Urban Hub 3 : Integral Theory - Thriveable Cities by Paul van Schaik

Urban Hub Integral UrbanHub

Integral Theory Thriveable Cities Paul van Schaik integralMENTORS

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Urban Hub Integral Theory Thriveable Cities Integral UrbanHub

Paul van Schaik integralMENTORS

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A series of graphics from integralMENTORS integral UrbanHub work on Thriveable Cities presentations.

When Did You Feel Most Alive in an Urban Habitat? Me

My Intention

What made this experience come alive for you and made it memorable?

My Behaviour

Urban Culture

Urban Activity

My context

What made this activity come alive for you and made it memorable?

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Preface This book is one in a series of presentations for the use of Integral theory or an Integral meta-framework in understanding cities and urban design. Although each can stand alone, taken together they give a more rounded appreciation of how this broader framework can help in the analysis and design of thriveable urban environments. Key to an Integral approach to urban design is the notion that although other aspects of urban life are important, people, as individuals and communities, are the primary â&#x20AC;&#x2DC;purposeâ&#x20AC;&#x2122; for making cities thriveable. All other aspects (technology, transport & infrastructure, health, education, sustainability, economic development, etc.) although playing a major part, are secondary. This work shows the slides from a dynamic deck that accompany a presentation on Thriveable Smart Sustainable Cities. The history of the co-evolution of cities, worldviews and technology is presented in an integral framework. This volume is part of an ongoing series of guides for practitioners.

integrally informed

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Content Context Integral Theory Quadrants Stages Tetra-meshing Zones# Lines Types Altitude & CoG States iTheory Tools Projects Books Annex SDG

Introduction

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Urban Hub Context

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Why Integral Subjects do not perceive worlds but enact them. Different states of subjects bring forth different worlds. For AQAL, this means that a subject might be at a particular wave of consciousness, in a particular stream of consciousness, in a particular state of consciousness, in one quadrant or another. That means that the phenomena brought forth by various types of human inquiry will be different depending on the quadrants, levels, lines, states, and types of the subjects bringing forth the phenomena. A subject at one wave of consciousness will not enact and bring forth the same worldspace as a subject at another wave; and similarly with quadrants, streams, states, and types (as we will see in more detail).

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

A Broader Framework "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.

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An Integral View – A 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, Myers-Briggs, Jungian), and so on.

•

multiple brain states and organic factors. © integralMENTORS

An Integral View – A Broader Framework A more integral cartography might also include: • 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.

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 © integralMENTORS

Mapping Interventions or Means Me

What did you try to change or transform in yourself, others, a human system or a culture? How did you try to change or transform yourself, others, a human system or a culture?

My Behaviour

My Intention

Did your intervention succeed or fail? How do you know? Are you satisfied with the outcome?

Urban Activity

Urban Culture

My context

If not, what would you do next?

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Theory

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Urban Hub Integral Theory

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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 – A Broader Framework

What Is the Integral Approach? During the last 30 years, we have witnessed a historical first: all of the world’s cultures are now available to us. In the past, if you were born, say, a Chinese, you likely spent your entire life in one culture, often in one province, sometimes in one house, living and loving and dying on one small plot of land. But today, not only are people geographically mobile, we can study, and have studied, virtually every known culture on the planet. In the global village, all cultures are exposed to each other. Knowledge itself is now global. This means that, also for the first time, the sum total of human knowledge is available to us—the knowledge, experience, wisdom and reflection of all major human civilizations—premodern, modern, and postmodern—are open to study by anyone. What if we took literally everything that all the various cultures have to tell us about human potential—about spiritual growth, psychological growth, social growth—and put it all on the table? What if we attempted to find the critically essential keys to human growth, based on the sum total of human knowledge now open to us? What if we attempted, based on extensive cross-cultural study, to use all of the world’s great traditions to create a composite map, a comprehensive map, an all-inclusive or integral map that included the best elements from all of them? Sound complicated, complex, daunting? In a sense, it is. But in another sense, the results turn out to be surprisingly simple and elegant. Over the last several decades, there has indeed been an extensive search for a comprehensive map of human potentials. This map uses all the known systems and models of human growth— from the ancient shamans and sages to today’s breakthroughs in cognitive science—and distils their major components into 5 simple factors, factors that are the essential elements or keys to unlocking and facilitating human evolution. Welcome to the Integral Model.

Integral Approach In short, the Integral Approach helps you see both yourself and the world around you in more comprehensive and effective ways. But one thing is important to realize from the start. The Integral Map is just a map. It is not the territory. We certainly don’t want to confuse the map with the territory, but neither do we want to be working with an inaccurate or faulty map. The Integral Map is just a map, but it is the most complete and accurate map we have at this time. We find that an infant at birth has not yet been socialized into the culture’s ethics and conventions; this is called the pre-conventional stage. It is also called egocentric, in that the infant’s awareness is largely self-absorbed. But as the young child begins to learn its culture’s rules and norms, it grows into the conventional stage of morals. This stage is also called ethnocentric, in that it centres on the child’s particular group, tribe, clan, or nation, and it therefore tends to exclude care for those not of one’s group. But at the next major stage of moral development, the post-conventional stage, the individual’s identity expands once again, this time to include a care and concern for all peoples, regardless of race, colour, sex, or creed, which is why this stage is also called world-centric. Thus, moral development tends to move from “me” (egocentric) to “us” (ethnocentric) to “all of us” (worldcentric) — a good example of the unfolding stages of consciousness. What is the point of using this Integral Map or Model? First, whether you are working in business, medicine, psychotherapy, law, ecology, or simply everyday living and learning, the Integral Map helps make sure that you are “touching all the bases.” If you are trying to fly over the Rocky Mountains, the more accurate a map you have, the less likely you will crash. An Integral Approach insures that you are utilizing the full range of resources for any situation, with the greater likelihood of success. © integralMENTORS

Second, if you learn to spot these 5 elements in your own awareness—and because they are there in any event—then you can more easily appreciate them, exercise them, use them… and thereby vastly accelerate your own growth and development to higher, wider, deeper ways of being. A simple familiarity with the 5 elements in the Integral Model will help you orient yourself more easily and fully in this exciting journey of discovery and awakening.

Quadrants

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Urban Hub Quadrants

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The Quadrants of Understanding

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The Quadrants of Understanding

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The Quadrants of Understanding

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The Quadrants of Understanding

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The Quadrants of Understanding

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The Quadrants of Understanding

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The Quadrants of Understanding Quadrants and what techniques are used to experience or examine each

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Influences on Individuals

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The Quadrants of Understanding

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Integral Theory - Quadrants

‘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.

“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.”

Integral Theory - Quadrants

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.

Equally any item or situation can be viewed through these four perspectives. – As an ‘It’.

No individual (holon) can exist without being immersed in all four of these perspective. – As an ‘I’.

Integral Theory - Quadrants Example:: Examples

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

behavioural change.

Integral Theory - Quadrants

Any development does need to go through each stage – there is to date no evidence Context

Context The context of each quadrant is different and the The context of each quadrant nature of this content will be this content will be different fo different for each developmental stage or level. level.

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

Examples :

Integral Theory Quadrants

Praxis and Tools forfor change: Praxis and Tools Change Each quadrant has a different se to bring about change. Each quadrant has a different set of praxis or tools to bring Itsabout is important change. to try and use

too complement each other to reinfo It is important to try and use – tetra-meshing any activity. Tha tools in each quadrant that changes theneach it isother important to complement to theto change process; arereinforce in place support this chan tetra-meshing any activity. values and behaviour That is(UL) if Culture (LL) is to be (UR) al changed, 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 activated to support this change.

Other uses and understanding of the Quadrant Tool – but always remember that the differ to be considered as how an individual interoperates or manifests in each quadrant will

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.

Integral Theory Quadrants

“Notice that every “I” is in –relationship with other I’s, which means that every “I” is a member of numerous we’s. IntegralMENTORS Guides [basic] 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,

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, 19 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).

Quadrants and Quadrivia I possess 4 quadrants; the painting can be looked at through the 4 quadrants (which then constitute a quadrivia). Or in general: the perceiving subject has quadrants, which must be specified as part of its Kosmic address; and the perceived object, referent, or phenomenon has a quadrivium, which must be specified as part of its Kosmic address. Another way to say it—more loosely—is that because an object is being looked at through or from a particular quadrant, then the subject is looking at the object through a quadrant, and the object itself exists “in” a quadrant. In both cases, the quadrant of the perceiver and the quadrant (quadrivium) of the perceived must be specified for the Kosmic address of the referent to be known

Holon/ Sentient being

Quadrivia Quadrants

Artefact

Integral Theory – Quadrants in action

Integral Theory - Quadrants

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Stages

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Urban Hub Stages

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Culture - worldviews

Creations - systems - infrastructure

Individual Exterior - Objective

Consciousness Capacities - intention - Competences - mindsets - Behaviour

Collective Exterior- Interobjective

Collective Interior - Intersubjective

Individual Interior- Subjective

Mapping Interventions â&#x20AC;&#x201C; Quadrants

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Capacities - Competences - Behaviour

Culture - worldviews

Creations - systems - infrastructure

Collective Exterior- Interobjective

Individual Exterior - Objective

Consciousness - intention - mindsets

Collective Interior - Intersubjective

Individual Interior- Subjective

Mapping Interventions Ego Centric

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Capacities - Competences - Behaviour

Culture - worldviews

Creations - systems - infrastructure

Collective Exterior- Interobjective

Individual Exterior - Objective

Consciousness - intention - mindsets

Collective Interior - Intersubjective

Individual Interior- Subjective

Mapping Interventions â&#x20AC;&#x201C; Ethno Centric

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Capacities - Competences - Behaviour

Culture - worldviews

Creations - systems - infrastructure

Collective Exterior- Interobjective

Individual Exterior - Objective

Consciousness - intention - mindsets

Collective Interior - Intersubjective

Individual Interior- Subjective

Mapping Interventions â&#x20AC;&#x201C; World centric

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Capacities - Competences - Behaviour

Culture - worldviews

Creations - systems - infrastructure

Collective Exterior- Interobjective

Individual Exterior - Objective

Consciousness - intention - mindsets

Collective Interior - Intersubjective

Individual Interior- Subjective

Mapping Interventions â&#x20AC;&#x201C; Planet centric

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Capacities - Competences - Behaviour

Culture - worldviews

Creations - systems - infrastructure

Collective Exterior- Interobjective

Individual Exterior - Objective

Consciousness - intention - mindsets

Collective Interior - Intersubjective

Individual Interior- Subjective

Mapping Interventions â&#x20AC;&#x201C; Kosmic centric

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Tetra-meshing

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Urban Hub Tetra-meshing

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Tetra-meshing

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Tetra-meshing 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.

Self & Consciousness

Brain & Organism

Intentional

Behavioural

Culture & Worldview

Systems & Environment

Cultural

Social

Tetra-meshing Rio de Janeiro

Olympic preparations

for Inter-American Development Bank (IDB) 2014

Waste Disposal systems

current system choices of systems available

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Tetra-meshing Rio de Janeiro

Olympic preparations

for Inter-American Development Bank (IDB) 2014

Waste Disposal systems

current system choices of systems available

Individuals beliefs/mindset on Waste Disposal

individuals Centre of Gravity depending on CoG possible obstacles to change

Individuals Behaviour to Waste Disposal current ways of use obstacles to use/change

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Tetra-meshing Rio de Janeiro

Olympic preparations

for Inter-American Development Bank (IDB) 2014

Waste Disposal systems

current system choices of systems available

Individuals beliefs/mindset on Waste Disposal

individuals Centre of Gravity depending on CoG possible obstacles to change

Individuals Behaviour to Waste Disposal current ways of use obstacles to use/change

Communities Cultural views or Mindset on Waste Disposal communities Dominant Mode of Discourse possible communication levels

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Tetra-meshing Rio de Janeiro

Olympic preparations

for Inter-American Development Bank (IDB) 2014

Waste Disposal systems

current system choices of systems available

Individuals beliefs/mindset on Waste Disposal

individuals Centre of Gravity depending on CoG possible obstacles to change

Individuals Behaviour to Waste Disposal current ways of use obstacles to use/change

Communities Cultural views or Mindset on Waste Disposal communities Dominant Mode of Discourse possible communication levels

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Tetra-meshing Rio de Janeiro

Olympic preparations

for Inter-American Development Bank (IDB) 2014

Consciousness - intention - mindsets

Capacities - Competences - Behaviour

Waste Disposal systems â&#x20AC;&#x201C; in place and proposed Culture - worldviews

Creations - systems - infrastructure ÂŠ integralMENTORS

Tetra-meshing Rio de Janeiro

Olympic preparations

for Inter-American Development Bank (IDB) 2014

Consciousness - intention - mindsets

Persons beliefs/mindset on Waste Disposal

Capacities - Competences - Behaviour

Persons Behaviour to Waste Disposal

Waste Disposal systems â&#x20AC;&#x201C; in place and proposed Culture - worldviews

Creations - systems - infrastructure ÂŠ integralMENTORS

Tetra-meshing Rio de Janeiro

Olympic preparations

for Inter-American Development Bank (IDB) 2014

Consciousness - intention - mindsets

Persons beliefs/mindset on Waste Disposal

Cultural views on Waste Disposal Culture - worldviews

Capacities - Competences - Behaviour

Persons Behaviour to Waste Disposal

Waste Disposal systems â&#x20AC;&#x201C; in place and proposed Creations - systems - infrastructure ÂŠ integralMENTORS

Transformation & Tetra-meshing

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Morpho-Generative and Snippable Transformation Consciousness - intention - mindsets

Morphic Pull (Purpose)

Capacities - Competences - Behaviour

Time

Contextual & creative inputs from all at each step

Culture - worldviews

Step 1

Creations - systems - infrastructure ÂŠ integralMENTORS

Morpho-Generative and Snippable Transformation Consciousness - intention - mindsets

Morphic Pull (Purpose)

Capacities - Competences - Behaviour

Time

Contextual & creative inputs from all at each step

Culture - worldviews

Step 2 Step 1

Creations - systems - infrastructure ÂŠ integralMENTORS

Morpho-Generative and Snippable Transformation Consciousness - intention - mindsets

Morphic Pull (Purpose)

Capacities - Competences - Behaviour

Time

Contextual & creative inputs from all at each step

Step 3

Culture - worldviews

Step 2 Step 1

Creations - systems - infrastructure ÂŠ integralMENTORS

Integral Theory – Quadrants & Stages

Zones#

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Urban Hub Zones#

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Zones

Zone #1 : States of individual consciousness Zone #2 : Stage-Structure of individual development Zone #3 : States of ‘cultural’ development Zone #4 : State-Structure communal development Zone #5 : States of individual communication Zone #6 : State-Structure of individual control Zone #7 : State of communal communication Zone #8 : State-Structure of governance/systems

surface structure - the feel deep structure – the look surface structure - the feel deep structure – the look surface structure – the ‘software deep structure – the hardware’ surface structure – the ‘software’ deep structure – the hardware’ © integralMENTORS

Altitude, Stages & Lines of Development

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Altitude, Stages & Lines of Development

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Altitude, Stages & Lines of Development

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Altitude, Stages & Lines of Development

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Integral Theory - Zones

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Integral Theory - Zones

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Integral Theory - Zones

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Lines

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Urban Hub Lines

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Lines of Development Some major lines of Development

Selman, Perry

Context What is my cultural dominant mode of discourse What is my societal Systems Stage (agricultural, industrial, informational, â&#x20AC;Ś)

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Understanding Stages & Lines of Development

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Understanding Stages & Lines of Development Spiritual Moral Cognitive Self-identity Values

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Understanding Stages & Lines of Development Spiritual Moral Cognitive Self-identity Values

Dominant Mode of Discourse

Kosmic Address

Myth of the Given

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Altitude, Stages & Lines of Development

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Altitude, Stages & Lines of Development

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Integral Theory – Stages & Lines

Integral Theory - Stages & Lines

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Integral Theory - Kegen

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Integral Theory - Lines

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Understanding Action Logic Stratified levels of development

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Understanding Action Logic Stratified levels of development

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Understanding Action Logic Stratified levels of development

3.5% 8.5% 14.0% 67.0%

I N T E G R A L

Alchemist

Global Interdependence Integrated Consciousness

Pluralist/ Individualist/ Sensitive self 39.5% 27.5%

Pluralistic Consensus Enterprising Self Conventional Order

7.0% Powerful Self Source - Rooke and Torbert’s 2006 Harvard Business Review article : Seven Transformations of Leadership. From a sample of 1000 leaders in N America & Europe

Understanding Action Logic Stratified levels of development 3.5%

Alchemist

8.5% 14.0%

Global Interdependence Integrated Consciousness

Pluralist/ Individualist

67.0%

39.5% 27.5%

Pluralistic Consensus Enterprising Self Conventional Order

7.0%

Source - Rooke and Torbert’s 2006 Harvard Business Review article : Seven Transformations of Leadership. From a sample of 1000 leaders in N America & Europe

Understanding Action Logic Stratified levels of development 3.5%

Alchemist

8.5% 14.0%

Global Interdependence Integrated Consciousness

Pluralist/ Individualist

67.0%

39.5% 27.5%

Pluralistic Consensus Enterprising Self

7.0%

Source - Rooke and Torbert’s 2006 Harvard Business Review article : Seven Transformations of Leadership. From a sample of 1000 leaders in N America & Europe

Understanding Action Logic Stratified levels of development 3.5%

Alchemist

8.5% 14.0%

Global Interdependence Integrated Consciousness

Pluralist/ Individualist

67.0%

Pluralistic Consensus

39.5% 27.5%

7.0%

Source - Rooke and Torbert’s 2006 Harvard Business Review article : Seven Transformations of Leadership. From a sample of 1000 leaders in N America & Europe

Understanding Action Logic Stratified levels of development 3.5%

Alchemist

8.5% 14.0%

Global Interdependence Integrated Consciousness

Pluralist/ Individualist

67.0%

39.5% 27.5%

7.0%

Source - Rooke and Torbert’s 2006 Harvard Business Review article : Seven Transformations of Leadership. From a sample of 1000 leaders in N America & Europe

Understanding Action Logic Stratified levels of development 3.5%

Alchemist

Global Interdependence

8.5% 14.0%

Pluralist/ Individualist

67.0%

39.5% 27.5%

7.0%

Source - Rooke and Torbert’s 2006 Harvard Business Review article : Seven Transformations of Leadership. From a sample of 1000 leaders in N America & Europe

Understanding Action Logic Stratified levels of development 3.5% 8.5% 14.0%

I N T E G R A L

Alchemist

Pluralist/ Individualist

67.0%

39.5% 27.5%

7.0%

Source - Rooke and Torbert’s 2006 Harvard Business Review article : Seven Transformations of Leadership. From a sample of 1000 leaders in N America & Europe

Understanding Action Logic

Pluralist/ Sensitive Self

Alchemist Source - Rooke and Torbertâ&#x20AC;&#x2122;s 2006 Harvard Business Review article : Seven Transformations of Leadership. From a sample of 1000 leaders in N America & Europe

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Self/Values Stages of Development

Alchemist Â© integralMENTORS

Growth in all Quadrants

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Evolution of Participation

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Our Developmental Journey Healthy: different routes and speeds of change

Unhealthy: different routes and blocks to change

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Stratified Leaders and Quadrants Favoured Opportunist

Individualist/Pluralist

Expert

Diplomat

Strategist

Achiever

Alchemist

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Stratified Leaders Roles, Approach & Methods

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Tetra-Meshing the Developmental Journey

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Lines of Development - Nine Intelligences 9 Multiple Intelligences - Howard Gardner

Inter-personal Existential

Spatial

Linguistic

Intra-personal

Logic

Naturalist

Musical Kinesthetic

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Types

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Urban Hub Types

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Integral Theory - Types Types simply refers to items that can be present at virtually any stage or state. One common typology, for example, is the Myers-Briggs (whose main types are feeling, thinking, sensing, and intuiting). You can be any of those types at virtually any stage of development. These kind of “horizontal typologies” can be very useful, especially when combined with levels, lines, and states.

Understanding Types 9 Enneagram types

MBRI types

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Types - Duality

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Integral Theory – Max Neef

Altitude

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Urban Hub Altitude & CoG CoG = Centre of Gravity Â© integralMENTORS

Centre of Gravity

Altitude

Individual - Centre of Gravity

Magenta

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Centre of Gravity

Altitude

Individual - Centre of Gravity

Amber Red

Exit Stable Entry

Magenta

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Centre of Gravity

Altitude

Individual - Centre of Gravity

Turquoise Teal Green Orange Amber Red

Exit Stable Entry

Magenta

Centre of Gravity

Altitude

Individual - Centre of Gravity

Socio-cultural Dominant Mode of Discourse [Orange]

Turquoise Teal Green Orange Amber Red

Exit Stable Entry

Magenta

Dominant Mode of Discourse Socio-cultural Dominant Mode of Discourse [Orange]

Turquoise Teal Green Orange Amber Red Magenta

Dominant Mode of Discourse Socio-cultural Dominant Mode of Discourse [Orange]

Turquoise Teal Green Orange Amber Red Magenta

Stratified Documentation

Spiral Learning & Education Magenta

• • • • •

Through imitation and repetition Animistic analogies - fairy-tales, cartoons and animal metaphors Chants, dances, rhythm music, rituals Practical kinesthetics Learning what the Tribe learns is a major driver

2-8 years

Magenta

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

Exit Magenta Red

Enter Red

Learning by modelling is still important - but satisfaction of the embryonic ego will also influence what is learned • • • •

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

9-12 years

Red

Respect for the “teacher” as a hero figure is important - but the teacher must also show respect back to the blossoming egos

Exit Red

Amber

What pleases (or is immediately relevant) is still central but there is also some desire now to know what the procedures for learning are - and that leads to WHAT should be learned • • •

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

Enter Amber 13-17 years

Amber

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

Exit Amber

Self-motivation starts to emerge - though learning procedures are still necessary

Spiral Learning & Education 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)

18+ years

Orange

The “teacher” is now a resource to be used

Exit Orange Green

Enter Green

Broader concerns now start to emerge and there is a need to make sure everybody is getting opportunities • • • •

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

18+ years

Green

The “teacher’s” job is to facilitate the development of the group and individuals within the group

Enter Teal

Exit Green Teal

50+

Teal

Exit Teal

60+

Enter Turquoise

Developmental Potential Philosophy

Beliefs

Attitudes

Relationships

Generative

Do for all in a way that best serves all

Organisations are consciously evolving social organisms

We are for each other and the whole

Co-operative Evoking genius Mutually nourishing

Sustainable

Do unto others as you would have them do unto you

Organisations are living systems

We are all in this together

Caring Appreciative High integrity

Compliant

Do unto others in Ideal organisation a way that is fair is a well oiled machine

You scratch my back ……

Respectful Purposeful Honest

Dysfunctional

Do it to others before they do it to you

People are the problem

I will use you

Disrespectful Dishonest Discounting

Toxic

Do others in before they do you in

Might makes right

I will defeat you

Spiritual and Emotional Intelligences @ Teal

States

Urban Hub States

Understanding States

Understanding States Subtle

Casual

GROWING UP Structure-Stage

Gross

Non-Dual

Witness

CLEANING UP

State-Stage WAKING UP

The Worlds ‘I’ Inhabit - U Theory

Integral Theory - Shadow “Everyone carries a shadow, and the less it is embodied in the individual’s conscious life, the blacker and denser it is. At all counts, it forms an unconscious snag, thwarting our most wellmeant intentions.” C. G. Jung* “Yet there is a mystery here, and it is not one that I understand: Without this sting of otherness, of – even – the vicious, without the terrible energies of the underside of health, sanity, sense, then nothing works or can work. I tell you that goodness – what we in our ordinary daylight selves call goodness: the ordinary, the decent – these are nothing without the hidden powers that pour forth continually from their shadow sides.” Doris Lessing* From: Working with Shadow in International Development – iMentors Discussion paper [043] Anne Cowen : integralMENTORS Fellow and Director of Meshfield

iTheory

Urban Hub iTheory

The Worlds ‘I’ Inhabit -

The Worlds ‘I’ Inhabit

Integral Theory - Growth

Integral Theory - IMP

Holon Evolution – 20 Tenets 1. Reality as a whole is not composed of things or processes, but of holons

11. The micro is in relational exchange with the macro at all levels of its depth

2. Holons display four fundamental capacities: self-preservation; self-adaptation self-transcendence; self-dissolution 3. Holons emerge

12. Evolution is directional (13.) Increasing in complexity

4. Holons emerge holarchically 5. Each emergent holon transcends but includes its predecessors(s) 6. The lower sets the possibilities of the higher; the higher sets the probabilities of the lower. 7. The number of levels of which a ‘hierarchy’ comprises determines whether it is ‘shallow’ or ‘deep’; and the number of holons on any given level we shall call its span

(14.) Increasing differentiation/integration (15.) Increasing organisation/structuration (16.) Increasing relative autonomy (17.) Increasing telos 18. The greater the depth of a holon, the greater its degree of consciousness 19. Every holon issues an IOU to the Kosmos 20. All IOUs are redeemed in emptiness

8. Each successive level of evolution produces greater depth and less span 9. Destroy any type of holon, and you will destroy all of the holons above it and none of the holons below it 10. Holarchies co-evolve

Myth of the Given Perhaps the most difficult thing for green to understand is that its values — peace, harmony, healing, transformation, sharing, feeling, embodiment — are values shared only by green. They are not values shared by magenta, red, amber, orange, teal, turquoise, indigo, or violet. If I want to transform the world, implicit in that desire is the assumption, “You are screwed up, but I know what you need.” This imposition of my values on you is a subtle violence of values. The point is that different world-spaces contain different phenomena. It is not a matter of saying which worldspace is the “real” worldspace, because any age will always feel that its view is the real view. But there is no “real” or “pre-given” world, only these various worldspaces that creatively evolve and unfold in novel ways, then settle into Kosmic habits that then must be negotiated by all subsequent humans as stages in their own unfolding and levels in their own compound individuality. © integralMENTORS

Kosmic Address There is not a pre-given material world that is apprehended equally by beings. What is apprehended depends on a being’s Kosmic address, - a “worldview location” that specifies what arises in the experience of a sentient being based on two fundamental aspects within the AQAL matrix: altitude and perspective. - Altitude refers to the level of developmental complexity of the sentient being while - Perspective refers to the particular perspective within the quadrants or zones it is taking. Intrinsic features of Kosmos are themselves not pre-given but are in part, interpretive and constructed. The “location” of a “real object” in the AQAL matrix, including its altitude (i.e., degree of development) and its perspective (i.e., the quadrant in which it resides). Kosmic address = altitude + perspective Kosmic address = (altitude + perspective)S x (altitude + perspective)O Kosmic address = (altitude + quadrant) x (altitude + quadrivium) © integralMENTORS

Integral Theory : Self-as-Instrument (SAI) Where do we operate from in each Quadrant – that is which Stage or Level? Which Lines and what Centre of Gravity, which State of so many and what Types do we incorporate in our activities? This will define our ‘Talk and our Walk. Unless our Talk and Walk don’t align to a fair degree we will be unable to understand our own actions and this brings our own baggage into our interventions. Self-as-Instrument requires a this alignment – our Centre of Gravity will then determine at which level we can operate with others and their Centre of Gravity or in a group their Dominant Mode of Discourse will determine how we operate. A Walk on the wild side An often-asked question: “is Integral just another paradigm or fad and why do we ‘use’ it so much in our development work” –the answer is usually “No, it’s an injunction or a holarchy of injunctions – not taken as a belief system but as an injunction to put into practice. If it helps you understand what you are doing more clearly and if it helps you become a more ‘whole’ and ‘competent’ practitioner then use it - if not, then move on.” We always stress that we use it with a ‘large but light embrace’ - and continually test the theoria in praxis.

Tools

Urban Hub Tools

Integral PECKA KUCHA – micro presentation

Learning Cycle

Assessing Environmental Capacity Using the Quadrants Interior (“soft”)

Exterior (“hard”).

Personal capacities:

Technical capacities:

Capacities that allow for a greater self awareness and empowerment, capacity for moral care, capacity for mental models for understanding complex issues.

Capacities for undertaking practical work, such as for sustainable resource use and land use practices.

Interpersonal capacities:

Systemic capacities:

Capacity Development

Capacities to engage meaningful relationships, to foster new cultural trends, social norms, and social discourse.

Capacities to effect systemic change, be it societal, ecological, political, etc, such as policy dialogue, advocacy, scientific research.

Assessing Environmental Capacity Using the Quadrants

Worlds of Inclusion

Integral Governance Development is Envelopment AQAL MATRIX and Political Scales

Major: 1. internal/external (nature/nurture); also largely Left/Right 2. individual/collective (individual/social holons) 3. transformation/translation (progressive/conservative, Eros/ Agape) 4. altitude/levels (levels/lines) Minor: 5. lines (esp. walk and talk) 6. agency/communion (autonomy/relationship) 7. progression/regression (upward/downward transformation) 8. stages/stations (developmental levels informing UL adult lifeworld) 9. regulator (governing system)

Ken Wilber: Politics, part 3â&#x20AC;&#x201D;being an excerpt from the forthcoming trilogy, The Many Faces of Terrorism 2007

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Projects

Urban Hub Projects

Case Studies Effective Schools Project – Egypt 2005/07

Integral Practitioner in Praxis – South Africa 2012

Case Studies

Case Studies UNICEF Transformation & Change 1995 - 1997

Books

Urban Hub Books

IntegralMENTORS Guides

Volume 1 BASIC- Paperback is now available from Amazon, CreateSpace etc. available from Amazon & CreateSpace.

IntegralMENTORS Guides

available from Amazon & CreateSpace.

IntegralMENTORS Guides

available from Amazon & CreateSpace.

IntegralMENTORS Guides

available from Amazon & CreateSpace.com

IntegralMENTORS Guides

ThriveAbility Guide

B&W version Paperback is now available from Amazon, authorHOUSE - Full colour version available from Amazon

ThriveAbility Guide

Annex

Urban Hub Annex

Paul van Schaik Founder - IntegralMENTORS; Co-Founder/Director - Integral Without Borders (Integral International Development Centre); Chief Knowledge Officer of the ThriveAbility Foundation; Principal Associate/Founder of iSchaik Development Associates, and Founding member of the Integral Institute. He has 40+ year experience of working in international development – with extensive experience in the education, health, and infrastructure sectors. As Principal Associate of iSchaik Development Associates he worked with national governments, bilateral and multilateral development organisations and international NGOs to bring an Integrally informed approach to program 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 a UK trained Architect with extensive global experience doing pioneering work with passive solar energy in the 1970/90s in Africa and Australia, working with the award winning team for the Burrell Museum in Glasgow and has tutored at the Architectural Association School of Architecture, London. Currently he is an Integral Mentor, an International Development Advisor, and Chief Knowledge Officer of the ThriveAbility Foundation. Lives in Kent, UK with his wife Barbara and has three sons and four grandchildren See also www.facebook.com/integralMENTORS https://www.facebook.com/IntegralUrbanHub/ http://paulvanschaik.wixsite.com/integralmentors (draft website) Books Guides for Integrally Informed Practitioners (Volume 1) – BASIC Guides for Integrally Informed Practitioners (Volume 2) – ADVANCED Urban Hub 1: ThriveAble Smart Sustainable Cities Urban Hub 2: Integral Methodological Pluralism - ThriveAble Cities Urban Hub 3: Integral Theory - ThriveAble Cities

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 Borders Gail Hochachka and director Emine Kiray; to my fellow founder of IntegralMENTORS my wife Barbara (to whom together with my family this book is dedicated) to all the IntegralMENTORS Fellows who have been a part of this discussion; to Robin Wood 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.

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