triple. Each group will operate independently (making their own simple rules if necessary). The groups will communicate with simple feedback to each other – request for others to be involved or assistance from each other. Some will flourish others will die – such is life. We keep a minimal eye on it all until it is underway and then maybe after that only to assist with blockages. If it never grows beyond the initial first group or two that is also OK. So that is briefly how I think it could work – for now anyway. Let me know what you think. Paul van Schaik –- Cape Town - June 2003

v - Our Developmental Matrix Worksheet - sheet 2 of 19

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A Broader Framework Acknowledgements I would like to pay special thanks to all those who have assisted me in my work in this area: Ken Wilber who first invited me to be a founding member of the Integral Institute in 1999 and has since provided us with so much as a special advisor to Integral Without Boards; to my fellow founder of Integral Without Boarders Gail Hochachka and director Emine Kiray; to my fellow founder of integralMENTORS my wife Barbara (to whom this book is dedicated) to all the integralMENTORS Fellows who have been a part of this discussion; to Robin who has provided much stimulating dissuasions as founder/CEO and fellow director of the ThriveAbility Foundation and to the many people I have worked with as an integrally informed practitioner in, Bhutan, India, Nepal, Pakistan, Cambodia, Vietnam, Egypt, Syria, Azerbaijan, Ghana, Rwanda, South Africa, Zanzibar, Australia, England, Scotland, France Italy and the USA. To Clare Graves Christopher Cowan and Don Beck for all the pioneering work they have done in this area. And to all others engaged in work exploring the various developmental lines. To my children Sam, Aaron and Kristian who have provided me with such joy and learning through the years and a first hand experience of personal development.

Paul van Schaik Founder of integralMENTORS, a founding Co Director of Integral International Development Centre (Integral Without Borders, now the Integral Without Borders Institute), a founding member of the Integral Institute and Principal Associate/Founder of iSchaik Development Associates. He has 35+ year experience of working in international development â&#x20AC;&#x201C; with extensive experience in the education, health, and infrastructure sectors. As Principal Associate of iSchaik Development Associates he has worked with national governments, bilateral and multilateral development organizations and international NGOs to bring an integrally informed approach to programme development, implementation and evaluation, either directly or through the training of operational staff. He has been an Advisor and Consultant to DFID UK, Danida Denmark, European Commission, KfW/GTZ Germany, Sida Sweden, UNICEF, World Bank among others with extensive experience of working in Asia, Africa, Europe and Middle East. As mentor he works with individuals and small groups to develop a deeper understanding of integral praxis and to become more integrally informed practitioners. He has co-hosted Integral without Borders gatherings in Perpignan, France in 2006 and in Istanbul, Turkey in 2008 and 2010 and in South Africa 2012. He is currently an Integral Mentor, an International Development Advisor, and CKO of the ThriveAbility Foundation. He is a UK trained and Registered Architect with extensive global experience doing pioneering work with passive solar energy in the 1970 in Africa, on the award wining team for the Burrell Museum in Glasgow and has tutored at the Architectural Association School of Architecture, London. See also www.facebook.com/integralMENTORS

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