Urban Hub
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Integral UrbanHub
Co Creating Emergence a meta-pragmatic approach
Thriveable Cities Paul van Schaik
integralMENTORS
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Urban Hub Co Creating Emergence Thriveable Cities Integral UrbanHub
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Paul van Schaik Curator & Creator integralMENTORS
In fullness and freedom A series of graphics from integralMENTORS integral UrbanHub work on Thriveable Cities presentations.
Copyright ©© integralMENTORS– September 2018 ISBN-13: 978-1726314176 ISBN-10: 1726314170
"All this requires a significant reality check, and a sense of humbleness about what each actor can achieve’. He adds, however, that we should be hopeful and accept that because ‘we only have influence (and not control) over development processes, we must not lose our courage and ambition. The fact that the large-scale, long-term change that is required cannot be planned in advance, or achieved based on any one actor’s goals and intentions, is not a reason to give up the drive for change. Lessons from the concept of self-organization in complex systems show us the power for change within systems of heterogeneous and connected agents. The role that mindsets, feedback, leadership and sense-makers have in shaping the behaviour and interactions of interacting agents shows the true potential for change.” Harry Jones, co-author of a recent ODI paper on complexity
Thriveable Cities series so far covers: A Meta-Pragmatic approach Smart Sustainable Thriving Cities Integral Methodological Pluralism Integral Theory Integral Workbook Visions & Worldviews vol. 1, 2 & 3 What We Can Do: Cultivating Change Odyssey 1 – a journey Education - a future Co Creating Emergence Inferno & Phoenix (Oct ‘18) each book can stand alone taken together they give a more rounded appreciation of how this broader framework can help in the analysis and design of thriveable urban environments. Urban Hub series. Pdf versions are free to view or download at www.slideshare.net/PauljvsSS Can also be viewed at issuu.com/paulvanschaik
Hardcopies can be purchased from Amazon
This document is not about clicking our links and following our path of discovery but about engaging and searching your own path in collaboration with us and others and developing pathways for our combined action. Each of these volumes adds to our search & understanding of the field and are best used as a whole
“A city is more than a place in space, it is a drama in time� Patrick Geddes
Introduction Participation Evolving Change Horizontal Vertical Changing Minds The Good City A Broader View Evaluation Books
Content
Dance with the ever-emerging future
Introduction
Psychology & the City 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 defences decrease. Overall, worldviews evolve from simple to complex, from static to dynamic, and from egocentric to socio-centric 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. People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Psychology & the City Graves formulated the following STARTING points for his value system: Each fundamental value system is the result, on the one hand, of someone’s circumstances and the problems that come with it (life conditions), and on the other hand of the way he deals with it based on his neurological ‘wiring’ (mind conditions). Every adult contains all value systems within themselves. A person’s value system changes depending on the circumstances they finds themselves in. The development of value systems is like a pendulum, moving back and forth between value systems focused on the individual and those focused on the collective. The more complex people’s circumstances, the more complex the value systems which are required. Value systems depend on the context. In different contexts (family, work, etc.) people may experience their immediate environment in a different way. This means that different value systems may predominate in these different contexts. People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Psychology & the City In a constant cycle of influencing and being influenced the city impacts upon our mind and our emotional state impacts upon the city with untold effects. It is astonishing that psychology, the study exploring the dynamics of feeling and emotion, has not been taken sufficiently seriously as an urban discipline, not only by psychology itself but also urban decision makers, since it seeks to understand why we act the way we do. The city is not a lifeless thing. People have personality, identity and, as they are congregations of people, so do cities. To see the urban fabric, its dynamics and city life as empty shells devoid of human psychological content is careless. To be blind to its consequences is foolish, as the city is primarily an emotional experience with psychological effects. Just as the body is the museum of human evolution so the psyche is the mental museum of our primeval psychological past, and we have carried anciently formed elements of it into this new urban age. There are psychological consequences to our adaptation to ‘homo urbanis’ and the cities that will do best may be those most able to connect the ancient as well as modern parts of ourselves. Seeing the city through a psychological lens can help create programmes to bring out potential and help heal fractures, divides or lack of confidence It is extraordinary that it has not been given fuller attention in urban policy. http://charleslandry.com/themes/psychology-the-city/
Regeneration & the City In the end it comes down to asking ourselves: will we continue to strive to out-compete each other and in the process unravel the thread that all life depends upon? Or will we learn to collaborate in the healing of the whole through transformative innovation and regenerative design creating vibrant cultures and thriving communities for all? To improve the regenerative capacity of communities and ecosystems we need to pay close attention to the effect of our actions at multiple interconnected scales, developing a participatory, living-systems perspective. We also need to develop a future consciousness that can guide wise action in the face of an unpredictable future and humble recognition of the limits of our knowledge and capabilities. This includes processes that help us decide more wisely which technologies to employ at what scale and in which place. Not all that is technologically possible creates conditions conducive to life. We are relational beings who come from cooperation, are cooperation, and can choose to co-create a thriving and regenerative future through cooperation. As beings who are blessed with the miraculous gift of a self-reflective consciousness, our greatest challenge and our greatest opportunity is not to know the meaning of life, but to live a life of meaning. That is why humanity is worth sustaining.
www.simvanderryn.com
Daniel Christian Wahl https://medium.com/age-of-awareness/regenerative-cultures-are-about-thriving-together-43b3fcdfba40
An Integral Approach to Development Any attempt at interventions to modify behaviour needs to consider the interrelationship between behaviour, values & mindsets, culture and existing systems in place and systems of infrastructure being proposed. Each of these domains have a distinct influence and need to be tetra-meshed to embed change in the long-term. Change can be translational – healthier at same Stage of development or transformational – healthier (hopefully) a higher Stage of development. Interior Subjective : Consciousness – mindsets & intention
Exterior Objective : Capacities - Behaviour & Competences
Personal beliefs/mindset
Personal Behaviour
Stages of development
Cultural views
Systems existing & proposed Context
Interior Intersubjective : Culture - worldviews
Exterior Interobjective : Creations - systems & infrastructure
For communication tools see ‘Guides for Integrally Informed Practitioners : Basic’ – Paul van Schaik
vS Publishers
An Integral Approach to Development Beliefs/mindset
Behaviour
(individuals)
Determine Values Centre of Gravity (VCG) (a number of instruments are available to measure VCG) Communications: 1. to nudge ‘improvements’ at current VCG (short term) 2. to transform to higher levels of understanding (long term) - stories, messages, school programs, social media, advertising etc. Peer group pressure, role models etc.
(individuals)
To change Personal Behaviour both – translational more healthy at same level (horizontal) - transformational towards a higher stage of development (vertical) - new laws & guidelines/instructions - programs/projects in other quadrants.
Stages of development
Context
Projects need to be co created with communities – not handed down from the centre. See Modes of Participation table below page 19 (level 6 to 8 for results)
Cultural views (communities etc.)
Systems
Determine Dominant Mode of Discourse (DMD) (a number of instruments are available to measure DMD)
in place – what needs improving & what needs replacing proposed systems C40 interventions
Communications: 1. to nudge ‘improvements’ at current DMD (short term) 2. to transform to higher levels of understanding (long term) - stories, messages, school programs, social media, advertising etc. Peer group pressure, role models etc.
These ‘problems’ are know as ‘wicked problems’ and actions or interventions usually bring forth unintended consequences. This constant alignment to goals of vision needed
Any intervention must be designed and implemented in conjunction with projects in other quadrants For communication tools see ‘Guides for Integrally Informed Practitioners : Basic’ – Paul van Schaik
vS Publishers
There are many reasons why working with story can be so deeply transformational; here are just a few ‘One way or another we are living the stories planted in us early or along the way, or we are also living the stories we planted – knowingly or unknowingly – in ourselves. We live stories that either give our lives meaning or negate it with meaninglessness. If we change the stories we live by, quite possibly we change our lives.’ – Ben Okri. •
Telling stories is a basic human activity – everyone knows how to do it. We are narrative creatures, at heart.
•
Stories are beautiful. They move us, and capture our imagination.
•
Something in us instinctively understands the archetypal imagery in myths and folk tales. Deep in our bones, we know them: the wicked stepmother, the wise old woman, the big bad wolf, the dark forest in which from time to time we all lose ourselves.
•
Stories allow us to achieve distance and objectivity in difficult situations: the distance to express and absorb emotions – even deeply traumatic material – constructively and safely.
•
Stories are not fixed. They permit growth because they too can change over time.
•
Stories help us to identify and use our own imaginative resources to cope with challenges in creative and uniquely personal ways. And so our resilience is strengthened.
•
Stories help us to understand the roles that we and others play; to respect each other’s skills, differences, and sometimes opposing points of view.
•
Stories help us to make sense of chaos, to simplify the complex. They help us to understand the plot and to gain insight into our role in it.
•
Stories allow us to see obstacles as challenges and to choose behaviours, for example, more fitting to a heroine than to a victim. They teach us that even a little girl can outwit the big bad wolf; they show us how to leave a trail of breadcrumbs to mark our way so that we don’t get lost in the dark wood. © integralMENTORS
Participation
Modes of Participation Type
Description
Unsustainable impact
Level
www.integralmentors.org
Modes of Participation
Partial Impact
Description
Sustainable Impact
Type
Thriveable Impact
Level
www.integralmentors.org
Cultivating Transformation Since the 19th century, the School has played three major roles: the education of children, the socialization of children and, finally, a utilitarian role, that is to say preparing students for the world of work. Today, however, the first two seem to be lost in favour of the third. This is now taking a dominant role - training children for a world of work that is increasing out of date.
School – Mythical and Magic : M&M -
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.
Transitioning – M&M to GOE Learning by modelling is still important - but satisfaction of the embryonic ego will also influence what is learned
School – Growth of blossoming Egos : GoE -
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 respect back blossoming egos
also to
show the
Transitioning – GoE to C&C What pleases (or is immediately relevant) is still central but there is also some desire now to know what the procedures for learning are - and that leads to WHAT should be learned
School - Control and Conform : C&C -
Acceptance of Truth from the Higher Authority Prescriptive teaching/learning - following set procedures Right/wrong feedback - testing on the learning
A utilitarian role, that is to say preparing students for the world of work
The work set by “teacher’ will be done because it is "the correct thing to do" - but don't expect imagination in the work or more than is set
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Cultivating Transformation The primary goal of the school is to provide the citizen with a foundation of knowledge, to inculcate common values and standards in order to promote the solidarity of individuals within a society and possibly to contribute to social mobility. A more detailed analysis shows that the school is not neutral and always contributes to the legitimization of the system in place. Transitioning – C&C to E&I Self-motivation starts to emerge - though learning procedures are still necessary
School – Enterprise and Innovation : E&i -
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 resource to be used
now
a
Transitioning – E&i to ODP Broader concerns now start to emerge and there is a need to make sure everybody is getting opportunities
School - Opportunity and Developing Potential : ODP -
Bigger picture thinking and emotional responsiveness What is important can be subject to consensus Learning from peers/group learning Personal development/development of self, within the group
"Teacher's" role is to facilitate the development of the group and individuals within the group.
Ivan Illich – deschooling society
He proposed as a solution the setting up of an educational network with three objectives: that anyone who aspires to the knowledge can do it independently of the diploma and at any age, to promote the pooling of knowledge among those wishing to teach And those who wish to benefit from it, as well as to give the possibility to any individual who has a new idea to express without fear the disapproval of the ideological apparatus of State Transitioning – ODP to EO Broader concerns now start to emerge and there is a need to make sure everybody is getting opportunities People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
V U C A
Volatile Things change continuously. What is true today isn’t true tomorrow. Even the nature and dynamics of change change.
Uncertain More than ever, we live with a lack of predictability and a prospect for surprise. It is impossible to predict how projects will evolve..
Complex Simple cause-and-effect chains have been replaced by complex interconnected forces and events. Interconnectedness makes all things increasingly complex. Ambiguous You can easily find convincing but totally contradictory information for any assertion. Because of complexity and unpredictability the ubiquitous availability of information has created a mist in which it becomes increasingly difficult to find clarity.
Evolving Change
Horizontal Development
WorldViews At the Orange-Green interface “You cannot get through a single day without having an impact on the world around you. What you do makes difference, and you have to decide what kind of difference you want to make.”—Jane Goodall
Eight principles can be used to describe the underlying nature of mindsets. These principles have been adapted from David Gray’s book ’Liminal Thinking..’ 1) Mindsets are unique to everyone 2) Mindsets are created by our experiences 3) Mindsets are imperfect models of reality 4) Mindsets govern our actions 5) Mindsets create our shared world 6) Mindsets are self-protective 7) Mindsets create blind spots 8) Mindsets can be changed www.benefitmindset.com/index.php/about/
Cultivating Transformation Learning Power: Learning Power is an interdependent set of 8 human qualities, values and capabilities that combine to determine an individuals learning effectiveness in a given context. Researched, Identified and captured in a formal diagnostic tool by University of Bristol, England, the researchers found these dimensions exist in all of us and, while some may be more natural to use than others, we can all improve any of them. As learning power improves through practice, our ability to perform, including the quality of our thinking, decision-making, self-awareness and interpersonal effectiveness also improves. The Learning Power model has been developed, extended and scaled by Learning Emergence LLP, a not-for profit partnership working globally to embed Learning Power diagnostic and improvement tools and processes in education, business and social change organisations. Learning Emergence is in the process of driving a transformational change in its ability to deliver Learning Power Improvement via the build of a mobile Learning Power Improvement app and supporting Learning Analytics platform. www.learningemergence.net/2015/04/06/learning-power-new-research-identifies-mindful-agency-as-central-to-resilience/
Cultivating Transformation Learning Power:
A CLARA profile is a researchvalidated self-report questionnaire which provides immediate feedback to individuals about their learning power on eight dimensions. It forms a framework for a coaching conversation designed to support the alchemy which converts self-diagnosis into strategies for change. Anonymised feedback provides facilitators and leaders with information about culture change.
Deakin Crick, R,. Huang, S., Ahmed-Shafi, A. and Goldspink, C. (2015) Developing Resilient Agency in Learning: The Internal Structure of Learning Power. British Journal of Educational Studies, vol. 63, Issue 2, pp.121- 160. DOI: http://dx.doi.org/10.1080/00071005.2014.904038 www.learningemergence.net/2015/04/06/learning-power-new-research-identifies-mindful-agency-as-central-to-resilience/
Cultivating Transformation 8. LifeQuest expressing life purpose self-actualisation 7. Synergistic mystery 1. Modelling collaborative realisation imitation group-based entelechy engagement project co-ordination recursive & circular community learning relationship bonding 6. Mentoring modelling excellence challenging – tasking mutual interest fascination resonance
0. Being Present awareness in the moment sensory observing the observer
5. Heuristic goal-directed 4. Identity outcome driven association project management conversation self-evaluation maturation hermeneutic learning appropriate categories epistemology
2. Enthusiasm curiosity exploration emerging learning discovery creative process play
3. Rote Learning data acquisitions 1-1 correspondence distinctions following directions instruction
Cultivating Transformation Common Cause Foundation The ten groups of values can then be divided along two major axes, as shown above: • self-enhancement (based on the pursuit of personal status and success) as opposed to self-transcendence (generally concerned with the wellbeing of others); • openness to change (centred on independence and readiness for change) as opposed to conservation values (not related to environmental or nature conservation, but to ‘order, self-restriction, preservation of the past and resistance to change’). Much of the ongoing research on values simply supports some commonsense, intuitive ideas. Some values or motivations are likely to be associated; others less so. When we are most concerned for others’ welfare, we are very unlikely to be strongly interested in our own status or financial success (and vice versa). When we are at our most hedonistic or thrill-seeking, we are unlikely simultaneously to be strongly motivated by respect for tradition. But it also reveals that these relationships are not unique to our culture or society. They seem to recur, with remarkable consistency, all over the world.
www.valuesandframes.org/handbook/2-how-values-work/
Thriving People PERMA-theory - Seligmann: positive psychology Positive emotions
include a wide range of feelings, not just happiness and joy. Included are emotions like excitement, satisfaction, pride and awe, amongst others. These emotions are frequently seen as connected to positive outcomes, such as longer life and healthier social relationships.
Engagement
refers to involvement in activities that draws and builds upon one's interests. Mihaly Csikszentmihalyi explains true engagement as flow, a feeling of intensity that leads to a sense of ecstasy and clarity. The task being done needs to call upon higher skill and be a bit difficult and challenging yet still possible. Engagement involves passion for and concentration on the task at hand and is assessed subjectively as to whether the person engaged was completely absorbed, losing self-consciousness.
Relationships
are all important in fueling positive emotions, whether they are work-related, familial, romantic, or platonic. As Dr. Christopher Peterson puts it simply, "Other people matter." Humans receive, share, and spread positivity to others through relationships. They are important not only in bad times, but good times as well. In fact, relationships can be strengthened by reacting to one another positively. It is typical that most positive things take place in the presence of other people.
Meaning
is also known as purpose, and prompts the question of "why". Discovering and figuring out a clear "why" puts everything into context from work to relationships to other parts of life. Finding meaning is learning that there is something greater than one's self. Despite potential challenges, working with meaning drives people to continue striving for a desirable goal.
Accomplishments
are the pursuit of success and mastery. Unlike the other parts of PERMA, they are sometimes pursued even when accomplishments do not result in positive emotions, meaning, or relationships. That being noted, accomplishments can activate the other elements of PERMA, such as pride, under positive emotion. Accomplishments can be individual or community-based, fun- or work-based.
www.livingmeanings.com/martin-seligman-and-his-two-theories-of-happiness/
Change Makers - Apps Urban Context Analysis Toolkit
Stronger Cities Consortium
Graphic depicts the themes for the urban context analysis. This framework applies a system-thinking approach that aims to understand both individual thematic areas and the interconnections and relations between each of the areas. The framework is based on research conducted by the IRC (Meaux and Oso san, 2016) and ALNAP (Campbell, 2016) on humanitarian response in urban areas. It is organised according to analysis themes (described below) and sub-themes identified as particularly relevant to an urban context analysis. It also contains a series of key questions to be used as a starting point to explore the themes, sub-themes and issues of interest to the implementing organisation.
Themes: Politics and governance: exploration of who holds power, in influence, and decision-making authority and whether the reality of these dynamics corresponds to official policies, regulations and laws. Social and cultural: consideration of the social structure, identities (eg language, ethnicity or religion), and individual factors that may support or hinder social relationships and cohesion. Economic: examination of issues such as income-generating opportunities, wage rates, commodity prices etc. that have a close connection to opportunities and vulnerabilities of affected population(s). Service delivery and infrastructure: review of access to quality services for affected population(s). Space and settlements: analysis of the space in which the crisis is taking place (physical organisation, risks and access). The framework also incorporates ‘Do No Harm’ and gender equality as cross-cutting themes. ‘Do No Harm’ analysis helps to ensure that programmes do not increase tension or undermine existing local systems (eg existing service providers or local government support).
Gender equality refers to the disparities between women and men as a result of the responsibilities assigned, activities undertaken, access to and control over resources, and decision-making opportunities assigned to them. Considerations of these cross-cutting themes are integrated throughout the toolkit, including the questionnaires and analysis steps, to be gender and conflict sensitive.
www.pubs.iied.org/10819IIED/
Thriving People & Thriving Communities A New Initiative For Making Our Movement See Itself One part of what it takes are new coalitions, new cross-sectional partnerships that pool our resources, networks, and capacities to serve this larger purpose. To prototype such collaborations, HuffPost is teaming up with the Presencing Institute (PI) in a joint initiative that blends the online news media reach of Huffpost with the global capacity and movement building infrastructures of PI and MITxu.lab in order to launch a joint initiative that will: Create an interactive multimedia hub to move the new economic narrative from marginal to mainstream. Shine a spotlight on pioneers and inspiring living examples of the new economy and the principles that guide them. Connect aspiring change makers with the pioneers that already created inspiring living examples around the various key acupuncture point areas of transforming capitalism Share key frameworks that link the transformation of capitalism and the upgrading our democratic and educational systems with the UN framework of the 17 SDGs (Sustainable Development Goals) Provide methods, tools, and movement building capacities that help change makes to move from idea to action. Otto Scharmer The figure depicts a map of places that we can choose to operate from when engaging with our social and environmental context. Simply put, we can choose to operate from a closed mind, closed heart, and closed will, or we can choose to operate from an open mind, open heart, and open will. Accordingly, our actions give rise to a social field of self-destruction (absencing) or of collective creativity (presencing). www.huffingtonpost.com/entry/2018-moving-beyond-trumprebuilding-our-civilizations_us_5a480ba1e4b0d86c803c7735?ncid=engmodushpmg00000003
Thriving People & Thriving Communities Regenerating Our Civilization At the end of the day what gives me hope is something very simple. Although as a civilization we are still heading in the wrong direction on many counts, many innovative and eco-system-aware people are doing great work in numerous contexts. Seeing that is a huge source of inspiration and hope. I see all these initiatives as part of an emerging movement that is working to regenerate the foundation of our civilization: how we work and live together. In the context of modern societies, this means rethinking and regenerating our economies toward sustainability, inclusion and well-being for all, our democracies toward more direct, participatory forms of governance, and our educational systems toward activating the deeper sources of learning (head, heart, hand) My source of confidence is that in all three areas the answers are right in front of us. I have seen them being prototyped in many different contexts. But they are not yet linked together and made visible to everyone. They have not yet transformed the old systems. Years ago, I realized that we lacked a word for this deeper capacity of self-knowing, which is why I introduced the blended word presencing. Presencing combines “sensing” (of an emerging future) with “presence” (actualizing that future in the now). The root of the word “presencing” means “to be.” The words essence, presence, and the old Indian sat, which means “truth” and “goodness,” all share the same Indo-European word root. An Old German derivative of the same root, sun, means “those who are surrounding us” or “the beings who surround us.” The deeper developmental capacity at issue here—which you see leadership teams around the globe wrestling with these days—is precisely that: how to connect to the intelligence of those [eco-systems] who surround us?
Otto Scharmer, Contributor Senior Lecturer, MIT; Co-founder u.lab and Presencing Institute www.huffingtonpost.com/entry/2018-moving-beyondtrumprebuilding-ourcivilizations_us_5a480ba1e4b0d86c803c7735?ncid=eng modushpmg00000003
www.huffingtonpost.com/entry/2018-moving-beyond-trumprebuilding-our-civilizations_us_5a480ba1e4b0d86c803c7735?ncid=engmodushpmg00000003
“This is how they survive. You must know this. You’re too smart not to know this. They paint the world full of shadows and then tell their children to stay close to the light. Their light, their reason, their judgements, because in the darkness there be dragons. But it isn’t true. We can prove that it isn’t true. In the dark there is discovery, there is possibility, there is freedom in the dark when someone has illuminated it. And who has been so close as we are right now?” black sails
Vertical Development
MetaModern Contrast the metamodern ideas against the modern and postmodern ones: Modern ideas: Faith in science Development and progress Democracy The individual A meritocratic social order Humanity can recreate nature by virtue of her reason
Metamodern Psychological Development Framework Hanzi Freinacht
Postmodern ideas: Critical questioning of all knowledge and science Suspicion towards all grand narratives about “progress” Emphasis on symbols and contexts Ironic distance Cultures have been oppressed and ruined by modern society Reveals injustice in “democratic” societies Relations create the individual A multicultural order where the weak are included Humanity has destroyed the biosphere Metamodern ideas: How can we reap the best parts of the other two? Can we create better processes for personal development? Can we recreate the processes by which society is governed, locally and globally? Can the inner dimensions of life gain a more central role in society? How can modern, postmodern and premodern people live together productively? How can politics be adjusted to an increasingly complex world? What is the unique role of humanity in the ecosystems of nature? www.metamoderna.org/metamodernism
Evolving Perspectives INDIVIDUAL PERSPECTIVES
ATTEMPTING TO COLLABORATE
Conforming
Reforming
Transforming
Transformational
BLUE/ORANGE
ORANGE/GREEN
GREEN EXIT/TEAL
TURQUOISE
Separate disciplines & Narrow worldviews
Interdisciplinary team & more integrated worldview
Transdisciplinary team & integrated systems worldview
Synergetic teams & emergent co-creation systems of systems
Independent
Co-dependent
Inter-dependent
Emergent
Closed-minded, selfserving, taking, competitive, protective
Relatively open-minded, recognise diversity, collegiate specialists, harmonious
Open-minded, synergy seeking, giving, respectful, holistic integration
Evolving Ecosystems, different niches & specialities, selfsustaining, team of Champions Bring diverse knowledge, beliefs & ideologies, but cooperate through context-based expert contributions
Co-evolution Ecosystems, overlapping niches & specialities, selfsustaining champion team
Integral, metapragmatic, multistratified minded, holonic, scans the macro, global awareness
Separately evolved, protective of niches & specialities, individual competitive performance Antagonistic imposition of knowledge, beliefs & ideologies I am alone and must fight to survive
I will join others for mutual benefit
INTEGRATING VISION
Synergistic contextbased expertise & system design contributions
INTEGRAL MAPPING
Emergent growing/evolving consciousness, highly divergent. Belong to the universe, at one with life-force
www.integralmentors.org
Leadership Maturity Framework 1
Copyright 2018 Vertical Development Academy
Leadership Maturity Framework 2
Copyright 2018 Vertical Development Academy
1
Developmental Growth 1
2 3 People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Š integralMENTORS
4
5
Developmental Growth 2
6 7 People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Perspective – Development 1
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Perspective – Development 2
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Evolving Change
Changing Minds
The Seven Steps of Thriveable Transformation Overview In 1974 Psychologist Prof. Clare Graves summarized his three decades of research into adult development as follows: “What I am proposing is that the psychology of the mature human being is an unfolding, emergent, oscillating, spiraling process marked by progressive subordination of older, lower-order behavior systems to newer, higher-order systems as man's existential problems change. These systems alternate between focus upon the external world, and attempts to change it, and focus upon the inner world, and attempts to come to peace with it, with the means to each end changing in each alternately prognostic system.”
Thriveable Transformation integrates these developmental insights with integral psychology, big history, evolutionary science and cognitive science, to provide an accelerated process for transformation at individual, team, organizational, community and regional scales. Let’s call these “entities”.
The Seven Steps of Thriveable Transformation follows an alternating sequence of “outside-in” and “inside-out” logic. Step 1 begins with an outsidein understanding of the context of the entity in focus. For an individual, for example, the context might include family, a team or a community. Step 2 then flips into an inside-out mode of inquiry, asking what it is that is motivating the entity in question, what is the stance of that entity, how does it feel about things, what are its values and priorities that shape its needs? This logic continues throughout the seven steps, until the final integration of all of these inquiries in Step 7, which also offers us the opportunity to experience a transformational moment. Thriveability is designed using a second-tier template that includes two "upstretch packages”. The key principle is that "Thriveability starts with me, and is everyone's responsibility"- this works through stages and a set of evolving views from each successive stage, so that decision makers at scales from families to communities to cities to organizations to countries to global bodies can make more Thriveable decisions. The Thriveability Template recognises that each stage of development is an interconnected ecosystem of players with complementary strengths who ideally need to co-evolve Thriveability in their parts of the ecosystem, helping unblock blockages motivated by propositions which are irresistible to each stage. Absence of any of the healthy manifestations in any of the earlier stages (first tier) makes any claim to later stages (second tier) misguided. Fully realized second-tier focuses on the dysfunctional parts of the first-tier system, assisting it to become an expression of the healthy versions of all six levels.
For more details, read “Making Good Happen” http://amzn.to/2iAr3o6 and contact Dr Robin Lincoln Wood at rlw777@me.com
The Seven Steps of Thriveable Transformation SEE - Understand Your Context What is the structure of the system that operates as the context for the entity? What are the parts, what constitutes the whole? How do those parts inter-relate and affect each other? Is the context functional or dysfunctional? Why? How does the past influence the present and enable or constrain future possibilities in the context? What are the Bio, Psycho, Socio and Techno trends, threats and opportunities?
FEEL - Examine Your Values & Priorities What motivates you as an entity in this situation? What are your/its aspirations and frustrations? What core values are enabling or constraining the possibilities in this situation, and how are they shaping the priorities of the entity? What is the current trajectory of the entity? Where is it heading if nothing is done or changed? Which relationships between the entity and significant others are working, which are dissonant?
ALIGN - Align With Enabling Trends & Forces What are the main tensions between the entity and its context? How is its context changing? What are the “Givens� in this situation? What trends favor the instinctive direction the entity is moving in or desires to move toward? What deeper forces in the environment around the entity and the systemic structures it is part of, enable or constrain this movement? What are the strong attractors and repellants? How can the tensions between these trends, forces and the desires of the entity be aligned generatively?
“Making Good Happen" http://amzn.to/2iAr3o6
The Seven Steps of Thriveable Transformation MOTIVATE - Act From Stratified Insights What is the center-of-gravity of the entity in terms of its values? How healthy and appropriate are those values for the entity and its key stakeholders? What valuesystems are driving each key stakeholder? How resonant or dissonant are those values with the preferences of the entity itself? What are the “hot buttons” and “cold buttons” for each stakeholder? What is the readiness for change of the entity and its key stakeholders? Are they stuck/blocked, or flowing in a good direction?
MAP - Map Your Journey To Thriving Which of the six pathways to thriving set out in the book “Making Good Happen- Pathways to a Thriving Future”, is the entity aware of and engaged with? Map the key activities of the entity for each pathway, and those of its key stakeholders in its context. Dig deeper into the processes and relationships that maintain the status quo, and those that can lend themselves to change and transformation. Use a strategic influence map to identify key leverage points for emergence in the system. Where are the warm synergies?
INTEGRATE - Integrate Your Evolutionary Self What is the emerging purpose of the entity that might enable it to change or transform within its context, or even shape its context? What is the unique contribution of the entity to the systems it forms a part of? What is its “genius”? How can the entity become more coherent by transcending and integrating itself and its current context?
“Making Good Happen" http://amzn.to/2iAr3o6
The Seven Steps of Thriveable Transformation DESIGN – Designing Thriveable Futures Designing Thriveable Futures relies on the art and science of generating transformative moments that shift entities and the warm systems they are in, into healthier, more thriveable states. The most powerful force for thriveable transformation in our challenging world today, is the ability to develop a new cognitive stance toward reality that directly contradicts what we take for granted without reflection. If thinking for yourself still has meaning in the internet age, it amounts to including opposites and potentials in your thinking which open you up to new experiences and possibilities, informed by the sequence of what you have learned in the first six steps of thriveable transformation. The outcome of the sequence of the first six steps is a new perspective or mindset which opens up new possibilities. Your experience then follows your perspective. Teaching and learning integral, critical, complex and realistic thinking is the first step to realizing thriveable, transformative designs and moments in your own life and that of the others you engage with. In designing thriveable futures, you will need to reflect often on three questions to enhance your own success and ensure that of others through win-win-win dynamics: “What should I do, for whom?” reframe your identity and its sources (your work, family, possessions, habits, opinions, values, beliefs and so on) to be more conducive to co-creating thriveable futures; “What can I do, what are my options?” how can you learn to engage with concepts and designs with a transformational complexity beyond your current capacity, as well as deploy your existing capabilities wisely? “How am I doing?” what feedback is the world giving you and your current way of operating? What are you perceiving, and what are you projecting? How might your perspective change or transform in response? Leaders in general must rethink their thinking to co-create thriveable outcomes through novel, emerging situations, especially in transforming social and business models. The north star for new social and business models must be thriveability for all stakeholders and all life. Corporate cultures open to transformational thinking have a much better chance of being transformational than organizations adhering to logical-thinking schemes which exist in departmental silos. This new integral vision requires lifelong and steady commitment to transformations of consciousness (Wilber et al. 1986) and constant revisioning of our models of self-and-other-seeing and -relating
“Making Good Happen" http://amzn.to/2iAr3o6
The r3.0 Transformation Journey Program
https://reporting3.org
The r3.0 Transformation Journey Program
https://reporting3.org
The r3.0 Transformation Journey Program
About Reporting 3.0 The Mission of the Reporting 3.0 Platform is to help catalyze the trigger-function of reporting to spur the emergence of a regenerative and inclusive global economy. To achieve this transformation, Reporting 3.0 curates a collaborative, pre-competitive, neutral space where stakeholders from across the reporting spectrum gather to co-create the design needs and pilot new best practices for future-fit reporting. https://reporting3.org
Modelling Emergence Almost by definition, predicting with certainty the properties that will emerge in any complex system is not possible. However, there are a number of tools that are available to help us understand properties that may emerge subject to certain assumptions being valid
Living with diversity can be a much-valued feature of a thriving city.
These models must be used cautiously, with careful and continuous checking against the real-world systems they claim to model. The illustration is of an agent-based model (ABM) in which agents behave according to certain rules in an environment. Initially red and green agents are distributed at random. If red agents “slightly� prefer to be next to red agents, and green next to green, a pattern of segregation emerges over time. But does segregation inevitably happen when the agents are humans and the habitats are cities? Forth part of an ongoing input - Complexity and the City by Paul Krause: BSc PhD FIMA Cmath, Professor in Complex Systems, Surrey University See also Urban Hub 7, 8 & 9 www.surrey.ac.uk/cs/people/paul_krause/
Modelling Emergence Moving Towards Understanding
Prof. Paul Krause Three thousand years ago, the author of the Book of Ruth wrote a carefully crafted parable on the joy of unity and community between nations. “Intreat me not to leave thee, or to return from following after thee: For whither thou goest, I will go; and where thou lodgest, I will lodge: Thy people shall be my people, and thy God my God.�
Is diversity a public good for Urban Living? Not everyone agrees, clearly. But, the indications from theoretical and empirical studies of ecosystems indicate that diversity supports resilience and adaptation in the face of a changing environment. For cities, the work of the National Trust for Historic Preservation in the USA provides evidence that repurposing built environment to support functional diversity in both workplace and living spaces has strong economic and environmental benefits, as well as building a stronger sense of place. www.surrey.ac.uk/cs/people/paul_krause/
Modelling Emergence Moving Towards Understanding
Prof. Paul Krause
If we can understand better how certain features of a society emerge, then perhaps we can work to catalyse emergence of such features in other places. Diffusion models in ABMs can help. Recent advances in network analysis are also showing promise. Renaissance Italian families did it, Queen Victoria did it, we all do it to an extent; manipulating networks can help achieve our goals. We are now gaining a better understanding of how to identify interventions in a network that achieve change in a positive way. Maybe we will be able to plan “emergence�? But who decides, and who performs the intervention? Those are much deeper questions.
Karlsen and Moschoyiannis Applied Network Science (2018) 3:30 www.surrey.ac.uk/cs/people/paul_krause/
“Cities have the capability of providing something for everybody, only because, and only when, they are created by everybody.� Jane Jacobs, The Death and Life of Great American Cities
Good City
Building thriving cities
The Good City Exponentials Co-Creation Process In this complex world that we live in, no single architect or organisation can have all the answers. It’s time to embrace a new regenerative and co-created architecture that goes beyond the physical form and carefully considers the day-to-day experience of our urban lives. Exponential Co-creation Process All great co-creation begins with an alignment of values and strategy at the highest level of an organisation. This is a foundation through which a deeper vision, story and concept emerges. This story then provides a context, structure and framework for a series of participatory design workshops and events. With each new workshop and discussion the design evolves until a point when the developer feels ready to launch their project brand and pre-sales website and pre-marketing campaign. At each stage of the process we are building a network of stakeholders, partners and future customers. We are listening, learning and co-creating together through online and offline channels. We are transforming from a developer-mindset to a ecosystem-platform-mindset. This is the work that we do with our clients at Exponentials. At the core of this process is the willingness of decision makers to see human and organisational development as a fundamental part of a new architecture. This work goes beyond the building themselves. It challenges us all to deeply explore how we can live and work together in new ways. We will be launching a REGA network and manifesto around this topic in 2019 Further reading https://drive.google.com/file/d/1W6sk3ZPaptYGQtQ7kB0vx2s20YV-rkO/view REGA Network. Regenerative Architecture. http://www.exponentials.co.uk
The Good City Beyond Buildings
http://www.exponentials.co.uk
The Good City A case study in Stockholm is Urban Forest and Nobelberget. We chose the name Urban Forest because it embodies the ‘ecosystem-platform mindset’ that we believe is critical for participatory city development to take place. The primary purpose of Urban Forest is to think beyond the physical buildings, and carefully consider the digital, cultural and social dimensions of urban life. The first step is to focus on hosting public events, workshops and gatherings, through which we can catalyse deep conversations, spark new ideas and strengthen local networks, continuously adding to our ever-evolving ecosystem map of people, projects and possibilities.
The final step is to build our digital and cultural platform so that residents and neighbours can effortlessly stay connected and engaged in local events and projects. We imagine a mobile marketplace and private social network that simplifies daily life and increases the chances of spontaneous meetings and connections. With the right platform, the possibilities are endless. We can bring diverse cultures and tribes together around good food, music and the arts. We can design our spaces so that they can continuously adapt to the needs of our members and residents. We can even prototype new forms of local governance, crowdfunding and decision making.
The second step is to build our tribe of city-makers who can work with us to co-create innovative services and community projects which we will aim to integrate into our masterplan. Currently, in collaboration with White Architects, we are exploring the possibility of creating a car-free urban forest of indoor and outdoors spaces that flow into each other, creating a diverse range of intimate and open arenas where both planned events and spontaneous gatherings can take place. We are also working on a ‘retail renaissance’ concept where we retain ownership over all the ground floor spaces within NobelBerget and operate those spaces as a community hub within a stunning streetscape of themed cafes, gardens, art installations and playgrounds. https://www.urbanforest.life
https://stad.nobelberget.se
Urban Regeneration Urban regeneration: a manifesto for transforming UK cities There is much discussion about cocreation of urban design and community engagement, but how can it be done effectively? I recently spoke to a local audience in the city of Brighton & Hove at the ‘Growing our living city 2030’ meeting in July 2018 (which was part of a series of excellent events organised to examine the possible urban future of Brighton & Hove). The meeting was joined by city councillors and over 70 people from a variety of organisations; following the presentation, the group developed a vision and gathered valuable feedback in four areas: Seafront, City Centre, Neighbourhoods and Urban Fringe
Steffen Lehmann
Feedback was gathered across four wide areas to provide focus. We will be bringing this all together in a summary and adding to this page at a later date, so keep checking back. Here are some images of the feedback gathered by area, followed by some of the key visions:
Neighbourhoods
By 2030 another 20,000 people are forecast to move to Brighton & Hove, and this modest population growth will provide further opportunity for high-quality urban regeneration. I presented strategies for urban regeneration that are outlined in my new forthcoming book to be published at the end of 2018. Growing our living City: https://spark.adobe.com/page/sjfNsJ0ecWZSF/
Urban Regeneration Urban regeneration: a manifesto for transforming UK cities
Steffen Lehmann
The book provides an urban manifesto and clear guidance to city councils, architects, planners and decision makers on how to maximise social and environmental benefits from the urban regeneration of UK cities. It explores and offers guidance on the complex process of how to transform cities, continuing the unfinished project of the seminal 1999 text ‘Towards an Urban Renaissance’.
Green space and urban architecture are not a contradiction but can be nurtured side by side (image: Rotterdam).
It is a 21st-century manifesto of ten urban principles developed over the last two years for the regeneration of UK cities, focusing on the characteristics of a ‘good place’ and the strategies of sustainable urbanism. How can we best transform the derelict, abandoned and rundown parts of cities back into places where people want to live, work and play? The Urban Manifesto builds on my 30 years of reflective practice in urban design and sustainable architecture, and my extensive advisory work with cities worldwide, where I advocate health and well-being as the main policy driver. It provides a synthesis of knowledge across different disciplines. This Urban Manifesto frames an architecture of re-use that translates and combines the complex ‘science of cities’ and the art of urban and architectural design into actionable and practical guidance on how to regenerate cities. Fascinated by the typology and value of the compact UK and European city model, I introduce the concept of ‘high density without high buildings’ as a solution that will make our cities compact, walkable, mixed-use and vibrant again. This book was written to fill a much-needed gap and offer guidance on the complex process of how to transform and regenerate existing postindustrial cities in the UK, where attention is turning to the regional cities. It will be an important resource for practicing architects (and students), town planners, urban designers, urban decision-makers, geographers and engineers taking an active role in developing urban strategies and adaptation solutions to ensure our cities are resilient, resource-efficient and sustainable in the face of intensifying global warming.
Worldwide there is now a trend that universities develop their city campuses and open them up as informal green spaces to the surrounding city, with strong patronage for good architecture (image: Munich).
A mono-centric city has many limitations. The model of the polycentric network city is of particular interest, for example Brighton & Hove could focus on developing other higher-density areas around railway stations
City Leadership: www.city-leadership.com
The Good City We Can Make
https://kwmc.org.uk/projects/wecanmake/
The Good City We Can Make
https://kwmc.org.uk/projects/wecanmake/
The Good City We Can Make
https://kwmc.org.uk/projects/wecanmake/
The Good City We Can Make
https://kwmc.org.uk/projects/wecanmake/
Urban Regeneration The development of an inclusive neighbourhood Plan
www.burning2learn.co.uk
Urban Regeneration The development of an inclusive neighbourhood Plan
www.burning2learn.co.uk
Urban Wellbeing Real participation in all aspects needs to be included
Wellbeing : Aspects of Design
https://meetingoftheminds.org/guiding-green-and-smart-urban-development-in-china-14830
Urban Wellbeing Wellbeing – Healthy Cities Key messages • Cities are complex systems, so urban health outcomes are dependent on many interactions • The so-called urban advantage— whereby urban populations are, on average, at an advantage compared with rural populations in terms of health outcomes—has to be actively promoted and maintained • Inequalities in health outcomes should be recognised at the urban scale • A linear or cyclical planning approach is insufficient in conditions of complexity • Urban planning for health needs should focus on experimentation through projects • Dialogue between stakeholders is needed, enabling them to assess and critically analyse their working practices and learn how to change their patterns of decision making www.scribd.com/document/282213136/Healthy-Cities-Lancet
Urban Wellbeing HOW PPS DRIVES CHANGE Transforming Places: We help communities and cities shape their future through individual public spaces and broad placemaking campaigns.
Building the Placemaking Movement: We convene, amplify and build the capacity of the placemaking movement globally and locally.
Campaigning for Systemic Change: We make the case for placemaking and engage with like-minded people and movements to influence policies, disciplines, hearts and minds.
www.pps.org
Urban Wellbeing Placemaking Placemaking is both a philosophy and a practical process for transforming public spaces. It is centred on observing, listening to, and asking questions of the people who live, work, and play in a particular space in order to understand their needs and aspirations for that space and for their community as a whole.
Project for Public Spaces is a non-profit organization dedicated to helping people create and sustain public spaces that build strong communities. We are the central hub of the global Placemaking movement, connecting people to ideas, resources, expertise, and partners who see place as the key to addressing our greatest challenges. www.pps.org
Integral begins with a recognition that we are evolving through growth stages in individual consciousness and culture. Each of these stages has something important to offer: a dignity, insight and capacity, which shines most brightly when combined, or integrated, with the dignity, insights and capacities of other stages. This integration creates more than the sum if its parts, giving rise to new emergent capabilities. These capabilities include the ability to harmonize previously conflicting perspectives and worldviews and to see and enact solutions that have not been seen or tried before.
A Broader View
An Integral View A more integral cartography 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? • Lines or Streams of Development numerous different streams, modules, or lines of development, including cognitive, moral, spiritual, aesthetic, somatic, imaginative, interpersonal, etc.
• States of Consciousness multiple states of consciousness, including waking, dreaming, sleeping, altered, non-ordinary, and meditative.
• Types of Development numerous different types of consciousness, including gender types, personality types (enneagram, MyersBriggs, Jungian), and so on. People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
An Integral View A more integral cartography •
Cultural factors the extraordinarily important impact of numerous cultural factors, including the rich textures of diverse cultural realities, background contexts, pluralistic perceptions, and so on, none of which should be unwarrantedly marginalized, all of which should be included and integrated in a broad web of integral-aperspectival tapestries (and, just as important, a truly "integral transformative practice" would give considerable weight to the importance of relationships, community, culture, and intersubjective factors in general, not as merely a realm of application of spiritual insight, but as a mode of spiritual transformation).
• Social system the massively influential forces of the social system, at all levels (from nature to human structures, including the all-important impact of nonhuman social systems, from Gaia to ecosystems). • 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
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
A Broader Framework (IMP) Integral Methodological Pluralism A set of social practices that corresponds with AQAL metatheory. (see earlier volumes 1 to 8) IMP is paradigmatic in that it includes the most time-honored methodologies, and metaparadigmatic in that it weaves them together by way of three integrative principles: • non-exclusion, • unfoldment, and • enactment These three regulative principles — non-exclusion, enfoldment, enactment--are principles that were reverse engineered, if you will, from the fact that numerous different and seemingly "conflicting" paradigms are already being competently practiced all over the world; and thus the question is not, and never has been, which is right and which is wrong, but how can all of them already be arising in a Kosmos? These three principles are some of the items that need to be already operating in the universe in order for so many paradigms to already be arising, and the only really interesting question is how can all of those extraordinary practices already be arising in any universe? IMP – integral Methodological Pluralism
With regard to IMP, we can put the crucial point very simply: what if an individual .. accepted the basic validity of • • • •
hermeneutics and systems theory and introspective phenomenology and empirical science and
• •
shamanic states of consciousness and developmental psychology and
• • •
collaborative inquiry and ecological sciences and postmodern contextualism and
• neuroscience and .... If the basic legitimacy of all of those time-tested methodologies is allowed, then the experiences that all of those social practices enact, bring forth, and illumine become grist for the mill of a …. metatheory that accounts, or at least attempts to account, for all of them in a believable, coherent fashion
A Broader Framework (IMP) Integral means • comprehensive, • inclusive, • non-marginalizing, • embracing. Integral approaches to any field attempt to be exactly that – to include as many: • perspectives, • styles, & • methodologies as possible within a coherent view of the topic. In a certain sense, integral approaches are “meta-paradigms,” or ways to draw together an already existing number of separate paradigms into an interrelated network of approaches that are mutually enriching. – Ken Wilber People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
A Broader Framework Perspectives – Domains of Knowing A Quadrant Worldview
My Values & Mindset
Our Culture & WorldViews
A Quadrivia Worldview
My Behaviour & Lifestyle
‘City’ viewed from a personal perspective – through personal mindsets & values (centre of gravity)
‘City’ viewed from an empirical perspective – (data and observation driven)
Our Society & Systems
‘City’ viewed from a cultural perspective – through group culture & worldviews (dominant mode of discourse)
‘City’ viewed from a social & systems perspective – (data and observation driven)
domains in which I am embedded
People do not perceive worlds but enact them. Different mindsets bring forth different worlds. People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
A Broader Framework • what people can see about me • the tangible & measurable parts of my behaviour, my doing • what I eat & do
[Personal: Values, Commitment, Responsibility, Altitude]
[Behaviour: Actions; Competencies; Compliance; Choices]
OUR SHARED MEANING & RELATIONSHIP (the me space)
GROUP PROCESSES/SYSTEMS, STRUCTURES (the its/others space)
• • • •
our culture & relationships how we understand & relate to each other our worldviews our common mode of discourse (StructuralStage)
[Cultural: Shared values, Morale, Myths & Legends, Covenants]
• the design of things/systems • the process, procedures, structures & systems that support, explain, map, measure & guide • aesthetics, how things look/work [Systems: Organisational structures; Policies & Procedures; Metrics; Contracts]
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Objective - Exterior
• what matters to me • my inner world • my thoughts, feelings, fears, values, meaning. intentions & consciousness • my worldviews • my developmental centre of gravity (Structural-Stage) • my state centre of gravity (State-stage)
MY BODY & ACTIONS (the it/other space)
Inter-objective - Exterior
Inter-subjective - Interior
Subjective - Interior
MY MEANINGS (the me space)
The deeper your development the broader your evaluation
Evaluation
Integral Evaluation
Types of data to be collected:
Impact on Mindsets
Impact on Practices
Impact on Culture
Impact on Systems
(ways of thinking about and approaching problems)
II
Guiding principle here is that you need enough diversity in what data you are gathering and how you are gathering it, that you can adequately capture impacts that are occurring in all quadrants.
(practices & conduct carrying out work)
- third-person data (objective) such as surveys or other quantitative ways to measure change, - second-person (intersubjective data) such as data that is generated and interpreted together as a group or within a process, and - first-person (subjective data) such as reflective answers, thick description, or other qualitative descriptions (one-on-one).
(collaboration, cultural perceptions, and social discourse in issues)
(policies, structures that support innovation in work)
www.integralwithoutborders.net
Integral Evaluation THIRD-PERSON DATA COLLECTION • Build in content from the indicator table into the feedback forms, proposal questions, grant reports, forum retrospectives, etc. • This will generate actual numbers along the 1-5 spectrum for these indicators, which can be quantified and used in evaluation analysis and reporting. • Any thing you quantify (numbers of participants, proposals or multi sector tables) can be useful to analyze and include. FIRST-PERSON DATA COLLECTION • To generate thick descriptions on these indicators (about how and why changes occurred as they did): • use more in-depth reflective questions posed within one of the activities, such as a qualitative question in a survey • or by doing key-informant interviews with a sample of the target audience.
SECOND-PERSON DATA COLLECTION • At the Evaluation Pod meetings and Development Evaluation (DE) meetings generate discussion and reflection through prompting with skillful DE questions. Then, harvest the insights and doing pattern-finding; that is where indicators come in. • Community Liaison carry out this pattern-finding afterwards then reflect back to the other participants later. • During the DE sessions, do some group patternfinding with indicator tables written on flipcharts, and participants use post-it notes to tag where in the spectrum they would say the outcome was achieved. This is based on participant-observation, and is co-generated in a focus-group style meeting.
www.integralwithoutborders.net
Integral Evaluation
R
Reflective, experiential inquiry Description: interior felt-sense, how one feels (about oneself, org, project, issue), Methods: phenomenology Methodologies: personal ecology sheet self-reflection (can use this tool to guide the process, can be an ongoing cascading reflection-stream, and/or can be accessed through journaling).
Developmental inquiry Description: interior personal change, developmental stages, changes in motivation, attitudes, and values. Methods: structuralism Methodologies: developmental assessment (includes pre/post interviews that are carried out one-onone with a sample of the population and the interviewer is trained to ask the same questions that hone in on indicators for motivational, attitudinal
Interpretive inquiry Description: culture and meanings held by the group or community; for example, how do people generally feel and what do they know about “conservation”, what does “conservation concession” mean to them? Methods: hermeneutics Methodologies: focus group (using a guided method, shared below, as a pre/during/post method of “taking the pulse” of the group—where motivation lies, what is working what is not, how can the project shift and flow.
Ethno-methodological inquiry Description: changes in social discourse, implicit “background” social norms, and shared worldview. Method Family: ethno-methodology Methodologies: participant-observation (using a tool with focus questions on specific domains of change) Integral Methodological Pluralism application - international development framework : Gail Hochachka IWB
I
Integral Evaluation
E S
Empirical inquiry Description: quantitative measurement of seen changes in behaviours, for example: shifts in land-use practices, uptake of conservation practices in the household, behavioural change in gender relations. Methods: empiricism Methodologies: measuring, ranking, and quantitative analysis (pre/during/post measurement that ranks certain behaviours from 1-10 and can compare/contrast to later assessment, after which time that data can be analysed using quantitative methods to create graphs and figures of what percentage of behaviours changed through the lifetime of the project.)
Systems inquiry Description: quantitative measurement of seen changes in social, economic, political systems in which the work is carried out. Methods: systems analysis Methodologies: systems-analysis tool
Integral Methodological Pluralism application - international development framework : Gail Hochachka IWB
Integral Evaluation Tomo Analytica Tomo Analytica is a data company dedicated to building analytics, platforms and web app products for social impact organizations. We are passionate about scaling impact of companies that are working towards positive and measurable shift in environment and life conditions. We work with startups and established organisations that have a greater vision for regenerative global commons, climate change adaptation, smart cities/communities, health and wellness, humanitarian aid and renewable energy.
Computational Impact Design Tomo Analytica provides a transdisciplinary data-driven analytics to define, measure and improve your project’s impact. There has been a surge in technological advances in social change work in recent years, and the capacity to network and crowdsourcing is now possible for any problem. However, the issue of measuring true impact remains a puzzle to be solved. This is mainly because increased social complexity has created the need for a framework that combines new technologies with emerging social change disciplines and narratives. Our platform uniquely synthesizes breakthrough transdisciplinary research methods and cutting-edge data science technology to generate insight into patterns and trends never before possible. http://tomoanalytica.com/
Integral Evaluation Open Source, Open Mind, Open Heart Workshop A weekend workshop to explore the world of open source technologies and develop a vision for building sustainable ecosystems. Open source praxis is about the freedom to practice your autonomy, self-governance and individual values in your professional and personal lives. You can choose the technologies and work infrastructure that is aligned with your authentic values. We will assist you in upgrading your systems from proprietary operating systems and software to free and open source. We will also recommend training programs and certifications that are tailored to your needs. A webapp to measure and analyze the impact for your project. We use transdisciplinary analytics and data science methods to curate data sets, develop research methods and build dashboards with intelligent and interactive graphs. Each project tells a unique story through the data it generates. We work with you to qualify the quantitative data , and quantify the qualitative data to better understand your story. This rigorous and field-tested method gives you better handle of the true impact of your projects and empowers you to more fully manifest your vision in the world. Discourse analysis can identify how your team’s motivation, collaboration and cognition is changing over time. Developmental profiles can illuminate how individuals are likely to perform and better understand their needs. Impact oriented business intelligence reports will redefine your strategies and resource management. Leading edge technology will give you unique capacity and enhance your strategy. http://tomoanalytica.com/
Integral Evaluation LOW POINT ASSESSMENT: Moving potential forward, addressing gaps and sticking points
FOUR QUADRANT MAP: Working With Complexity
Topic or Issue:
Topic or Issue:
www.integralwithoutborders.Net
Make-up of our Mindset or Worldview The perspective (concepts/lens) through which we view our world are mostly self-built, based on life conditions (and genes). These life conditions help develop our mindset, values, and our depth and complexity of consciousness. That is, we mostly ‘self-construct’ the world that we are aware of or 'see'. Different perspectives ('lenses’) bring forth different worlds in the same ‘physical’ space. Our own perspective (lens) is developed from many of the following: • Age • Gender • Mindset • Culture (Dominant mode of discourse) • Community (Dominant mode of discourse) • Family (Dominant mode of discourse) • Country (Dominant mode of discourse) • Location • Geography • Rural/Urban • Climate • Education type and level • Experience of all kinds • Multi cultural/country embeddedness • Personal Centre of Gravity - values/altitude • etc. In order to transform to a broader perspective we need to transcend our current ‘lens’ (include its positive aspects) and unlearn the lesser or negative elements. This is difficult as in transformation all the above need to be re-evaluated and transcended. People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Co Learning To you
To us
Framing the question to unlock the talent that may be buried in our communities.
The issue then moved to their community. The discussion turned to businesses, restaurants, farming, and factories.
Based in the town of Swanley, in England, we asked young people between the age 10 to 14 to think about the United Nations Sustainable Development Goal 6 - Clean water and sanitation. Together they came up with issues of washing, showering, and cleaning teeth.
To all of us
The closing discussion was on whether there was enough water go around for all these uses? Over the summer holidays they agreed to come up with the problems and the solution that they can see in their home, town and country. We are also asking this question of young people in Australia, USA, Grenada, South Africa and Spain.
Together we all can help each other www.burning2learn.co.uk
Books
Thriveable Cities series so far covers: A Meta-Pragmatic approach Smart Sustainable Thriving Cities Integral Methodological Pluralism Integral Theory Integral Workbook Visions & Worldviews vol. 1, 2 & 3 What We Can Do: Cultivating Change Odyssey 1 – a journey Education - a future Co Creating Emergence Inferno & Phoenix (Oct ‘18) each book can stand alone taken together they give a more rounded appreciation of how this broader framework can help in the analysis and design of thriveable urban environments. Urban Hub series. Pdf versions are free to view or download at www.slideshare.net/PauljvsSS Can also be viewed at issuu.com/paulvanschaik
Hardcopies can be purchased from Amazon
Guides for Practitioners
Integrally
Informed
The Guides for Integrally Informed Practitioners (adjacent) cover much of the theory behind the Integral Meta-framework used in these volumes. For topics covered in others volumes in this series see the following page. Urban Hub Series These books are a series of presentations for the use of Integral theory or an Integral Meta-framework in understanding cities and urban Thriveability. Although each can stand alone, taken together they give a more rounded appreciation of how this broader framework can help in the analysis and design of thriveable urban environments. Key to an Integral approach to urban design is the notion that although other aspects of urban life are important, people (sentient beings), as individuals and communities, are the primary ‘purpose’ for making cities thriveable. All other aspects (technology, transport & infra-structure, health, education, sustain-ability, economic development, etc.) although playing a major part, are secondary.
Integral UrbanHub
Co Creating Emergence
Thriveable Cities
Urban Hub11
A series of graphics from integralMENTORS integral UrbanHub work on IMP and Thriveable Cities
This work shows the graphics from a dynamic deck that accompany a presentation on Visions & WorldViews and Thriveable Cities. The history of the co-evolution of cities, evolving WorldViews, Visions & Mindsets in urban Habitats and technology is presented in an integral framework. Integral theory is simply explained as it relates to these themes see UH 2 & UH 3 for more detail. This volume is part of an ongoing series of guides to integrally inform practitioners.