SlideShare ist ein Scribd-Unternehmen logo
1 von 139
Downloaden Sie, um offline zu lesen
© integralMENTORS
Integral UrbanHub
Integral Theory
Thriveable Cities
UrbanHub
integralMENTORS
Paul van Schaik
© integralMENTORS
3
© integralMENTORS
Integral Theory
Thriveable Cities
integralMENTORS
Paul van Schaik
Integral UrbanHubIntegral UrbanHub
3
Urban Hub
© integralMENTORS
Copyright © Paul van Schaik – December 2016 & 2020
ISBN-13: 978-1539994480
ISBN-10: 1539994481
A series of graphics from integralMENTORS integral UrbanHub work on Thriveable Cities presentations.
© integralMENTORS
When Did You Feel Most Alive in an Urban Habitat?
My Intention My Behaviour
Urban Culture Urban Activity
What made this
experience
come alive for
you and made
it memorable?
What made this
activity come
alive for you
and made it
memorable?
My context
Me
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
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 ‘purpose’
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 integrally informed practitioners.
Content
Context
Integral Theory
Quadrants
Stages
Tetra-meshing
Zones#
Lines
Types
Altitude & CoG
States
iTheory
Tools
Projects
Books
Annex
SDG
© integralMENTORS
Introduction
© integralMENTORS
Context
Why Integral
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).
Subjects do not perceive worlds but enact them. Different states of subjects
bring forth different worlds.
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
A Broader Framework
The word integral means comprehensive, inclusive, non-
marginalizing, 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 “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
integralMENTORS
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.
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
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
• 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).
A more integral cartography might also include:
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
• 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.
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
How did you try
to change or
transform
yourself, others,
a human system
or a culture?
What did you
try to change or
transform in
yourself, others,
a human system
or a culture?
Are you
satisfied with
the outcome?
Did your
intervention
succeed or fail?
How do you
know?
If not, what
would you do
next?
Mapping Interventions or Means
My Intention My Behaviour
Urban Culture Urban Activity
My context
Me
integralMENTORS
© integralMENTORS
Theory
© integralMENTORS
Integral Theory
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.
For more detail on theory see
Urban Hub 19 : An Integral Theory of Changeand a framework for action, and
Urban Hub 22 : Transitions
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
An Integral View – A Broader Framework
integralMENTORS
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.
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
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” (world-centric) — 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.
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.
integralMENTORS
© integralMENTORS
Quadrants
The Quadrants of Understanding
integralMENTORS
The Quadrants of Understanding
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
The Quadrants of Understanding
integralMENTORS
The Quadrants of Understanding
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
The Quadrants of Understanding
integralMENTORS
The Quadrants of Understanding
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
The Quadrants of Understanding
Quadrants and what techniques are used to experience or examine each
integralMENTORS
Influences on Individuals
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
The Quadrants of Understanding
integralMENTORS
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.
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Integral Theory - Quadrants
all 4 quadrants need to be included if we want to be as integral as possible.”
Looking at each ‘dimension of Experience’ [quadrant] :
How each ‘dimension of experience’ is known:
In the UL Quadrant we find the individual interior or subjective
realities – and it manifests in this quadrant as “why I do what I
do” or simply what I experience.
This is known by felt experience.
In the UR Quadrant we find individual exterior or objective
realities – and it manifests in this quadrant as “what I do” or
‘how I behave’.
This is known by measurement.
In the LL Quadrant we find the collective interior or inter-
subjective 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 inter-
objective realities - and it manifests in this quadrant as “what
we do” or simply ‘how we behave’.
This is known by Systemic analysis.
No individual (holon) can exist without being immersed in all
four of these perspective. – As an ‘I’.
Equally any item or situation can be viewed through these four
perspectives. – As an ‘It’.
integralMENTORS
Integral Theory - Quadrants
Examples :
The few examples given in the adj
‘dimensions’ manifest in each quad
the areas in each quadrant that w
bring about change or activiti
changed.
Example:
The few examples given in the
adjacent table indicates how
‘dimensions’ manifest in each
quadrant.
These are some of the areas in
each quadrant that would be
worked with to bring about
change or activities study/
investigation/change
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Integral Theory - Quadrants
behavioural change.
Any development does need to go through each stage – there is to date no evidence
Context
The context of each quadrant
this content will be different fo
level.
What is important to note is th
nature of its investigation is ve
but in ‘reality’ they are not sep
whole.
Examples :
Context
The context of each quadrant is
different and the nature of this
content will be different for each
developmental stage or level.
It is important to note that the type
of content and the nature of its
investigation is very different in
each quadrant – but in ‘reality’ they
are not separate but tetra-meshed
into a whole
integralMENTORS
Integral Theory Quadrants
Praxis and Tools for change:
Each quadrant has a different set o
to bring about change.
Its is important to try and use tools
complement each other to reinforc
– tetra-meshing any activity. That i
changes then it is important to en
are in place to support this change
values (UL) and behaviour (UR) also
Other uses and understanding of the Quadrant Tool – but always remember that the differen
Praxis and Tools for Change
Each quadrant has a different set
of praxis or tools to bring about
change.
It is important to try and use tools
in each quadrant that
complement each other to
reinforce the change process;
tetra-meshing any activity. That is
if Culture (LL) is to be 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.
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Integral Theory Quadrants
19
to expand from simple groups to more complex systems like nations and eventually even to global systems.
“Notice that every “I” is in relationship with other I’s, which means that every “I” is a member of numerous we’s.
These “We’s” represent not just individual but group (or collective) consciousness, not just subjective but
intersubjective awareness—or culture in the broadest sense. This is indicated in the Lower-Left quadrant. Likewise,
IntegralMENTORS Guides – [basic]
every “we” has an exterior, or what it looks like from the outside, and this is the Lower-Right quadrant. The Lower
Left is often called the cultural dimension (or the inside awareness of the group—its worldview, its shared values,
shared feelings, and so forth), and the Lower Right the social dimension (or the exterior forms and behaviors of the
group, which are studied by 3rd-person sciences such as systems theory).
“Again, the quadrants are simply the inside and the outside of the individual and the collective, and the point is that
all 4 quadrants need to be included if we want to be as integral as possible.”
Looking at each ‘dimension of Experience’ [quadrant] : integralMENTORS
Quadrants and Quadrivia
Quadrants
Holon/ Sentient being
Artefact
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
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Integral Theory – Quadrants in action
integralMENTORS
Integral Theory - Quadrants
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
© integralMENTORS
Stages
Mapping Interventions – Quadrants
Culture
- worldviews
Creations
- systems
- infrastructure
Capacities
- Competences
- Behaviour
Consciousness
- intention
- mindsets
Individual
Interior-Subjective
Collective
Interior-Intersubjective
Individual
Exterior-Objective
Collective
Exterior-Interobjective
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Mapping Interventions Ego Centric
Ego-
C
entric
M
agical
Pre-rational
Tribal
Foraging/
Horticulture
Early
nations
A
grarian
PostPost-rational/
PostPost-M
odern
Integral
Culture
- worldviews
Creations
- systems
- infrastructure
Capacities
- Competences
- Behaviour
Consciousness
- intention
- mindsets
Individual
Interior-Subjective
Collective
Interior-Intersubjective
Individual
Exterior-Objective
Collective
Exterior-Interobjective
integralMENTORS
Mapping Interventions – Ethno Centric
Ego-
C
entric
M
agical
Pre-rational
Tribal
Foraging/
Horticulture
Ethno-
C
entric
M
ythic
Early
nations
A
grarian
Pre-rational
Culture
- worldviews
Creations
- systems
- infrastructure
Capacities
- Competences
- Behaviour
Consciousness
- intention
- mindsets
Individual
Interior-Subjective
Collective
Interior-Intersubjective
Individual
Exterior-Objective
Collective
Exterior-Interobjective
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Mapping Interventions – World centric
Ego-
C
entric
M
agical
Pre-rational
Tribal
Foraging/
Horticulture
Ethno-
C
entric
M
ythic
Early
nations
A
grarian
W
orld-
C
entric
Rational
C
orporate
states
Industrial
Rational
Pre-rational
Culture
- worldviews
Creations
- systems
- infrastructure
Capacities
- Competences
- Behaviour
Consciousness
- intention
- mindsets
Individual
Interior-Subjective
Collective
Interior-Intersubjective
Individual
Exterior-Objective
Collective
Exterior-Interobjective
integralMENTORS
Mapping Interventions – Planet centric
Ego-
C
entric
M
agical
Pre-rational
Tribal
Foraging/
Horticulture
Ethno-
C
entric
M
ythic
Early
nations
A
grarian
W
orld-
C
entric
Rational
C
orporate
states
Industrial
Rational
Planet-
C
entric
Pluralistic
Value
com
m
unities
Late
industrial/
Early
inform
ational
Post-rational/
Post M
odern
Pre-rational
Culture
- worldviews
Creations
- systems
- infrastructure
Capacities
- Competences
- Behaviour
Consciousness
- intention
- mindsets
Individual
Interior-Subjective
Collective
Interior-Intersubjective
Individual
Exterior-Objective
Collective
Exterior-Interobjective
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Mapping Interventions – Kosmic centric
Ego-
C
entric
M
agical
Pre-rational
Tribal
Foraging/
Horticulture
Ethno-
C
entric
M
ythic
Early
nations
A
grarian
W
orld-
C
entric
Rational
C
orporate
states
Industrial
Rational
Planet-
C
entric
Pluralistic
Value
com
m
unities
Late
industrial/
Early
inform
ational
Post-rational/
Post M
odern
K
osm
ic-
C
entric
Integralcom
m
ons
G
lobalcom
m
unity
Inform
ational
PostPost-rational/
PostPost-M
odern
Integral
Pre-rational
Culture
- worldviews
Creations
- systems
- infrastructure
Capacities
- Competences
- Behaviour
Consciousness
- intention
- mindsets
Individual
Interior-Subjective
Collective
Interior-Intersubjective
Individual
Exterior-Objective
Collective
Exterior-Interobjective
integralMENTORS
© integralMENTORS
Tetra-meshing
Tetra-meshing
integralMENTORS
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
Systems & EnvironmentCulture & Worldview Cultural Social
Intentional Behavioural
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Tetra-meshing
Waste Disposal systems
Communities Cultural views or Mindset on Waste Disposal
Individuals Behaviour to Waste Disposal
Individuals beliefs/mindset on Waste Disposal
communities Dominant Mode of Discourse
possible communication levels
individuals Centre of Gravity
depending on CoG possible obstacles to change
current ways of use
obstacles to use/change
current system
choices of systems available
Rio de Janeiro
Olympic preparations
for Inter-American Development Bank (IDB) 2014
integralMENTORS
Tetra-meshing
Rio de Janeiro
Olympic preparations
for Inter-American Development Bank (IDB) 2014
Communities Cultural views or Mindset on Waste Disposal
Individuals beliefs/mindset on Waste Disposal
individuals Centre of Gravity
depending on CoG possible obstacles to change
Waste Disposal systems
Individuals Behaviour to Waste Disposal
communities Dominant Mode of Discourse
possible communication levels
current ways of use
obstacles to use/change
current system
choices of systems available
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Rio de Janeiro
Olympic preparations
for Inter-American Development Bank (IDB) 2014
Tetra-meshing
Persons beliefs/mindset
on Waste Disposal
Waste Disposal systems –
in place and proposed
Cultural views on
Waste Disposal
Persons Behaviour to
Waste Disposal
Culture
- worldviews
Creations
- systems
- infrastructure
Capacities
- Competences
- Behaviour
Consciousness
- intention
- mindsets
integralMENTORS
Transformation & Tetra-meshing
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Morpho-Generative and Snippable Transformation
Culture
- worldviews
Systems
- creations
- infrastructure
Behaviour
- capacities
- competences
Psychology
- consciousness
- intention
- mindsets
Contextual
& creative
inputs from
all at each
step
Morpho-Generative and Snippable Transformation
ProjectProject
Project
ProjectProject
Project
Project
Project
Step 1
Time
tetra-meshed
Meaning
(vision)
integralMENTORS
Morpho-Generative and Snippable Transformation
Culture
- worldviews
Systems
- creations
- infrastructure
Behaviour
- capacities
- competences
Psychology
- consciousness
- intention
- mindsets
Contextual
& creative
inputs from
all at each
step
Stage 2
Projects
Generated from
stage 1 experience
Morpho-Generative and Snippable Transformation
Step 2
Project
Project
Project
Project
Project
Project
Project
Project
ProjectProject
Project
ProjectProject
Project
Project
Project
Step 1
Time
tetra-meshed
tetra-meshed
Meaning
(vision)
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Morpho-Generative and Snippable Transformation
Culture
- worldviews
Systems
- creations
- infrastructure
Behaviour
- capacities
- competences
Psychology
- consciousness
- intention
- mindsets
Contextual
& creative
inputs from
all at each
step
Meaning
(vision)
Morpho-Generative and Snippable Transformation
Project
Project
Project
Project
Project
Project
Project
Step 3
Project
Project
Project Project
Project
Project
Project
Step 2
Project
Project
Project
Project
Project
Project
Project
Project
ProjectProject
Project
ProjectProject
Project
Project
Project
Step 1
Time
S 4
tetra-meshed
tetra-meshed
tetra-meshed
Stage 3
Projects
generated from
stage 2 experience
integralMENTORS
Integral Theory – Quadrants & Stages
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
© integralMENTORS
Zones#
Zones
Zone #1 : States of individual consciousness surface structure - the feel
Zone #2 : Stage-Structure of individual development deep structure – the look
Zone #3 : States of ‘cultural’ development surface structure - the feel
Zone #4 : State-Structure communal development deep structure – the look
Zone #5 : States of individual communication surface structure – the ‘software
Zone #6 : State-Structure of individual control deep structure – the hardware’
Zone #7 : State of communal communication surface structure – the ‘software’
Zone #8 : State-Structure of governance/systems deep structure – the hardware’
Altitude, Stages & Lines of Development
integralMENTORS
Integral Theory - Zones
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Integral Theory - Zones
integralMENTORS
Integral Theory - Zones
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
© integralMENTORS
Lines
Lines of Development
Some major lines of Development
Selman, Perry
What is my cultural dominant mode of discourse
What is my societal Systems Stage (agricultural, industrial, informational, …)
Context
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Understanding Stages & Lines of Development
integralMENTORS
Understanding Stages & Lines of Development
Kosmic Address Myth of the GivenDominant Mode of Discourse
Values
Self-identity
Cognitive
Moral
Spiritual
M
indset-Altitude
Centre
of Gravity
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Altitude, Stages & Lines of Development
integralMENTORS
Altitude, Stages & Lines of Development
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Integral Theory – Stages & Lines
©integralMENTORS
integralMENTORS
Integral Theory - Stages & Lines
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Integral Theory - Kegen
integralMENTORS
Integral Theory - Lines
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Understanding Action Logic
Stratified levels of development
integralMENTORS
Understanding Action Logic
Stratified levels of development
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Understanding Action Logic
Stratified levels of development
7.0%
27.5%
39.5%
14.0%
8.5%
3.5%
67.0%
Source - Rooke and Torbert’s 2006 Harvard Business Review article : Seven Transformations of Leadership. From a sample of 1000 leaders in N
America & Europe
I
N
T
E
G
R
A
L
Global Interdependence
Integrated Consciousness
Powerful Self
Conventional Order
Enterprising Self
Pluralistic Consensus
Alchemist
Pluralist/
Individualist/
Sensitive self
integralMENTORS
Understanding Action Logic
7.0%
27.5%
39.5%
14.0%
8.5%
3.5%
67.0%
I
N
T
E
G
R
A
L
Alchemist
Pluralist/
Individualist
Stratified levels of development
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Understanding Action Logic
Source - Rooke and Torbert’s 2006 Harvard Business Review article : Seven Transformations of Leadership. From a sample of 1000 leaders in N America & Europe
Alchemist
Pluralist/
Sensitive Self
integralMENTORS
Self/Values Stages of Development
Alchemist
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Growth in all Quadrants
integralMENTORS
Evolution of Participation
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Our Developmental Journey
Healthy:
different routes and
speeds of change
Unhealthy:
different routes and
blocks to change
integralMENTORS
Stratified Leaders and Quadrants Favoured
Opportunist Diplomat Expert Achiever
Individualist/Pluralist Strategist Alchemist
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Stratified Leaders Roles, Approach & Methods
integralMENTORS
Tetra-Meshing the Developmental Journey
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Lines of Development - Nine Intelligences
Inter-personal
Existential
Intra-personal
Naturalist
Kinesthetic
Spatial
Linguistic
Logic
Musical
9 Multiple Intelligences - Howard Gardner
integralMENTORS
© integralMENTORS
Types
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.
integralMENTORS
Understanding Types
MBRI types9 Enneagram types
© integralMENTORSPeople do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Types - Duality
© integralMENTORSintegralMENTORS
Integral Theory – Max Neef
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
© integralMENTORS
Altitude
Centre of Gravity
Magenta
Individual - Centre of GravityAltitude
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Centre of Gravity
Amber
Exit
Stable
Entry
Magenta
Red
Individual - Centre of GravityAltitude
integralMENTORS
Centre of Gravity
Green
Orange
Amber
Exit
Stable
Entry
Teal
Turquoise
Magenta
Red
Individual - Centre of GravityAltitude
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Centre of Gravity
Green
Orange
Amber
Exit
Stable
Entry
Teal
Turquoise
Magenta
Red
Socio-cultural
Dominant Mode
of Discourse
[Orange]
Individual - Centre of GravityAltitude
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Dominant Mode of Discourse
Socio-cultural
Dominant Mode of Discourse
[Orange]
Green
Orange
Amber
Teal
Turquoise
Magenta
Red
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Dominant Mode of Discourse
Socio-cultural
Dominant Mode of Discourse
[Orange]
Green
Orange
Amber
Teal
Turquoise
Magenta
Red
integralMENTORS
Stratified Documentation
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Stratified Documentation
integralMENTORS
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
The relationship with the “teacher” is critical - that person must be a mystical,
shamanistic figure
Magenta
2-8
years
Exit
Magenta
Learning by modelling is still important - but satisfaction of the embryonic ego will also
influence what is learned
Enter
Red
Red
• Instant results - pain or punishment
• No threats - only promises of certain outcomes
• Hands-on action learning - the opportunity to experience it for themselves
• What is learned needs to be immediately relevant to the circumstances the
individual perceives him/herself to be in
Respect for the “teacher” as a hero figure is important - but the teacher must
also show respect back to the blossoming egos
Red
9-12
years
Exit
Red
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
Enter
Amber
Amber
• Acceptance of Truth from the Higher Authority
• Prescriptive teaching/learning - following set procedures
• Right/wrong feedback - testing on the learning
The work set will be done because it is “the correct thing to do” - but don’t
expect imagination in the work or more than is set
Amber
13-17
years
Exit
Amber Self-motivation starts to emerge - though learning procedures are still necessary
Enter
Orange
Spiral Learning & Education
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
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)
The “teacher” is now a resource to be used
Orange
18+
years
Exit
Orange
Broader concerns now start to emerge and there is a need to make sure everybody is
getting opportunities
Enter
Green
Green
• Bigger picture thinking and emotional responsiveness
• What is important can be subject to consensus
• Learning from peers/group learning
• Personal development/development of self - within the group
The “teacher’s” job is to facilitate the development of the group and individuals
within the group
Green18+
years
Exit
Green
Enter
Teal
Teal Teal50+
Exit
Teal
Enter
Turquoise
60+
Spiral Learning & Education
integralMENTORS
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
a way that is fair
Ideal organisation 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 Attacking
Blaming
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Spiritual and Emotional Intelligences @ Teal
integralMENTORS
© integralMENTORS
States
Understanding States
integralMENTORS
Understanding States
Structure-Stage
State-Stage
Gross Subtle Casual Witness Non-Dual
GROWINGUP
WAKING UP
CLEANING UP
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
The Worlds ‘I’ Inhabit - U Theory
integralMENTORS
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 well-meant
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
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
© integralMENTORS
iTheory
The Worlds ‘I’ Inhabit -
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
The Worlds ‘I’ Inhabit
integralMENTORS
Integral Theory - Growth
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Integral Theory - Growth
integralMENTORS
Integral Theory - Growth
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Integral Theory - IMP
integralMENTORS
Holon Evolution – 20 Tenets
1. Reality as a whole is not composed of things or
processes, but of holons
2. Holons display four fundamental capacities:
self-preservation; self-adaptation
self-transcendence; self-dissolution
3. Holons emerge
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
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
11. The micro is in relational exchange with the macro
at all levels of its depth
12. Evolution is directional
(13.) Increasing in complexity
(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
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
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 world-spaces 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)
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
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.
integralMENTORS
© integralMENTORS
Tools
Integral PECKA KUCHA – micro presentation
integralMENTORS
Learning Cycle
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Assessing Environmental Capacity Using the Quadrants
Interior (“soft”) Exterior (“hard”).
Personal
capacities:
Capacities that allow for a
greater self awareness and
empowerment, capacity for
moral care, capacity for
mental models for
understanding complex
issues.
Interpersonal
capacities:
Capacities to engage
meaningful relationships, to
foster new cultural trends,
social norms, and social
discourse.
Systemic
capacities:
Capacities to effect systemic
change, be it societal,
ecological, political, etc, such
as policy dialogue, advocacy,
scientific research.
Technical
capacities:
Capacities for undertaking
practical work, such as for
sustainable resource use and
land use practices.
Capacity
Development
integralMENTORS
Assessing Environmental Capacity Using the Quadrants
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Worlds of Inclusion
integralMENTORS
© integralMENTORS
Projects
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 3—being an excerpt from the forthcoming
trilogy, The Many Faces of Terrorism 2007
integralMENTORS
Case Studies
Effective Schools Project – Egypt 2005/07
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Case Studies
integralMENTORS
Case Studies
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
Case Studies
© intgralMENTORS
Effective Schools Project – Egypt 2005/07 Integral Practitioner in Praxis – South Africa 2012
integralMENTORS
Case Studies
UNICEF Transformation & Change 1995 - 1997
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
© integralMENTORS
Books
© integralMENTORS
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.
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 ThriveAble Cities Series
© integralMENTORS
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.
© integralMENTORS
Integral
Theory
A series of books from integralMENTORS Integral
UrbanHub work - on Wellbeing and Thriveable Cities
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.
IntegralUrbanHub
ThriveableCities
UrbanHub

Weitere ähnliche Inhalte

Ähnlich wie Urban Hub 3 : Integral Theory (Updated)

Urban Hub 33-Architecture & Change - Thriveable Cities & Worlds
Urban Hub 33-Architecture & Change - Thriveable Cities & WorldsUrban Hub 33-Architecture & Change - Thriveable Cities & Worlds
Urban Hub 33-Architecture & Change - Thriveable Cities & WorldsPaul van Schaık
 
Urban Hub 13(42) : Virtual Worlds
Urban Hub 13(42) : Virtual WorldsUrban Hub 13(42) : Virtual Worlds
Urban Hub 13(42) : Virtual WorldsPaul van Schaık
 
Urban Hub17: Integral Program Design - Thriveable Cities
Urban Hub17: Integral Program Design - Thriveable CitiesUrban Hub17: Integral Program Design - Thriveable Cities
Urban Hub17: Integral Program Design - Thriveable CitiesPaul van Schaık
 
Aqal model uitgelegd
Aqal model uitgelegdAqal model uitgelegd
Aqal model uitgelegdKC19LODO
 
behaviroral notes.pdf
behaviroral notes.pdfbehaviroral notes.pdf
behaviroral notes.pdfgouripm
 
Urban hub 20 : Accelerating City Change in a VUCA World - Thriveable Cities
Urban hub 20 : Accelerating City Change in a VUCA World - Thriveable CitiesUrban hub 20 : Accelerating City Change in a VUCA World - Thriveable Cities
Urban hub 20 : Accelerating City Change in a VUCA World - Thriveable CitiesPaul van Schaık
 
50 Powerful Questions from Escobar's Designs for the Pluriverse
50 Powerful Questions from Escobar's Designs for the Pluriverse50 Powerful Questions from Escobar's Designs for the Pluriverse
50 Powerful Questions from Escobar's Designs for the PluriverseR. Sosa
 
Urban Hub 29 : Worlds within Worlds 1 - Entangled Cosmos
Urban Hub 29 : Worlds within Worlds 1 - Entangled CosmosUrban Hub 29 : Worlds within Worlds 1 - Entangled Cosmos
Urban Hub 29 : Worlds within Worlds 1 - Entangled CosmosPaul van Schaık
 
Sorting knowledge out
Sorting knowledge outSorting knowledge out
Sorting knowledge outanita rubin
 
Urban Hub16 : Wellbeing - A New Frontier
Urban Hub16 : Wellbeing - A New FrontierUrban Hub16 : Wellbeing - A New Frontier
Urban Hub16 : Wellbeing - A New FrontierPaul van Schaık
 
Urban Hub 28-Stepping In to Step Out
Urban Hub 28-Stepping In to Step OutUrban Hub 28-Stepping In to Step Out
Urban Hub 28-Stepping In to Step OutPaul van Schaık
 
Copyright 2022 Post University, ALL RIGHTS RESERVED
Copyright 2022 Post University, ALL RIGHTS RESERVED  Copyright 2022 Post University, ALL RIGHTS RESERVED
Copyright 2022 Post University, ALL RIGHTS RESERVED AlleneMcclendon878
 
Urban Hub 30 : Worlds within Worlds 2 - Entangled Kosmos
Urban Hub 30 : Worlds within Worlds 2 - Entangled Kosmos Urban Hub 30 : Worlds within Worlds 2 - Entangled Kosmos
Urban Hub 30 : Worlds within Worlds 2 - Entangled Kosmos Paul van Schaık
 
Urban Hub 32 - PostActivism - Thriveable cities and people
Urban Hub 32 - PostActivism - Thriveable cities and peopleUrban Hub 32 - PostActivism - Thriveable cities and people
Urban Hub 32 - PostActivism - Thriveable cities and peoplePaul van Schaık
 
Urban Hub 2 : Integral Methodological Pluralism - Thriveable Cities
Urban Hub 2 : Integral Methodological Pluralism - Thriveable CitiesUrban Hub 2 : Integral Methodological Pluralism - Thriveable Cities
Urban Hub 2 : Integral Methodological Pluralism - Thriveable CitiesPaul van Schaık
 
Continuum Of Inclusion
Continuum Of InclusionContinuum Of Inclusion
Continuum Of InclusionLuicina Davis
 
Community participation
Community participationCommunity participation
Community participationMerlyn Denesia
 
Syntony de langere versie
Syntony de langere versieSyntony de langere versie
Syntony de langere versieSarah Verwei
 

Ähnlich wie Urban Hub 3 : Integral Theory (Updated) (20)

Urban Hub 33-Architecture & Change - Thriveable Cities & Worlds
Urban Hub 33-Architecture & Change - Thriveable Cities & WorldsUrban Hub 33-Architecture & Change - Thriveable Cities & Worlds
Urban Hub 33-Architecture & Change - Thriveable Cities & Worlds
 
Urban Hub 13(42) : Virtual Worlds
Urban Hub 13(42) : Virtual WorldsUrban Hub 13(42) : Virtual Worlds
Urban Hub 13(42) : Virtual Worlds
 
Urban Hub17: Integral Program Design - Thriveable Cities
Urban Hub17: Integral Program Design - Thriveable CitiesUrban Hub17: Integral Program Design - Thriveable Cities
Urban Hub17: Integral Program Design - Thriveable Cities
 
Aqal model uitgelegd
Aqal model uitgelegdAqal model uitgelegd
Aqal model uitgelegd
 
behaviroral notes.pdf
behaviroral notes.pdfbehaviroral notes.pdf
behaviroral notes.pdf
 
Urban hub 20 : Accelerating City Change in a VUCA World - Thriveable Cities
Urban hub 20 : Accelerating City Change in a VUCA World - Thriveable CitiesUrban hub 20 : Accelerating City Change in a VUCA World - Thriveable Cities
Urban hub 20 : Accelerating City Change in a VUCA World - Thriveable Cities
 
50 Powerful Questions from Escobar's Designs for the Pluriverse
50 Powerful Questions from Escobar's Designs for the Pluriverse50 Powerful Questions from Escobar's Designs for the Pluriverse
50 Powerful Questions from Escobar's Designs for the Pluriverse
 
Urban Hub 29 : Worlds within Worlds 1 - Entangled Cosmos
Urban Hub 29 : Worlds within Worlds 1 - Entangled CosmosUrban Hub 29 : Worlds within Worlds 1 - Entangled Cosmos
Urban Hub 29 : Worlds within Worlds 1 - Entangled Cosmos
 
Sorting knowledge out
Sorting knowledge outSorting knowledge out
Sorting knowledge out
 
Urban Hub16 : Wellbeing - A New Frontier
Urban Hub16 : Wellbeing - A New FrontierUrban Hub16 : Wellbeing - A New Frontier
Urban Hub16 : Wellbeing - A New Frontier
 
Urban Hub 28-Stepping In to Step Out
Urban Hub 28-Stepping In to Step OutUrban Hub 28-Stepping In to Step Out
Urban Hub 28-Stepping In to Step Out
 
Copyright 2022 Post University, ALL RIGHTS RESERVED
Copyright 2022 Post University, ALL RIGHTS RESERVED  Copyright 2022 Post University, ALL RIGHTS RESERVED
Copyright 2022 Post University, ALL RIGHTS RESERVED
 
Urban Hub 30 : Worlds within Worlds 2 - Entangled Kosmos
Urban Hub 30 : Worlds within Worlds 2 - Entangled Kosmos Urban Hub 30 : Worlds within Worlds 2 - Entangled Kosmos
Urban Hub 30 : Worlds within Worlds 2 - Entangled Kosmos
 
Social Design
Social DesignSocial Design
Social Design
 
Urban Hub 32 - PostActivism - Thriveable cities and people
Urban Hub 32 - PostActivism - Thriveable cities and peopleUrban Hub 32 - PostActivism - Thriveable cities and people
Urban Hub 32 - PostActivism - Thriveable cities and people
 
community engagement.pptx
community engagement.pptxcommunity engagement.pptx
community engagement.pptx
 
Urban Hub 2 : Integral Methodological Pluralism - Thriveable Cities
Urban Hub 2 : Integral Methodological Pluralism - Thriveable CitiesUrban Hub 2 : Integral Methodological Pluralism - Thriveable Cities
Urban Hub 2 : Integral Methodological Pluralism - Thriveable Cities
 
Continuum Of Inclusion
Continuum Of InclusionContinuum Of Inclusion
Continuum Of Inclusion
 
Community participation
Community participationCommunity participation
Community participation
 
Syntony de langere versie
Syntony de langere versieSyntony de langere versie
Syntony de langere versie
 

Mehr von Paul van Schaık

Urban Hub 35 &-balancing acts: Thriveable worlds
Urban Hub 35  &-balancing acts: Thriveable worldsUrban Hub 35  &-balancing acts: Thriveable worlds
Urban Hub 35 &-balancing acts: Thriveable worldsPaul van Schaık
 
Urban Hub34-Nomad Now & Then : Thriveable worlds
Urban Hub34-Nomad Now & Then : Thriveable worldsUrban Hub34-Nomad Now & Then : Thriveable worlds
Urban Hub34-Nomad Now & Then : Thriveable worldsPaul van Schaık
 
Urban Hub31 - Down To Earth
Urban Hub31 - Down To EarthUrban Hub31 - Down To Earth
Urban Hub31 - Down To EarthPaul van Schaık
 
Urban hub 20 : Acelerando el Cambio de la Ciudad en un mundo VUCA
Urban hub 20 : Acelerando el Cambio de la Ciudad en un mundo VUCAUrban hub 20 : Acelerando el Cambio de la Ciudad en un mundo VUCA
Urban hub 20 : Acelerando el Cambio de la Ciudad en un mundo VUCAPaul van Schaık
 
Urban Hub 21 : Coming of Age in a post covid 19 age "Dare to Dream"
Urban Hub 21 : Coming of Age in a post covid 19 age "Dare to Dream"Urban Hub 21 : Coming of Age in a post covid 19 age "Dare to Dream"
Urban Hub 21 : Coming of Age in a post covid 19 age "Dare to Dream"Paul van Schaık
 
Urban Hub 2X : Urban Street Art Cape Town - Thriveable Cities
Urban Hub 2X : Urban Street Art Cape Town - Thriveable CitiesUrban Hub 2X : Urban Street Art Cape Town - Thriveable Cities
Urban Hub 2X : Urban Street Art Cape Town - Thriveable CitiesPaul van Schaık
 
Urban Hub 18 : Housing and Community : Thriveable Cities
Urban Hub 18 : Housing and Community : Thriveable CitiesUrban Hub 18 : Housing and Community : Thriveable Cities
Urban Hub 18 : Housing and Community : Thriveable CitiesPaul van Schaık
 
Urban Hub14: WORKSHOPS Thriveable Cities
Urban Hub14: WORKSHOPS Thriveable CitiesUrban Hub14: WORKSHOPS Thriveable Cities
Urban Hub14: WORKSHOPS Thriveable CitiesPaul van Schaık
 
Urban hub15 : Dancing with the Future - Thriveable Cities
Urban hub15 : Dancing with the Future - Thriveable CitiesUrban hub15 : Dancing with the Future - Thriveable Cities
Urban hub15 : Dancing with the Future - Thriveable CitiesPaul van Schaık
 
Urban hub12 ; Inferno & Phoenix - Kathmandu and Beyond
Urban hub12 ; Inferno & Phoenix - Kathmandu and BeyondUrban hub12 ; Inferno & Phoenix - Kathmandu and Beyond
Urban hub12 ; Inferno & Phoenix - Kathmandu and BeyondPaul van Schaık
 
Urban Hub C40 Cities input
Urban Hub C40 Cities inputUrban Hub C40 Cities input
Urban Hub C40 Cities inputPaul van Schaık
 
Urban Hub 10 : EDUCATION a future - Thriveable Cities
Urban Hub 10 : EDUCATION a future - Thriveable CitiesUrban Hub 10 : EDUCATION a future - Thriveable Cities
Urban Hub 10 : EDUCATION a future - Thriveable CitiesPaul van Schaık
 
Guides For Integrally Informed Practitioners : 2 Advanced
Guides For Integrally Informed Practitioners : 2 AdvancedGuides For Integrally Informed Practitioners : 2 Advanced
Guides For Integrally Informed Practitioners : 2 AdvancedPaul van Schaık
 
Guides for Integral Informed Practitioners: 1 BASIC
Guides for Integral Informed Practitioners: 1 BASICGuides for Integral Informed Practitioners: 1 BASIC
Guides for Integral Informed Practitioners: 1 BASICPaul van Schaık
 
Urban Hub 4 : Workbook - Thriveable Cities
Urban Hub 4 : Workbook - Thriveable CitiesUrban Hub 4 : Workbook - Thriveable Cities
Urban Hub 4 : Workbook - Thriveable CitiesPaul van Schaık
 

Mehr von Paul van Schaık (17)

Urban Hub 35 &-balancing acts: Thriveable worlds
Urban Hub 35  &-balancing acts: Thriveable worldsUrban Hub 35  &-balancing acts: Thriveable worlds
Urban Hub 35 &-balancing acts: Thriveable worlds
 
Urban Hub34-Nomad Now & Then : Thriveable worlds
Urban Hub34-Nomad Now & Then : Thriveable worldsUrban Hub34-Nomad Now & Then : Thriveable worlds
Urban Hub34-Nomad Now & Then : Thriveable worlds
 
Urban Hub31 - Down To Earth
Urban Hub31 - Down To EarthUrban Hub31 - Down To Earth
Urban Hub31 - Down To Earth
 
Urban Hub 24 Alan Dean
Urban Hub 24 Alan DeanUrban Hub 24 Alan Dean
Urban Hub 24 Alan Dean
 
Urban Hub 25 : Woven Air
Urban Hub 25 : Woven AirUrban Hub 25 : Woven Air
Urban Hub 25 : Woven Air
 
Urban hub 20 : Acelerando el Cambio de la Ciudad en un mundo VUCA
Urban hub 20 : Acelerando el Cambio de la Ciudad en un mundo VUCAUrban hub 20 : Acelerando el Cambio de la Ciudad en un mundo VUCA
Urban hub 20 : Acelerando el Cambio de la Ciudad en un mundo VUCA
 
Urban Hub 21 : Coming of Age in a post covid 19 age "Dare to Dream"
Urban Hub 21 : Coming of Age in a post covid 19 age "Dare to Dream"Urban Hub 21 : Coming of Age in a post covid 19 age "Dare to Dream"
Urban Hub 21 : Coming of Age in a post covid 19 age "Dare to Dream"
 
Urban Hub 2X : Urban Street Art Cape Town - Thriveable Cities
Urban Hub 2X : Urban Street Art Cape Town - Thriveable CitiesUrban Hub 2X : Urban Street Art Cape Town - Thriveable Cities
Urban Hub 2X : Urban Street Art Cape Town - Thriveable Cities
 
Urban Hub 18 : Housing and Community : Thriveable Cities
Urban Hub 18 : Housing and Community : Thriveable CitiesUrban Hub 18 : Housing and Community : Thriveable Cities
Urban Hub 18 : Housing and Community : Thriveable Cities
 
Urban Hub14: WORKSHOPS Thriveable Cities
Urban Hub14: WORKSHOPS Thriveable CitiesUrban Hub14: WORKSHOPS Thriveable Cities
Urban Hub14: WORKSHOPS Thriveable Cities
 
Urban hub15 : Dancing with the Future - Thriveable Cities
Urban hub15 : Dancing with the Future - Thriveable CitiesUrban hub15 : Dancing with the Future - Thriveable Cities
Urban hub15 : Dancing with the Future - Thriveable Cities
 
Urban hub12 ; Inferno & Phoenix - Kathmandu and Beyond
Urban hub12 ; Inferno & Phoenix - Kathmandu and BeyondUrban hub12 ; Inferno & Phoenix - Kathmandu and Beyond
Urban hub12 ; Inferno & Phoenix - Kathmandu and Beyond
 
Urban Hub C40 Cities input
Urban Hub C40 Cities inputUrban Hub C40 Cities input
Urban Hub C40 Cities input
 
Urban Hub 10 : EDUCATION a future - Thriveable Cities
Urban Hub 10 : EDUCATION a future - Thriveable CitiesUrban Hub 10 : EDUCATION a future - Thriveable Cities
Urban Hub 10 : EDUCATION a future - Thriveable Cities
 
Guides For Integrally Informed Practitioners : 2 Advanced
Guides For Integrally Informed Practitioners : 2 AdvancedGuides For Integrally Informed Practitioners : 2 Advanced
Guides For Integrally Informed Practitioners : 2 Advanced
 
Guides for Integral Informed Practitioners: 1 BASIC
Guides for Integral Informed Practitioners: 1 BASICGuides for Integral Informed Practitioners: 1 BASIC
Guides for Integral Informed Practitioners: 1 BASIC
 
Urban Hub 4 : Workbook - Thriveable Cities
Urban Hub 4 : Workbook - Thriveable CitiesUrban Hub 4 : Workbook - Thriveable Cities
Urban Hub 4 : Workbook - Thriveable Cities
 

Kürzlich hochgeladen

A gentle introduction to Artificial Intelligence
A gentle introduction to Artificial IntelligenceA gentle introduction to Artificial Intelligence
A gentle introduction to Artificial IntelligenceApostolos Syropoulos
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
Protein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptxProtein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptxvidhisharma994099
 
Department of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdfDepartment of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdfMohonDas
 
EBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlEBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlDr. Bruce A. Johnson
 
Riddhi Kevadiya. WILLIAM SHAKESPEARE....
Riddhi Kevadiya. WILLIAM SHAKESPEARE....Riddhi Kevadiya. WILLIAM SHAKESPEARE....
Riddhi Kevadiya. WILLIAM SHAKESPEARE....Riddhi Kevadiya
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 
How to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeHow to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeCeline George
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptxmary850239
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdfJayanti Pande
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 

Kürzlich hochgeladen (20)

A gentle introduction to Artificial Intelligence
A gentle introduction to Artificial IntelligenceA gentle introduction to Artificial Intelligence
A gentle introduction to Artificial Intelligence
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
Protein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptxProtein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptx
 
Department of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdfDepartment of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdf
 
EBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlEBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting Bl
 
Riddhi Kevadiya. WILLIAM SHAKESPEARE....
Riddhi Kevadiya. WILLIAM SHAKESPEARE....Riddhi Kevadiya. WILLIAM SHAKESPEARE....
Riddhi Kevadiya. WILLIAM SHAKESPEARE....
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 
How to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeHow to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using Code
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 

Urban Hub 3 : Integral Theory (Updated)

  • 1. © integralMENTORS Integral UrbanHub Integral Theory Thriveable Cities UrbanHub integralMENTORS Paul van Schaik
  • 3. © integralMENTORS Integral Theory Thriveable Cities integralMENTORS Paul van Schaik Integral UrbanHubIntegral UrbanHub 3 Urban Hub
  • 4. © integralMENTORS Copyright © Paul van Schaik – December 2016 & 2020 ISBN-13: 978-1539994480 ISBN-10: 1539994481 A series of graphics from integralMENTORS integral UrbanHub work on Thriveable Cities presentations.
  • 5. © integralMENTORS When Did You Feel Most Alive in an Urban Habitat? My Intention My Behaviour Urban Culture Urban Activity What made this experience come alive for you and made it memorable? What made this activity come alive for you and made it memorable? My context Me People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 6. 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 ‘purpose’ 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 integrally informed practitioners.
  • 10. Why Integral 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). Subjects do not perceive worlds but enact them. Different states of subjects bring forth different worlds. People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 11. A Broader Framework The word integral means comprehensive, inclusive, non- marginalizing, 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 “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 integralMENTORS
  • 12. 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. People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 13. 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
  • 14. An Integral View – A Broader Framework • 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). A more integral cartography might also include: 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 • 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. People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 15. How did you try to change or transform yourself, others, a human system or a culture? What did you try to change or transform in yourself, others, a human system or a culture? Are you satisfied with the outcome? Did your intervention succeed or fail? How do you know? If not, what would you do next? Mapping Interventions or Means My Intention My Behaviour Urban Culture Urban Activity My context Me integralMENTORS
  • 18. 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. For more detail on theory see Urban Hub 19 : An Integral Theory of Changeand a framework for action, and Urban Hub 22 : Transitions People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 19. An Integral View – A Broader Framework integralMENTORS
  • 20. 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. People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 21. 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” (world-centric) — 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. 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. integralMENTORS
  • 23. The Quadrants of Understanding integralMENTORS
  • 24. The Quadrants of Understanding People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 25. The Quadrants of Understanding integralMENTORS
  • 26. The Quadrants of Understanding People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 27. The Quadrants of Understanding integralMENTORS
  • 28. The Quadrants of Understanding People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 29. The Quadrants of Understanding Quadrants and what techniques are used to experience or examine each integralMENTORS
  • 30. Influences on Individuals People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 31. The Quadrants of Understanding integralMENTORS
  • 32. 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. People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 33. Integral Theory - Quadrants all 4 quadrants need to be included if we want to be as integral as possible.” Looking at each ‘dimension of Experience’ [quadrant] : How each ‘dimension of experience’ is known: In the UL Quadrant we find the individual interior or subjective realities – and it manifests in this quadrant as “why I do what I do” or simply what I experience. This is known by felt experience. In the UR Quadrant we find individual exterior or objective realities – and it manifests in this quadrant as “what I do” or ‘how I behave’. This is known by measurement. In the LL Quadrant we find the collective interior or inter- subjective 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 inter- objective realities - and it manifests in this quadrant as “what we do” or simply ‘how we behave’. This is known by Systemic analysis. No individual (holon) can exist without being immersed in all four of these perspective. – As an ‘I’. Equally any item or situation can be viewed through these four perspectives. – As an ‘It’. integralMENTORS
  • 34. Integral Theory - Quadrants Examples : The few examples given in the adj ‘dimensions’ manifest in each quad the areas in each quadrant that w bring about change or activiti changed. Example: The few examples given in the adjacent table indicates how ‘dimensions’ manifest in each quadrant. These are some of the areas in each quadrant that would be worked with to bring about change or activities study/ investigation/change People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 35. Integral Theory - Quadrants behavioural change. Any development does need to go through each stage – there is to date no evidence Context The context of each quadrant this content will be different fo level. What is important to note is th nature of its investigation is ve but in ‘reality’ they are not sep whole. Examples : Context The context of each quadrant is different and the nature of this content will be different for each developmental stage or level. It is important to note that the type of content and the nature of its investigation is very different in each quadrant – but in ‘reality’ they are not separate but tetra-meshed into a whole integralMENTORS
  • 36. Integral Theory Quadrants Praxis and Tools for change: Each quadrant has a different set o to bring about change. Its is important to try and use tools complement each other to reinforc – tetra-meshing any activity. That i changes then it is important to en are in place to support this change values (UL) and behaviour (UR) also Other uses and understanding of the Quadrant Tool – but always remember that the differen Praxis and Tools for Change Each quadrant has a different set of praxis or tools to bring about change. It is important to try and use tools in each quadrant that complement each other to reinforce the change process; tetra-meshing any activity. That is if Culture (LL) is to be 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. People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 37. Integral Theory Quadrants 19 to expand from simple groups to more complex systems like nations and eventually even to global systems. “Notice that every “I” is in relationship with other I’s, which means that every “I” is a member of numerous we’s. These “We’s” represent not just individual but group (or collective) consciousness, not just subjective but intersubjective awareness—or culture in the broadest sense. This is indicated in the Lower-Left quadrant. Likewise, IntegralMENTORS Guides – [basic] every “we” has an exterior, or what it looks like from the outside, and this is the Lower-Right quadrant. The Lower Left is often called the cultural dimension (or the inside awareness of the group—its worldview, its shared values, shared feelings, and so forth), and the Lower Right the social dimension (or the exterior forms and behaviors of the group, which are studied by 3rd-person sciences such as systems theory). “Again, the quadrants are simply the inside and the outside of the individual and the collective, and the point is that all 4 quadrants need to be included if we want to be as integral as possible.” Looking at each ‘dimension of Experience’ [quadrant] : integralMENTORS
  • 38. Quadrants and Quadrivia Quadrants Holon/ Sentient being Artefact 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 People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 39. Integral Theory – Quadrants in action integralMENTORS
  • 40. Integral Theory - Quadrants People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 42. Mapping Interventions – Quadrants Culture - worldviews Creations - systems - infrastructure Capacities - Competences - Behaviour Consciousness - intention - mindsets Individual Interior-Subjective Collective Interior-Intersubjective Individual Exterior-Objective Collective Exterior-Interobjective People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 43. Mapping Interventions Ego Centric Ego- C entric M agical Pre-rational Tribal Foraging/ Horticulture Early nations A grarian PostPost-rational/ PostPost-M odern Integral Culture - worldviews Creations - systems - infrastructure Capacities - Competences - Behaviour Consciousness - intention - mindsets Individual Interior-Subjective Collective Interior-Intersubjective Individual Exterior-Objective Collective Exterior-Interobjective integralMENTORS
  • 44. Mapping Interventions – Ethno Centric Ego- C entric M agical Pre-rational Tribal Foraging/ Horticulture Ethno- C entric M ythic Early nations A grarian Pre-rational Culture - worldviews Creations - systems - infrastructure Capacities - Competences - Behaviour Consciousness - intention - mindsets Individual Interior-Subjective Collective Interior-Intersubjective Individual Exterior-Objective Collective Exterior-Interobjective People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 45. Mapping Interventions – World centric Ego- C entric M agical Pre-rational Tribal Foraging/ Horticulture Ethno- C entric M ythic Early nations A grarian W orld- C entric Rational C orporate states Industrial Rational Pre-rational Culture - worldviews Creations - systems - infrastructure Capacities - Competences - Behaviour Consciousness - intention - mindsets Individual Interior-Subjective Collective Interior-Intersubjective Individual Exterior-Objective Collective Exterior-Interobjective integralMENTORS
  • 46. Mapping Interventions – Planet centric Ego- C entric M agical Pre-rational Tribal Foraging/ Horticulture Ethno- C entric M ythic Early nations A grarian W orld- C entric Rational C orporate states Industrial Rational Planet- C entric Pluralistic Value com m unities Late industrial/ Early inform ational Post-rational/ Post M odern Pre-rational Culture - worldviews Creations - systems - infrastructure Capacities - Competences - Behaviour Consciousness - intention - mindsets Individual Interior-Subjective Collective Interior-Intersubjective Individual Exterior-Objective Collective Exterior-Interobjective People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 47. Mapping Interventions – Kosmic centric Ego- C entric M agical Pre-rational Tribal Foraging/ Horticulture Ethno- C entric M ythic Early nations A grarian W orld- C entric Rational C orporate states Industrial Rational Planet- C entric Pluralistic Value com m unities Late industrial/ Early inform ational Post-rational/ Post M odern K osm ic- C entric Integralcom m ons G lobalcom m unity Inform ational PostPost-rational/ PostPost-M odern Integral Pre-rational Culture - worldviews Creations - systems - infrastructure Capacities - Competences - Behaviour Consciousness - intention - mindsets Individual Interior-Subjective Collective Interior-Intersubjective Individual Exterior-Objective Collective Exterior-Interobjective integralMENTORS
  • 50. 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 Systems & EnvironmentCulture & Worldview Cultural Social Intentional Behavioural People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 51. Tetra-meshing Waste Disposal systems Communities Cultural views or Mindset on Waste Disposal Individuals Behaviour to Waste Disposal Individuals beliefs/mindset on Waste Disposal communities Dominant Mode of Discourse possible communication levels individuals Centre of Gravity depending on CoG possible obstacles to change current ways of use obstacles to use/change current system choices of systems available Rio de Janeiro Olympic preparations for Inter-American Development Bank (IDB) 2014 integralMENTORS
  • 52. Tetra-meshing Rio de Janeiro Olympic preparations for Inter-American Development Bank (IDB) 2014 Communities Cultural views or Mindset on Waste Disposal Individuals beliefs/mindset on Waste Disposal individuals Centre of Gravity depending on CoG possible obstacles to change Waste Disposal systems Individuals Behaviour to Waste Disposal communities Dominant Mode of Discourse possible communication levels current ways of use obstacles to use/change current system choices of systems available People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 53. Rio de Janeiro Olympic preparations for Inter-American Development Bank (IDB) 2014 Tetra-meshing Persons beliefs/mindset on Waste Disposal Waste Disposal systems – in place and proposed Cultural views on Waste Disposal Persons Behaviour to Waste Disposal Culture - worldviews Creations - systems - infrastructure Capacities - Competences - Behaviour Consciousness - intention - mindsets integralMENTORS
  • 54. Transformation & Tetra-meshing People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 55. Morpho-Generative and Snippable Transformation Culture - worldviews Systems - creations - infrastructure Behaviour - capacities - competences Psychology - consciousness - intention - mindsets Contextual & creative inputs from all at each step Morpho-Generative and Snippable Transformation ProjectProject Project ProjectProject Project Project Project Step 1 Time tetra-meshed Meaning (vision) integralMENTORS
  • 56. Morpho-Generative and Snippable Transformation Culture - worldviews Systems - creations - infrastructure Behaviour - capacities - competences Psychology - consciousness - intention - mindsets Contextual & creative inputs from all at each step Stage 2 Projects Generated from stage 1 experience Morpho-Generative and Snippable Transformation Step 2 Project Project Project Project Project Project Project Project ProjectProject Project ProjectProject Project Project Project Step 1 Time tetra-meshed tetra-meshed Meaning (vision) People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 57. Morpho-Generative and Snippable Transformation Culture - worldviews Systems - creations - infrastructure Behaviour - capacities - competences Psychology - consciousness - intention - mindsets Contextual & creative inputs from all at each step Meaning (vision) Morpho-Generative and Snippable Transformation Project Project Project Project Project Project Project Step 3 Project Project Project Project Project Project Project Step 2 Project Project Project Project Project Project Project Project ProjectProject Project ProjectProject Project Project Project Step 1 Time S 4 tetra-meshed tetra-meshed tetra-meshed Stage 3 Projects generated from stage 2 experience integralMENTORS
  • 58. Integral Theory – Quadrants & Stages People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 60. Zones Zone #1 : States of individual consciousness surface structure - the feel Zone #2 : Stage-Structure of individual development deep structure – the look Zone #3 : States of ‘cultural’ development surface structure - the feel Zone #4 : State-Structure communal development deep structure – the look Zone #5 : States of individual communication surface structure – the ‘software Zone #6 : State-Structure of individual control deep structure – the hardware’ Zone #7 : State of communal communication surface structure – the ‘software’ Zone #8 : State-Structure of governance/systems deep structure – the hardware’
  • 61. Altitude, Stages & Lines of Development integralMENTORS
  • 62. Integral Theory - Zones People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 63. Integral Theory - Zones integralMENTORS
  • 64. Integral Theory - Zones People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 66. Lines of Development Some major lines of Development Selman, Perry What is my cultural dominant mode of discourse What is my societal Systems Stage (agricultural, industrial, informational, …) Context People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 67. Understanding Stages & Lines of Development integralMENTORS
  • 68. Understanding Stages & Lines of Development Kosmic Address Myth of the GivenDominant Mode of Discourse Values Self-identity Cognitive Moral Spiritual M indset-Altitude Centre of Gravity People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 69. Altitude, Stages & Lines of Development integralMENTORS
  • 70. Altitude, Stages & Lines of Development People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 71. Integral Theory – Stages & Lines ©integralMENTORS integralMENTORS
  • 72. Integral Theory - Stages & Lines People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 73. Integral Theory - Kegen integralMENTORS
  • 74. Integral Theory - Lines People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 75. Understanding Action Logic Stratified levels of development integralMENTORS
  • 76. Understanding Action Logic Stratified levels of development People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 77. Understanding Action Logic Stratified levels of development 7.0% 27.5% 39.5% 14.0% 8.5% 3.5% 67.0% Source - Rooke and Torbert’s 2006 Harvard Business Review article : Seven Transformations of Leadership. From a sample of 1000 leaders in N America & Europe I N T E G R A L Global Interdependence Integrated Consciousness Powerful Self Conventional Order Enterprising Self Pluralistic Consensus Alchemist Pluralist/ Individualist/ Sensitive self integralMENTORS
  • 78. Understanding Action Logic 7.0% 27.5% 39.5% 14.0% 8.5% 3.5% 67.0% I N T E G R A L Alchemist Pluralist/ Individualist Stratified levels of development People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 79. Understanding Action Logic Source - Rooke and Torbert’s 2006 Harvard Business Review article : Seven Transformations of Leadership. From a sample of 1000 leaders in N America & Europe Alchemist Pluralist/ Sensitive Self integralMENTORS
  • 80. Self/Values Stages of Development Alchemist People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 81. Growth in all Quadrants integralMENTORS
  • 82. Evolution of Participation People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 83. Our Developmental Journey Healthy: different routes and speeds of change Unhealthy: different routes and blocks to change integralMENTORS
  • 84. Stratified Leaders and Quadrants Favoured Opportunist Diplomat Expert Achiever Individualist/Pluralist Strategist Alchemist People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 85. Stratified Leaders Roles, Approach & Methods integralMENTORS
  • 86. Tetra-Meshing the Developmental Journey People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 87. Lines of Development - Nine Intelligences Inter-personal Existential Intra-personal Naturalist Kinesthetic Spatial Linguistic Logic Musical 9 Multiple Intelligences - Howard Gardner integralMENTORS
  • 89. 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. integralMENTORS
  • 90. Understanding Types MBRI types9 Enneagram types © integralMENTORSPeople do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 91. Types - Duality © integralMENTORSintegralMENTORS
  • 92. Integral Theory – Max Neef People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 94. Centre of Gravity Magenta Individual - Centre of GravityAltitude People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 95. Centre of Gravity Amber Exit Stable Entry Magenta Red Individual - Centre of GravityAltitude integralMENTORS
  • 96. Centre of Gravity Green Orange Amber Exit Stable Entry Teal Turquoise Magenta Red Individual - Centre of GravityAltitude People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 97. Centre of Gravity Green Orange Amber Exit Stable Entry Teal Turquoise Magenta Red Socio-cultural Dominant Mode of Discourse [Orange] Individual - Centre of GravityAltitude People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 98. Dominant Mode of Discourse Socio-cultural Dominant Mode of Discourse [Orange] Green Orange Amber Teal Turquoise Magenta Red People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 99. Dominant Mode of Discourse Socio-cultural Dominant Mode of Discourse [Orange] Green Orange Amber Teal Turquoise Magenta Red integralMENTORS
  • 100. Stratified Documentation People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 102. 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 The relationship with the “teacher” is critical - that person must be a mystical, shamanistic figure Magenta 2-8 years Exit Magenta Learning by modelling is still important - but satisfaction of the embryonic ego will also influence what is learned Enter Red Red • Instant results - pain or punishment • No threats - only promises of certain outcomes • Hands-on action learning - the opportunity to experience it for themselves • What is learned needs to be immediately relevant to the circumstances the individual perceives him/herself to be in Respect for the “teacher” as a hero figure is important - but the teacher must also show respect back to the blossoming egos Red 9-12 years Exit Red 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 Enter Amber Amber • Acceptance of Truth from the Higher Authority • Prescriptive teaching/learning - following set procedures • Right/wrong feedback - testing on the learning The work set will be done because it is “the correct thing to do” - but don’t expect imagination in the work or more than is set Amber 13-17 years Exit Amber Self-motivation starts to emerge - though learning procedures are still necessary Enter Orange Spiral Learning & Education People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 103. 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) The “teacher” is now a resource to be used Orange 18+ years Exit Orange Broader concerns now start to emerge and there is a need to make sure everybody is getting opportunities Enter Green Green • Bigger picture thinking and emotional responsiveness • What is important can be subject to consensus • Learning from peers/group learning • Personal development/development of self - within the group The “teacher’s” job is to facilitate the development of the group and individuals within the group Green18+ years Exit Green Enter Teal Teal Teal50+ Exit Teal Enter Turquoise 60+ Spiral Learning & Education integralMENTORS
  • 104. 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 a way that is fair Ideal organisation 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 Attacking Blaming People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 105. Spiritual and Emotional Intelligences @ Teal integralMENTORS
  • 108. Understanding States Structure-Stage State-Stage Gross Subtle Casual Witness Non-Dual GROWINGUP WAKING UP CLEANING UP People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 109. The Worlds ‘I’ Inhabit - U Theory integralMENTORS
  • 110. 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 well-meant 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 People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 112. The Worlds ‘I’ Inhabit - People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 113. The Worlds ‘I’ Inhabit integralMENTORS
  • 114. Integral Theory - Growth People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 115. Integral Theory - Growth integralMENTORS
  • 116. Integral Theory - Growth People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 117. Integral Theory - IMP integralMENTORS
  • 118. Holon Evolution – 20 Tenets 1. Reality as a whole is not composed of things or processes, but of holons 2. Holons display four fundamental capacities: self-preservation; self-adaptation self-transcendence; self-dissolution 3. Holons emerge 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 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 11. The micro is in relational exchange with the macro at all levels of its depth 12. Evolution is directional (13.) Increasing in complexity (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 People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 119. 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 world-spaces 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
  • 120. 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) People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 121. 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. integralMENTORS
  • 123. Integral PECKA KUCHA – micro presentation integralMENTORS
  • 124. Learning Cycle People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 125. Assessing Environmental Capacity Using the Quadrants Interior (“soft”) Exterior (“hard”). Personal capacities: Capacities that allow for a greater self awareness and empowerment, capacity for moral care, capacity for mental models for understanding complex issues. Interpersonal capacities: Capacities to engage meaningful relationships, to foster new cultural trends, social norms, and social discourse. Systemic capacities: Capacities to effect systemic change, be it societal, ecological, political, etc, such as policy dialogue, advocacy, scientific research. Technical capacities: Capacities for undertaking practical work, such as for sustainable resource use and land use practices. Capacity Development integralMENTORS
  • 126. Assessing Environmental Capacity Using the Quadrants People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 129. 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 3—being an excerpt from the forthcoming trilogy, The Many Faces of Terrorism 2007 integralMENTORS
  • 130. Case Studies Effective Schools Project – Egypt 2005/07 People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 132. Case Studies People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 133. Case Studies © intgralMENTORS Effective Schools Project – Egypt 2005/07 Integral Practitioner in Praxis – South Africa 2012 integralMENTORS
  • 134. Case Studies UNICEF Transformation & Change 1995 - 1997 People do not perceive worlds but enact them. Different mindsets bring forth different worlds.
  • 137. 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. 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 ThriveAble Cities Series
  • 138. © integralMENTORS 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.
  • 139. © integralMENTORS Integral Theory A series of books from integralMENTORS Integral UrbanHub work - on Wellbeing and Thriveable Cities 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. IntegralUrbanHub ThriveableCities UrbanHub