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Adult Development Models and their use in the Public Sector
Reflections on IFIS' Online Colloquium N° 45
Adult development
The Russia-Ukraine crisis viewed from an integral perspective
"If a problem appears unsolvable, you have the wrong paradigm", says one of our sliders above.
Working towards a more conscious society through personal development
It was a pleasure to have the opportunity to present during the IFIS Online Colloquium session on Mach 21st, 2018. Thank you for inviting me.
StageLens - a digital tool for measuring ego development
It was a pleasure describing the StageLens automated assessment technology to the IFIS attendees. I found the questions and conversation to be fruitful and I look forward to follow-up opportunities to dive deeper.
Introducing the Lectica assessment model for measuring leadership development
It was interesting to engage with an informed audience around dynamic skill theory and the Lectica assessment model. Discussion around the lenses people used to evaluate the order of statements in the exercise was rich and helped to illuminate how any kind of ordering we do in trying to understand phenomenon is subject to the lens we use to perceive and make meaning of the phenomenon. As well, questions helped to illuminate the boundaries within which such assessments can be useful and contexts, focal points or conditions under which it might not be adequate.
Explaining the current developments in the Middle-East
Why is there an outpouring of energy for democracy and freedom in the Middle East, in Tunisia, Egypt, Jordan, Yemen? Trying to explain this is difficult and there are obviously many factors at play into what has led up to the public demonstrations against undemocratic and tyrannical governments throughout this region. An integral meta-studies approach is useful in providing an analysis of these explanations because it flexibly employs multiple lenses and is conscious of the limits on the range of theoretical lenses it can use to develop explanations of complex social events.
Metatheorising development - The student-teacher relationship
Let's take the student-teacher relationship for example
One of the starting points for an integral and integrative approach to meta-studies is the recognition that many different lenses exist for studying a topic. Those lenses can be applied at every level in the sense making holarchy - in understanding and intervening at the empirical level, in understanding and intervening at the middle-range level and at understanding and intervening on the meta-level.
When does size matter?
A metatheory is a theory about other theories. Those other theories and their constituent elements are the "data" on which metatheorising is based. So, in building metatheory we need to draw a boundary around the kinds of data (other theories) we are interested in exploring. This boundary defines the domain of the metatheory. It doesn't matter how big or small that domain is, as long as we draw it and clearly describe it. Without any boundary around the range of relevance of the metatheory it cannot be tested and it cannot be validly argued that it accurately represents its data.