Differences
This shows you the differences between two versions of the page.
Both sides previous revision Previous revision Next revision | Previous revision | ||
research_report_maggie_buxton [2009-01-22 01:00] – 118.93.84.195 | research_report_maggie_buxton [2020-06-06 11:58] (current) – old revision restored (2009-02-16 01:08) nik | ||
---|---|---|---|
Line 22: | Line 22: | ||
This research project is focussed around discovering **the most effective mechanisms we can use to become more conscious of, and change, our relationship to reality** | This research project is focussed around discovering **the most effective mechanisms we can use to become more conscious of, and change, our relationship to reality** | ||
- | It also has some general aims which include: providing user friendly material that is informative and inspirational to Foam, and to a wider audience that has not encountered these concepts before; encouraging people to grow their own worlds by: writing my blog, facilitating workshops, creating mixed media installations, | + | It also has some general aims which include: |
+ | * providing user friendly material that is informative and inspirational to Foam, and to a wider audience that has not encountered these concepts before; | ||
+ | * encouraging people to grow their own worlds by: writing my blog, facilitating workshops, creating mixed media installations, | ||
+ | * facilitating integration of worlds through connecting people and organisations across boundaries in whatever forms feel appropriate to the context | ||
+ | * supporting and promoting the work of Foam and gRig by increasing knowledge, fostering networks and inspiring their membership | ||
==== Method and Scope ==== | ==== Method and Scope ==== | ||
Line 88: | Line 92: | ||
http:// | http:// | ||
- | * **transdisciplinary facilitation** | + | * **[[transdisciplinary facilitation]][[http:// |
+ | http:// | ||
http:// | http:// | ||
Line 223: | Line 228: | ||
- | In examining the literature it is clear that transformation means different things to different people. | + | In examining the literature it is clear that transformation means different things to different people. |
+ | |||
+ | Consciousness | ||
Developmental theorists all describe, in one form or another, transformations in consciousness and evolutionary development from simple to increasingly complex ways of seeing the world (Cranton: | Developmental theorists all describe, in one form or another, transformations in consciousness and evolutionary development from simple to increasingly complex ways of seeing the world (Cranton: | ||
- | What is the relationship between transformation and development? | + | == What is the relationship between transformation and development? |
- | The Online | + | The answer is related to the term ' |
+ | |||
+ | The Oxford Dictionary(2005) | ||
- a particular attitude towards or way of regarding something; a point of view | - a particular attitude towards or way of regarding something; a point of view | ||
- | - the appearance of viewed objects with regard to their relative position and distance from the viewer; having a true understanding of the relative importance of things; a sense of proportion.(The Oxford Dictionary of English, 2005). | + | - the appearance of viewed objects with regard to their relative position and distance from the viewer; having a true understanding of the relative importance of things; a sense of proportion. |
Line 239: | Line 248: | ||
This closely relates to shifts in consciousness, | This closely relates to shifts in consciousness, | ||
- | Examining underlying assumptions | + | Examining underlying assumptions |
Robert Kegan (1994) develops this idea of meta- reflection into five ‘orders of consciousness’, | Robert Kegan (1994) develops this idea of meta- reflection into five ‘orders of consciousness’, | ||
Line 247: | Line 256: | ||
Major shifts occur when an individual encounters an alternative perspective and prior habits of mind are called into question. Educationalist, | Major shifts occur when an individual encounters an alternative perspective and prior habits of mind are called into question. Educationalist, | ||
- | Typically transformative moments are characterised by a recognition of some undeniable truth that flies in the face of – or -puts the lie to some fundamental belief you’ve held, possibly without even knowing it. [Schlitz: 203] | + | Typically transformative moments are characterised by a recognition of some undeniable truth that flies in the face of – or -puts the lie to some fundamental belief you’ve held, possibly without even knowing it. (Schlitz,2007:203] |
+ | |||
+ | Profound and permanent shifts are often triggered by intense suffering, disruption or crisis. In fact, change is what happens when the pain of remaining the same becomes greater than the pain of changing (ibid: 35]. | ||
- | Profound and permanent shifts are often triggered by intense suffering, disruption | + | Shifts also occur in moments of profound awe, wonder, or transcendent bliss. When a glimpse of something that is so compelling, so completely beyond |
- | They also occur in moments | + | Two pioneers |
- | Two pioneers of psychology, Keltner and Haidt propose that awe has two essential components perceived as vastness and a need for accommodation(2003) It may be that some experiences are so vast, so profound, so far beyond what we’ve previously perceived, that they in effect demand we transform our worldview in order to accommodate them. Rather than trying to assimilate these experiences into our constricted framework, we are forced to broaden that framework [Schlitz: | + | This broadening helps us grow and evolve as human beings, and allows us more options and a greater sense of agency in the world. In essence it is empowering. |
== Why is this process a sustainable way of creating shifts in behaviour? == | == Why is this process a sustainable way of creating shifts in behaviour? == | ||
Line 291: | Line 302: | ||
My research led me to a number of different methods and tools, however it was clear that there was great tension between breadth and depth. | My research led me to a number of different methods and tools, however it was clear that there was great tension between breadth and depth. | ||
- | To some extent I did put more focus on [ARGs] and it is clear from even just a small scale experiment that shifts in perspective did occur, among teachers and the children involved. In most instances this was not life changing, but there was a hint in some of the statements and feedback of possible deeper shifts in perspective. However more research is needed. | + | To some extent I did put more focus on ARGs see[[http:// |
That said, to my knowledge this is the first time, or one of the rare times, that these types of methods and tools have been cross correlated with consciousness shift and transformative development. | That said, to my knowledge this is the first time, or one of the rare times, that these types of methods and tools have been cross correlated with consciousness shift and transformative development. |