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Urban Hub

10

Integral UrbanHub

Education a future Thriveable Cities


Urban Hub Education a future Thriveable Cities Integral UrbanHub

integralMENTORS with Burning2Learn


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

Copyright ©© integralMENTORS with Burning2Lean – May 2018 ISBN-13:. 978 - 1719591218 ISBN-10: 1719591210


This document is not about clicking our links and following our path of discovery but about engaging and searching your own path in collaboration with us and others and developing pathways for our combined action. Each of these volumes adds to our search & understanding of the field and are best used as a whole.


The freedom to make mistakes provides the best environment for creativity. Education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you know and what you don’t. - Anatole Franc -


This book brings together all the education related pages from the first 9 volumes of this Urban Hub series and adds a few new ideas


It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty. - Albert Einstein -


Urban Hub Content Cultivating People Education Evaluation A Broader View Books


Cultivating People


Urban Hub Education


Thriving People Burning2Learn Motivating tomorrow's adults today by developing the talent within We believe that education should be about equipping young people with the skills they need for life beyond the walls of school, college and university. Burning2Learn runs education programmes at business, education and entertainment events that are geared towards raising selfesteem and confidence. Our programmes are for students of all ages/academic levels, and are tailored to the needs of the individual. By identifying talents and developing life skills our programmes also build resilience and motivate young people to take a more active role in determining their own futures. We encourage our students to think deeper, to ask more questions and to put forward their own responses to key issues in the 21st century. In doing so, we aim to better prepare young people for life in modern Britain

Burning2Learn aims to transform young people's skills, attitudes and life chances by offering enterprising and self-empowering learning experiences within education. To achieve this, we work with schools, businesses and community partners to develop programmes that enhance engagement in learning and enable young people to learn about the business world that they will one day need to transfer their skills into. We approach learning with a holistic human-centric ethos which embeds developing confidence, self-esteem and motivation within young people at the heart of all our programmes. www.burning2learn.co.uk


Thriving People Burning2Learn Motivating tomorrow's adults today by developing the talent within For a city to truly thrive, it needs to build stronger connections with all generations Burning2Learn has always believed schools are the heart of the community and this is the starting point. All parents want their children to reach their full potential. Motivate tomorrow's adults today! We believe it starts with children, parents and teachers working together, using technology and 21st century sciences to support human development and creativity. Listen to the children and the teachers. The UN SDGs are the key to this puzzle and could aid and support the curriculum throughout, assisting schools to drive future essential aspirations within tomorrow's adults today.

www.burning2learn.co.uk


Thriving People EDUCATION : Open & Child-Centred As we look around the world of education there are so many positive people trying to open the minds of our young. Can we pull together to put fun and dreams back into education. The tick box world is dying and new models are emerging. Can you help with the innovation and cultivation of these.

Engagement In Action

Motivating tomorrows adults today Burning2Learn enables free will in creativity, that inspires change, that motivates self-belief, that builds confidence, that empowers partnerships, that challenges the status quo, that delivers hope and that has been built for the sole purpose to support the individual which in turn supports the local community." Schools@burning2Learn.co.uk

Schools@burning2Learn.co.uk


Thriving People EDUCATION : Open & Child-Centred Sir Ken Robinson has suggested that to engage and succeed, education has to develop on three fronts. First, that it should foster diversity by offering a broad curriculum and encourage individualisation of the learning process. Second, it should foster curiosity through creative teaching, which depends on high quality teacher training and development. Third, it should focus on awakening creativity through alternative didactic processes that put less emphasis on standardised testing, thereby giving the responsibility for defining the course of education to individual schools and teachers. Successful school administration is a matter of fostering a helpful climate rather than "command and control” Sir Ken Robinson Ted talk in 2006 has been watched by over 46million people. It is hard to understand why the education process/model we loosely call education has not really transformed to be more relevant to the 21st century. The world is changing so fast that our systems are struggling, can we support the creative ones who speak out. Help Burning2Learn to tip the balance to create an ‘education’ system that is truly child the centred. Make the box fit the child not the child fit the box. Our World Day will spend 40 mins looking at the 17 UN Sustainable Development Goals (SDG) sometimes called the Global Goals. schools@burning2learn.co.uk

www.ted.com/talks/ken_robinson_says_schools_kill_creativity


Thriving People Burning2Learn MOTIVATING TOMORROW’S ADULTS TODAY YOU CAN TAKE A HORSE TO WATER BUT YOU CAN’T MAKE IT DRINK Burning2Learn works closely with local businesses, government organisations, and young people in both schools and Scouting groups. Looking through both local and global lenses. B2L recently introduced the UNSDGs to the Cub Scouts. Asking them about which of the 17 goals they would like to find out more. They choose to focus on Number 6: WATER They were then asked to look at the amount of plastic bottles they use in one week and encouraged to look at the actions they take and how to act locally to tackle a global problem. Some brilliant ideas and programmes were developed working both Cultivating Tomorrow’s individually and collectively. B2L bridges the gap between education, Future Today business and society asking 10-year olds through to business leaders to understand the power we all have.

www.burning2learn.co.uk


Thriving People Burning2Learn IT STARTS WITH ONE! JOINING THE DOTS... PLANT AN IDEA AND WATCH IT GROW After a Cub Scout meeting talking about our impact on our environment and the UNSDG’s, one Cub Scout decided to clean up his park. He brought back a carrier bag full of litter.

Sustainable Development Goals (UNSDG)

PLANT AN SDG AND WATCH IT GROW

Large business and corporations will discuss for hours how to sort out such problems, yet it starts with one! If we all adopted the same attitude as this young Cub Scout local and global communities would be transformed - it starts with just one! Cultivating Tomorrow’s Future Today

www.burning2learn.co.uk


Thriving People Burning2Learn THROUGH THE GENERATIONS PATHWAY TO THE FUTURE Dr Amit Mukherjee’s story rings out as we bridge the gap between continents. It was marvellous to hear Dr Amit Mukherjee’s story of how he trans- formed Tata Steel’s failing hospital in India into a larger profit-making development. Burning2Learn share Dr Mukherjee’s ethos and values.

TRUST, FAMILY, HONESTY AND INTEGRITY ARE ALL NEEDED TO BUILD A STRONGER COMMUNITY

Honesty and integrity are the foundation to build stronger, healthier working relationships and with this foundation, businesses and organisations can work together to make stronger communities for all. With this collaborative and undivided state of mind our goals can and will be met.

COMPLETING THE PUZZLE One company at the heart of change, Diligence provides project management for a variety of infrastructure projects, bringing their business ethos into the communities. Giving to others is very important to Managing Director, Nicola Coppen. As a voluntary Group Scout Leader at 1st North Cray Scout Group, a School Governor at Dartford Science & Technology College and she is also a Business Mentor to students at The Leigh Academy in Dartford. With these shared values, whilst joining the dots and the pieces of the puzzle, businesses and communities alike can really make a difference, both locally and globally. Change will come if we continue with this shared ethos.

Ethical Leadership Asia Plateau, Panchgani, India

Cultivating Tomorrow’s Future Today

www.diligence-pm-services.co.uk/ www.burning2learn.co.uk


Thriving People Let Teachers Teach Release teachers talents and they will unlock and develop our children. With the world changing so fast skills sets are being revaluated. Governments and societies are looking for direction and are become stuck in research and action planning, which fails to have impact In 2013 Google evaluated their hiring hypostasis using their data since 1998. To their surprise employees with high STEM (Science, Technology, Engineering & Mathematics) skills were not at the top. Communication and listening were right up there. Let us all be honest, we don't truly listen to others. Burning2Learn’s success in education has come from listening. Young people soon pick up on the fact that you are takeing them seriously. By this we are not saying all their views are correct but by meeting people where they are and not judging their values or culture we have captured their trust and thus their involvement. Often our mindsets are stuck in the 1930’s. Co-creation and collaboration are difficult for those in education to teach. This is because the mindsets and structure of society tend to be all about me. The sense of collaboration can be seen in sport by the teams, coaches and fans. A sense of belonging that does not need academic rigour. Free up our schools to collaborate in their communities. Place the children at their heart, use technology to provide education that meets the child’s emotional and other needs - then we will truly develop them to their full potential. www.burning2learn.co.uk


Thriving People Taking words and turning them into actions It’s rare to mention Swanley and the United Nations in the same sentence - we pulled them together to stimulate a conversation about our town and in particular Swanley Park. The United Nations developed and launched the Sustainable Development Goals in 2015 (known as the SDG or Global Goals). The SDG are a global framework with the aim of creating a better world. Educators can turn these global goals into local activities. We all need to help them to gain traction and understanding in our own communities. Time is of the essence we need to move beyond the theory today not next week, month or year

Sophie (11 years) from Crockenhill eco Primary school designs rubbish bins to match the recyclable material

Find out how your knowledge can be share at the level that your local school and community works at. We all have values and cultures can we all translate our vision to meet the needs of others. Our approach at Burning2learn is empower peer to peer learning, which then encourages critical thinking and communication skills. And is to ask children for help in this process and allow them to take ownership of this process. Burning2Learn is talking to people, including children on 5 continents and we need your help.

Young scouts from 1st North Cray evaluating the UN SDG game with cubs

www.burning2learn.co.uk


Thriving People EDUCATION : Open & Child-Centred Education: organisation: society: Toffler .. to ignore the relationship between the educational system of the future and the media system of the future is to cheat the learners who will be formed by both. Revolutionary new forms of education will be needed that are not based on the old factory model. Knowledge (which includes such things as imagination, values, images, and motivation, along with formal technical skills) is increasingly central to the economy. Social justice and freedom both now increasingly depend on how each society deals with three issues: education; information technology (including the media); and freedom of expression. The proposition that Soles can provide intellectual stimulus and encourage children to achieve more than we previously thought possible is entirely reasonable. So are the propositions that children can benefit from collaborative learning and that banning internet use from exams will get trickier, to the point where it may prove futile. It’s worth remembering that new technologies nearly always deliver less than we expect at first and far more than we expect later on, often in unexpected ways. www.theguardian.com/education/2016/jun/07/sugata-mitraprofessor-school-in-cloud

A high-choice system will have to replace a low-choice system if schools are to prepare people for a decent life in the new third wave society, let alone for economically productive roles. In the case of education, the re conceptualisation now required is so profound, reaching so far beyond questions of budgets, class size, teachers pay, and the traditional conflicts over curriculum,...... Like the second wave TV networks, .... our mass education systems are largely obsolete. www.amazon.com/Third-Wave-Alvin-Toffler/dp/0553246984

www.burning2Learn.co.uk


Thriving People EDUCATION :Active Listening If we really do listen to what children and young people have to say, we will see that they have interesting ideas and add great value to finding solutions to problems. We must move beyond seeing children and young people as passive citizens, but rather as competent partners. UNICEF demonstrates the reasons why children’s participation is vital: • Because…A child whose active engagement with the world has been encouraged from the outset will be a child with the competencies to develop through early childhood, respond to educational opportunities and move into adolescence with confidence, assertiveness and the capacities to contribute to democratic dialogue and practices within the home, school, community and country. • Because children have proved that when they are involved, they can make a difference in the world around them… • Because… The values of democracy, such as respect for the rights and dignity of all people, for their diversity and their right to participate in the decisions that affect them, are first and best learned in childhood. Authentic, meaningful participation prepares children for their stake in the future. www.Unicef.org


Thriving People Change Process

from Amber/Blue to Orange

The Two Faces of Change Always remember there is no 'reality'. Change is neither good nor bad - it always involves danger and opportunity. Change involves begins with loss.

danger

because

it

You have to let go of where you are, to get to where you want to be.

You have to leave something behind.

Whether a change is positive or negative, loss is always involved.

Change also always involves opportunity. •

The opportunity may not be obvious or immediate. Sometimes you need to search for it.

Seeking the opportunity is a choice. This choice depends on your own attitude.

www.clairenewton.co.za/my-articles/the-challenge-of-change.html


Thriving People Earth Charter School EARTH CHARTER AROUND THE WORLD The Earth Charter Initiative is a diverse, global movement comprised of organizations and individuals that have embraced the sustainability vision that the Earth Charter articulates and that use it in various ways to guide the transition towards a more just, sustainable, and peaceful world. Click here to see information about activities in various countries and this link to see the list of organizations from around the world that are affiliated to the Earth Charter International. Bournemouth’s Avonwood Primary School

When the little ones arrive at Bournemouth’s Avonwood Primary School they are greeted with the positive mantra – to change the world ‘it starts with one.’ Although they don’t know it yet, these four, five and six year-olds who attend Avonwood are in a very privileged position; they are at the UK’s first ever Earth Charter school. Avonwood Primary opened its doors in September 2014 as Bournemouth’s newest primary school and the first to adopt the charter as the moral compass for all it does. So from their early years’ curriculum right down to the school mascot, the principles of the Earth Charter seep through everything Avonwood does. And it was no surprise that when the idea for this new school was conceived back in 2013 the Earth Charter would be the heartbeat of its formation. Avonwood is part of the Avonbourne Multi-Academy Trust, which has endorsed the Charter’s ethos since 2008, when Bournemouth Borough Council became the first Earth Charter local authority. www.earthcharter.org/news-post/uks-first-earth-charter-school/


Thriving People Earth Charter School PRINCIPLES I. Respect and Care for the Community of Life

1. Respect Earth and life in all its diversity. 2. Care for the community of life with understanding, compassion, and love. 3. Build democratic societies that are just, participatory, sustainable, and peaceful. 4. Secure Earth’s bounty and beauty for present and future generations. In order to fulfil these four broad commitments, it is necessary to:

II. Ecological Integrity

5. Protect and restore the integrity of Earth’s ecological systems, with special concern for biological diversity and the natural processes that sustain life. 6. Prevent harm as the best method of environmental protection and, when knowledge is limited, apply a precautionary approach. 7. Adopt patterns of production, consumption, and reproduction that safeguard Earth’s regenerative capacities, human rights, and community well-being. 8. Advance the study of ecological sustainability and promote the open exchange and wide application of the knowledge acquired.

III. Social and Economic Justice

9. Eradicate poverty as an ethical, social, and environmental imperative. 10. Ensure that economic activities and institutions at all levels promote human development in an equitable and sustainable manner. 11. Affirm gender equality and equity as prerequisites to sustainable development and ensure universal access to education, health care, and economic opportunity. 12. Uphold the right of all, without discrimination, to a natural and social environment supportive of human dignity, bodily health, and spiritual well-being, with special attention to the rights of indigenous peoples and minorities.

IV. Democracy, Nonviolence, and Peace

13. Strengthen democratic institutions at all levels, and provide transparency and accountability in governance, inclusive participation in decision making, and access to justice. 14. Integrate into formal education and life-long learning the knowledge, values, and skills needed for a sustainable way of life. 15. Treat all living beings with respect and consideration. 16. Promote a culture of tolerance, nonviolence, and peace. www.earthcharter.org/discover/the-earth-charter/


Thriving People Foundation For Environmental Education Positive change on a global scale We educate to protect. To protect not just our environment but the people who live in it, the communities who depend on it, the businesses who profit from it and the ecosystems which rely on it. Our programmes With members in 73 countries around the world, our programmes represent the absolute cutting edge in Education for Sustainable Development and Environmental Education. While our Eco-Schools, LEAF and Young Reporters for the Environment programmes educate young people to cultivate a more environmentally conscious approach in their lives, our Green Key and Blue Flag initiatives are known across the world for their promotion of sustainable business practices and the protection of our valuable natural resources. It is the vision of the Foundation for Environmental Education that our programmes empower people everywhere to live sustainably and in an environmentally conscious manner. Green Key Unlocking sustainability in the hospitality industry Blue Flag Pure water, clean coasts, safety and access for all Young Reporters for the Environment Giving our environment a voice Learning About Forests Getting back to our roots Eco-Schools Educating the youth of today to protect the climate of tomorrow www.fee.global/


Thriving People Foundation For Environmental Education

Young Reporters for the Environment (YRE) aims to empower young people to take a stand on environmental issues they feel strongly about and to give them a platform to articulate these frustrations through the media of writing, photography or video. The programme offers these enthusiastic youngsters a chance to make their voices heard and to feel that they are being listened to. The ultimate goal of these young reporters is to highlight environmental injustices and to have them righted by the appropriate authorities, but the upshot of this is that these young people get to feel like they can make a difference and hopefully the opportunities provided by YRE engenders in them the desire to continue to do so.

Ensure young people have power to be the change for sustainability that our world needs by engaging them in fun, action-orientated and socially responsible learning. The programme’s greatest achievement is arguably the fact that it produces generation after generation of sustainably minded, environmentally conscious people. These individuals will carry the behavioural patterns they uptake under the auspices of Eco-Schools with them through life, in turn teaching the next generation the habits to make a difference. Each school follows a seven step change process and empowers their young people to lead processes and actions wherever they can. www.fee.global/


Thriving People EDUCATION : Balanced Curriculum Model - Floris Koot These models started out from three basic convictions: 1. Education needs to acknowledge that each student has unique talents, quite possibly outside the scope of (current) school. 2. In almost every behavior lie gifts or possibilities enclosed that may, when well placed and or well developed, benefit society. 3. Education that doesn’t stimulate its students to be part of the global solutions we need, harms our collective and their individual future.

Balancing ‘Outside In’ learning with ‘Inside Out’ learning.

How to see if your school looks at the whole student, and not just feeds knowledge. Why We Need More Inside Out Education! The main current emphasis on outside in, is damaging for students and society as a whole. Talents that don’t fit the frame, are still talents. They are the ones that bring change and innovation. Suppressing individual talents is diminishing students self worth, their capabilities, and their value for society as a whole. Not seeking how to make such talents shine is therefore also theft of society as a whole and thus bad education. Please start addressing the whole spectrum. Look for those all around the world that have developed approaches for this. www.medium.com/the-gentle-revolution/three-new-models-to-boost-education-bc3a1437d3b2


Thriving People EDUCATION : Integral Education Model & Basic Human Growth Model An integral approach to education and personal development. In my practice I often teach all those aspects not offered in traditional education. It’s not a miracle to guess that many trainings within companies are all about these aspects. Many employees and managers have very limited grasps of one or more of these aspects: what it means to be human, to be creative, to be intuitive, to know what they themselves want, showing courage, listening to ethics, being empathic. Many are lacking emotional and spiritual intelligence. However much money is made, this is global poverty.

A Basic Human Growth Model The four corners of personal development. This is a very simple model. Young people should develop themselves in all these four directions to help them become well developed humans, capable to add and understand what they can offer to their society. The previous model showed all aspects needed to develop this. This model is more help for the students to check their own progress. www.medium.com/the-gentle-revolution/three-new-models-to-boost-education-bc3a1437d3b2


Thriving People Neuro Network Australia Is Setting a New Trend in Education The Neuro Programs are based on the Human Evolutionary Matrix (HEM), developed by Neuro Network, which highlights the human journey in its various categories - phylogeny, ontogeny, physical, intellectual, emotional, civilizational and cultural. ‘Edu-cate’ in Latin means – to ‘draw out’ Ken Wilbur "Humanity is flying way under its full potential simply because we do not educate for the whole or complete human being. We educate for just a small part, a slice, a fragment of just what's possible for us...” The Neuro Programs are based on the premises that: All children are intelligent and have a natural love and thirst for learning. “To learn effectively children must have well-developed sensory motor processes. Reading, speaking and writing are seen as ‘the basics’ when they are in fact extremely complex neurological tasks requiring the senses, muscles, nerves and the brain to all work together.” Neuro Programs emphasise the importance of well-developed, balanced sensory motor integration

Early childhood development is ‘an orderly, predictable, inter-related, inter-weaving sequence of development that results in a capacity for learning’ www.neuro-network.org


Thriving People Neuro Network Australia Is Setting a New Trend in Education Neuro Programs have been delivered in schools to achieve the following: Enhancing critical ages and stages in early brain development to create sound foundations for learning, intellectual, physical and social skills for each child Addressing the root causes within each individual for the various challenges or ‘symptoms’ they display which are interfering with physical, social, behaviour and intellectual performance Enhancing the critical stages a posteriori, regardless of the various challenges or ‘symptoms’ they display, which are interfering with classroom performance and academic outcomes Physical and mental activities, that are easy to implement The Neuro Program emerged from the following principles: All human beings are born with an “old brain” and a “new brain” The “old brain” took a few million years to evolve The “new brain” has been around for about 100,000 years The old brain is the foundation that enables the new brain (our ‘thinking and learning’ brain) to function at our optimum potential The Neuro Program and a Computer Analogy: The old brain is like the hard drive and needs to be in the highest working order The new brain or cortical brain is like the ‘software or our thinking brain that runs on the hardware If the hardware is dysfunctional, the software will not deliver its fullest potential and excellence Neuro programs focus on developing the brain’s ‘hardware’

Developmental Ages and Stages: Understanding the Foundations for Life 6 years

Cortex

3 years

new brain

1 year

Cerebellum

2.5 mths

Pons Medula

Birth

Developmental Journey

old brain

Midbrain

7 months

or brain stem

Spinal cord

The Neuro Iceberg CONSCIOUS BRAIN Cor$cal Cogni$ve Func$ons Organiza$onal Skills Mul$ple Intelligences Leadership 4 Dimension Celebra/on of Human Poten/al SUBCONSCIOUS Apprecia1on of Meaningful Integra1on Mammalian Brain 3 Dimension Depth Percep/on

Survival Rep1lian Brain Fright and flight Ins1ncts & Intui1on 2 Dimension Linear in Time and Space

Autonomic Systems 1 Dimension Existence

www.neuro-network.org


Thriving People The Human Evolutionary Matrix

www.neuro-network.org


Thriving People Neuro Network in Education What We Can Do:

Education focused on transformation from inside out, in a bottom up approach Maximizing human potential through the neuro programs based on the Human Evolutionary Matrix (HEM) is highlighted in this document. The neuro programs are about linking brain development, human evolution and human potential. On a broad spectrum, this addresses the human journey in its various categories integral to life: the phylogeny, ontogeny, physical, intellectual, emotional, social, civilizational, cultural, religious and spiritual components.

Background

Neuro Network has been setting a new trend in education by coaching parents and teachers to enjoy being the best educators of future leaders. 'Edu-cate' in Latin means, to 'draw-out'. In view of this, one objective of what we do is to facilitate for better understanding of the multi dimensions of brain development as the springboard for tapping into human and spiritual potential for all ages. Program activities that address brain development also deals with the numerous labels we are diagnosed with (related to learning difficulties) including the growing trend in mental illnesses manifesting at a much earlier age. Globally a lot of money is being spent in two key areas: a) assisting the younger generation to address a deepening social crisis b) assisting indigenous communities to adapt to modern civilisation The neuro program gives individuals a natural access to inner resources of balanced development, critical thinking skills and consequences of behaviour including an intrinsic understanding of universal values. Wherever the neuro program has been delivered, it has enabled a three dimensional appreciation leading to a higher perspective and spontaneous enthusiasm from within. The noun enthusiasm comes from the Greek word enthousiasmos, from enthous, meaning “possessed by a god, inspired from within.� Individuals develop leadership skills and initiate taking responsibilities to becoming global citizens. www.neuro-network.org


Thriving People Neuro Network in Education Using the Human Evolutionary Matrix (HEM), which is measured against ‘Time and Space coordinates’ we have a simple table of what we can do through the neuro program to achieve the ‘fourth dimension of human potential’ outlined in the HEM. When implementing the activities outlined in the above table, a much broader scope of noticeable changes are also observed in the following areas:The Qualities of the Human Template • Multiple Intelligences • Three Dimensional Appreciation of Life • Competence in Fine Sensory Motor Skills • Balanced Sensory Motor Integration • Consistent Cross Coordination • Likes and Dislikes • Survival Instincts Impact of Meaningful Integration Within (Spiritual Template) • Universal Values • Harmony • Compassion • Contentment /Peace / Higher Purpose • Perfection / Competence • Intuition See Urban Hub 7 for more detail

Human Evolutionary Matrix reference

What We Can Do

Phylogeny – The Physical Body Intelligence

Reinforcing the Sensory Motor Hub Meaningful integration and appreciation of the three dimensional perception. Here visual, auditory and tactile pathways integrating with mobility, language and manual skills to deliver sound foundations for realising human potential.

A physical developmental program is implemented ensuring neurological wellness. This is based on the early childhood sequential development, which is the foundation for life and learning skills. The body is the vehicle or temple and cannot become the prison

Ontogeny – The Physiological and Breathing Intelligence

Ensuring neurological development as a way of life to enable well balanced functioning individuals across all dimensions.

A program of yoga and breathing activities are offered in combination of the foundational program. Health is wealth

Intellectual / Thinking Intelligence

Learning the way the brain is wired to learn. Right brain focus and education for critical thinking. Tapping into the right brain functions of the photographic memory and speed-reading potential available to young children.

Values based education, inspiring confidence, communication, critical thinking and solution finding skills plus scholastic learning to deliver life skills and academic excellence. Empower people to seek or create their own enthusiasm from the inside out.

Emotional Intelligence

Living life with enthusiasm, confidence, cooperation and the ability to bounce back. Free from fear and control dramas

Healing the inner child and training individuals to have the needed resources to deal with their subconscious fears, rigidities, belief systems and obstacles to inner freedom.

Cultural and Civilizational Intelligence

Maintaining the strengths of the cultural traditions and being able to transcend into the 21st century technology, innovation and life style demands upon us all.

Providing leadership training to achieve a global perspective. Living the vision of the global family in the global village with shared universal values.

Spiritual Intelligence

Grace, peace, inner harmony, living for a higher purpose and for the common good.

Inculcate the practises of quiet time, deep listening, discernment, right action, reconciliation, building trust and forgiveness. www.neuro-network.org


Thriving People EDUCATION : Matrix of Educational Evolution

www.presencing.com


Thriving People EARTHwise Centre EARTHwise Centre is a wisdom-based enterprise providing custodianship, leadership, value-creation, regenerative design, capacity development, holistic education, and vision development for our collective flourishing and actualisation. We support organisations to raise their standards, and develop internal capacity and leadership for ecological value creation and thriveability. We bring the heart back into our human activities and networks

Education: EARTHwise Youth Custodianship Empowering our Youth by training them (and their caregivers/teachers) in developing the competencies, wisdom, and skills to become Custodians for our collective thriveability is one of the most important tasks of our societies. This is clearly outlined in UN Agenda 2030 for Sustainable Development and it’s SDGs. To implement these commitments, however, requires a whole system approach. This starts by re-envisioning the role and purpose of education. It also requires a decoupling of educational policies and goals from our mainstream economic models that are currently driving goals and outcomes that are incompatible with the SDGs. These are the principles we work with, as part of our Education for Sustainability programme. www.earthwisecentre.org/


Thriving People EARTHwise Centre Educational Principles for cultivating Youth Custodianship. 1. Holistic development of the child – Aim to facilitate each child’s unique and natural development holistically and systemically, with full respect and care for the child and his/her unique circumstances and capabilities. 2. Value based education – Support children to discover and develop their intrinsic custodianship values experientially. These values include, among others, care, love, mutuality, respect, listening, reciprocity, compassion, empathy, gratitude, playfulness, and curiosity. Provide projects and learning tasks that inspire children to discover, experience, and apply these values experientially. 3. Learning by being part of the world – Facilitate learning tasks that support children to feel at home in the world, and especially in their natural environment. Contextualize learning in “dialogue with place”, to develop relationships of care and custodianship for the places in which we live, and the people and beings we share this with. 4. Encourage whole-self development – Support children to discover, develop and actualise their whole-self potentials physically, emotionally, intellectually and spiritually - in an integrated way.

5. Sustaining and enhancing the learning potential of the child – Through playful systems thinking exercises, practices of care, and innovative learning methodologies keep learning fun, meaningful and applied to the whole self development of the child. Contextualise their learning experiences to the real life challenges that matter to them by facilitating their development from within these challenges. 6. Create ecosystems that learn from and with the children - Develop and implement holistic evaluation indicators that engage children to provide and receive meaningful feedback, as conscious learners within the larger ecosystems in which their learning takes place. Align these with the SDG goals, and implement this into the curriculum systems. 7. Learning from and for the future – Inspire higher educational standards based on a positive vision about the purpose that education is meant to serve, within the context of our current sustainability challenges. Empower children as the Future Custodians for thriveable societies, based on regenerative design principles and practices of deep care for our planetary and collective wellbeing.

EARTHwise Education for Sustainability Schools, Mauritius

www.earthwisecentre.org/


Thriving People EDUCATION : Open & Child-Centred

www.burning2Learn.co.uk


Thriving People EDUCATION : Open & Child-Centred

www.burning2Learn.co.uk


Thriving People Learning Power: Learning Power is an interdependent set of 8 human qualities, values and capabilities that combine to determine an individuals learning effectiveness in a given context. Researched, Identified and captured in a formal diagnostic tool by University of Bristol, England, the researchers found these dimensions exist in all of us and, while some may be more natural to use than others, we can all improve any of them. As learning power improves through practice, our ability to perform, including the quality of our thinking, decision-making, self-awareness and interpersonal effectiveness also improves. The Learning Power model has been developed, extended and scaled by Learning Emergence LLP, a not-for profit partnership working globally to embed Learning Power diagnostic and improvement tools and processes in education, business and social change organisations. Learning Emergence is in the process of driving a transformational change in its ability to deliver Learning Power Improvement via the build of a mobile Learning Power Improvement app and supporting Learning Analytics platform. www.learningemergence.net/2015/04/06/learning-power-new-research-identifies-mindful-agency-as-central-to-resilience/


Thriving People Learning Emergence:

A CLARA profile is a researchvalidated self-report questionnaire which provides immediate feedback to individuals about their learning power on eight dimensions. It forms a framework for a coaching conversation designed to support the alchemy which converts selfdiagnosis into strategies for change. Anonymised feedback provides facilitators and leaders with information about culture change. Deakin Crick, R,. Huang, S., Ahmed-Shafi, A. and Goldspink, C. (2015) Developing Resilient Agency in Learning: The Internal Structure of Learning Power. British Journal of Educational Studies, vol. 63, Issue 2, pp.121- 160. http://dx.doi.org/10.1080/00071005.2014. 904038 www.learningemergence.net/2015/04/06/learning-power-new-research-identifies-mindful-agency-as-central-to-resilience/


Stages of Learning Development Since the 19th century, the School has played three major roles: the education of children, the socialization of children and, finally, a utilitarian role, that is to say preparing students for the world of work. Today, however, the first two seem to be lost in favour of the third. This is now taking a dominant role - training children for a world of work that is increasing out of date.

School – Mythical and Magic : M&M -

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

Starts 0+

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

Transitioning – M&M to GOE Learning by modelling is still important - but satisfaction of the embryonic ego will also influence what is learned

School – Growth of blossoming Egos : GoE -

Instant results - pain or punishment No threats, only promises of certain outcomes Hands-on action learning, the opportunity to experience it for themselves What is learned needs to be immediately relevant to the circumstances individuals perceives themselves to be in - Respect for the "teacher" as a hero figure is important but

5+

“Teacher” must respect back blossoming egos

also to

show the

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

School - Control and Conform : C&C -

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

A utilitarian role, that is to say preparing students for the world of work

8+

The work set by “teacher’ will be done because it is "the correct thing to do" - but don't expect imagination in the work or more than is set

Subjects do not perceive worlds but enact them. Different states of subjects bring forth different worlds.


Stages of Learning Development The primary goal of the school has been to provide children with a foundation of knowledge, to inculcate common values and standards in order to promote the solidarity of individuals within a society and possibly to contribute to social mobility. A more detailed analysis shows that the school is not neutral and always contributes to the legitimization of the system in place. Transitioning – C&C to E&I Self-motivation starts to emerge - though learning procedures are still necessary

School – Enterprise and Innovation : E&i -

Developing future sense with possibilities of multiple outcomes Trial-and-error experiments to achieve anticipated outcomes Opportunities to analyse and improve - particularly via technology Complete self-motivation to achieve the desired future outcome(s)

Starts 15+

"Teacher" role is resource to be used

now

a

Transitioning – E&i to ODP Broader concerns now start to emerge and there is a need to make sure everybody is getting opportunities

School - Opportunity and Developing Potential : ODP -

Bigger picture thinking and emotional responsiveness What is important can be subject to consensus Learning from peers/group learning Personal development/development of self, within the group

18+

"Teacher's" role is to facilitate the development of the group and individuals within the group.

Transitioning – ODP to EO Broader concerns now start to emerge and there is a need to make sure everybody is getting opportunities Ivan Illich – deschooling society

He proposed as a solution the setting up of an educational network with three objectives: that anyone who aspires to the knowledge can do it independently of the diploma and at any age, to promote the pooling of knowledge among those wishing to teach And those who wish to benefit from it, as well as to give the possibility to any individual who has a new idea to express without fear the disapproval of the ideological apparatus of State Subjects do not perceive worlds but enact them. Different states of subjects bring forth different worlds.


Thriving People Levels of Child Participation

www.UNECEF.org


Thriving People Levels of Child Participation

It should be noted that most of the higher levels (6 to 8) are not even considered as appropriate in most public participation in projects initiated by governments (at all levels) nor by NGO and consulting firm. Replace children with ‘Community’ and adults with Government, NGO, etc. to understand the situation.

www.UNECEF.org


Mindsets At the Orange-Green interface “You cannot get through a single day without having an impact on the world around you. What you do makes a difference, and you have to decide what kind of difference you want to make.”—Jane Goodall

Eight principles can be used to describe the underlying nature of mindsets. These principles have been adapted from David Gray’s book ’Liminal Thinking..’ 1) Mindsets are unique to everyone 2) Mindsets are created by our experiences 3) Mindsets are imperfect models of reality 4) Mindsets govern our actions 5) Mindsets create our shared world 6) Mindsets are self-protective 7) Mindsets create blind spots 8) Mindsets can be changed medium.com/benefit-mindset/the-nature-of-mindsets-18afba2ac890


Mindsets At the Orange-Green interface “Your beliefs become your thoughts, your thoughts become your words, your words become your actions, your actions become your habits, your habits become your values, your values become your destiny.”—Mahatma Gandhi

Amber

Orange

Green

……. there is no way to avoid the subconscious influence of our mindsets. Its hidden web of influence permeates everything—all the time. What’s inside us, our beliefs, attitudes and assumptions—manifests outside, pulling the strings of our future possibilities on both an individual and a collective level. www.benefitmindset.com/index.php/about/


Mindsets At the Orange-Green interface Are we teaching to survive or teaching to thrive?

Imagine a school where teachers and students tend to each other’s wellbeing on a daily basis. A school where everyone is aware of the conditions that create thriving learning communities. A school where teachers and students alike openly discuss their strengths, weaknesses, hopes and dreams for themselves and the world.

Surviving

Surviving simply means ‘to continue to live or exist’ after uncertainty or crisis.

Resilience

In psychology, resilience is defined as an individual’s ability to adapt to life challenges, social disadvantages or highly adverse conditions.

Thriving

Thriving is a condition beyond resilience and surviving. The concept is drawn from evolutionary sciences, in which successful adaptations have three characteristics: •

preserving what it needs to survive

discarding or rearranging what it no longer needs, and

creating new arrangements that generate capacity to flourish in more challenging conditions.

medium.com/benefit-mindset/are-we-teaching-to-survive-or-teaching-to-thrive-d72b9517ceaa


Mindsets

Infinite

Integral Mindset

Turquoise

Holonic-Communion holistic integral self

Integral Mindset

Yellow

Integrative-Flow integral self

Green

Benefit Mindset

Green

Human-Equality sensitive self

Orange

Growth Mindset

Orange

Strive-Drive achiever self

Fixed Mindset

Blue

Truth-Force hierarchical self

Fixed

Red

Impulsive-Power egocentric self

Fixed

Purple

Tribal-Bond tribal self

Fixed

Beige

Survival-Sense instinctive self

Teal

Amber Red Magenta Crimson

2nd Tier

Coral

Turquoise Mindsets in Relation to Stages

ULQ

Mind

1st Tier

Indigo

vMemes

Subjects do not perceive worlds but enact them. Different states of subjects bring forth different worlds

2nd Tier

Values

CoG

1st Tier

Altitude

3nd Tier

Spiral Dynamics Dynamic Mindsets

AQAL Integral

Static Mindsets

CoG – centre of gravity

WorldView

(iM Graphic)


Make-up of our View WorldView The perspective (concepts/lens) through which we view our world are mostly self-built, based on life conditions (and genes). These life conditions help develop our mindset, values, and our depth and complexity of consciousness. That is, we mostly ‘self-construct’ the world that we are aware of or 'see'. Different perspectives ('lenses’) bring forth different worlds in the same ‘physical’ space. Our own perspective (lens) is developed from many of the following: • Age • Gender • Mindset • Culture (Dominant mode of discourse) • Community (Dominant mode of discourse) • Family (Dominant mode of discourse) • Country (Dominant mode of discourse) • Location • Geography • Rural/Urban • Climate • Education type and level • Experience of all kinds • Multi cultural/country embeddedness • Personal Centre of Gravity - values/altitude • etc. In order to transform to a broader perspective we need to transcend our current ‘lens’ (include its positive aspects) and unlearn the lesser or negative elements. This is difficult as in transformation all the above need to be re-evaluated and transcended. People do not perceive worlds but enact them. Different mindsets bring forth different worlds.


Thriving People Ecological Systems Theory Ecological Systems Theory How is a child's development affected by their social relationships and the world around them? Ecological systems theory provides one approach to answering this question. The ecological systems theory was developed by Urie Bronfenbrenner. Bronfenbrenner believed that a person's development was affected by everything in their surrounding environment. He divided the person's environment into five different levels: the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem.

www.en.wikipedia.org/wiki/Ecological_systems_theory


Thriving People Breaking Down Plutchik’s Wheel of Emotions Primary: The eight sectors are designed to indicate that there are eight primary emotion dimensions. They are anger, anticipation, joy, trust, fear, surprise, sadness and disgust. Intensity: The cone’s vertical dimension represents intensity – emotions intensify as they move from the outside to the center of the wheel. For example, a feeling of boredom can intensify to loathing if left unchecked. This is an important rule about emotions to be aware of in relationships: If left unchecked, emotions can intensify. Herein lies the wisdom of enhancing your emotional vocabulary: it’s the bedrock of effectively navigating emotions. Relations: Each circle sector has an opposite emotion. The opposite of sadness is joy, and the opposite of trust is disgust. Can you find the opposite of anticipation? … The emotions with no color represent an emotion that is a mix of the 2 primary emotions. For example, anticipation and joy combine to be optimism. Joy and trust combine to be love. Emotions are often complex, and being able to recognize when a feeling is actually a combination of two or more distinct feelings is a helpful skill. That is a basic guide for interpreting the emotion wheel created by psychologist Robert Plutchik.

Robert Plutchik - Wheel of Emotions.

www.6seconds.org/2017/04/27/plutchiks-model-of-emotions/


Thriving People Probabilistic Epigenesis Probabilistic Epigenesis Gilbert Gottlieb's Probabilistic Epigenesis Probabilistic epigenesis is the view that the development of an organism is dependent on the bidirectional influences of interacting biological and environmental forces that form a larger system. His view attempts to encompass all of the factors influencing development, how these factors interact with one another and how this interaction shapes individual development. He believed these influences occur over the course of evolution as well as throughout an individual's lifespan. Gottlieb describes four different interacting dynamics: behavior, neural activity, genetic activity and environment.

Genetic activity Behaviour

Neural activity Environment

www.study.com/academy/lesson/gottliebs-epigenetic-psychobiological-systems-perspective-concepts-definitions.html


If I ran a school, I'd give the average grade to the ones who gave me all the right answers, for being good parrots. I'd give the top grades to those who made a lot of mistakes and told me about them, and then told me what they learned from them. Buckminster Fuller


Urban Hub Evaluation & Monitoring


Integral Monitoring & Evaluation

Guiding principle here is that you need enough diversity in what data you are gathering and how you are gathering it, that you can adequately capture impacts that are occurring in all quadrants.

Impact on Mindsets

(ways of thinking about and approaching problems)

Impact on Practices (practices & conduct carrying out work)

Types of data to be collected: - third-person data (objective) such as surveys or other quantitative ways to measure change, - second-person (intersubjective data) such as data that is generated and interpreted together as a group or within a process, and - first-person (subjective data) such as reflective answers, thick description, or other qualitative descriptions (one-on-one).

Impact on Culture (collaboration, cultural perceptions, and social discourse in issues)

Impact on Systems

(policies, structures that support innovation in work)

www.integralwithoutborders.org


Integral Monitoring & Evaluation FIRST-PERSON DATA COLLECTION • To generate thick descriptions on these indicators (about how and why changes occurred as they did): • use more in-depth reflective questions posed within one of the activities, such as a qualitative question in a survey • or by doing key-informant interviews with a sample of the target audience.

SECOND-PERSON DATA COLLECTION • At the Evaluation Pod meetings and Development Evaluation (DE) meetings generate discussion and reflection through prompting with skillful DE questions. Then, harvest the insights and doing pattern-finding; that is where indicators come in. • Community Liaison carry out this pattern-finding afterwards then reflect back to the other participants later. • During the DE sessions, do some group patternfinding with indicator tables written on flipcharts, and participants use post-it notes to tag where in the spectrum they would say the outcome was achieved. This is based on participant-observation, and is co-generated in a focus-group style meeting.

THIRD-PERSON DATA COLLECTION • Build in content from the indicator table into the feedback forms, proposal questions, grant reports, forum retrospectives, etc. • This will generate actual numbers along the 1-5 spectrum for these indicators, which can be quantified and used in evaluation analysis and reporting. • Any thing you quantify (numbers of participants, proposals or multi sector tables) can be useful to analyze and include.

www.integralwithoutborders.org


Integral Monitoring & Evaluation

R

Reflective, experiential inquiry Description: interior felt-sense, how one feels (about oneself, org, project, issue), Methods: phenomenology Methodologies: personal ecology sheet self-reflection (can use this tool to guide the process, can be an ongoing cascading reflectionstream, and/or can be accessed through journaling).

Developmental inquiry Description: interior personal change, developmental stages, changes in motivation, attitudes, and values. Methods: structuralism Methodologies: developmental assessment (includes pre/post interviews that are carried out one-on-one with a sample of the population and the interviewer is trained to ask the same questions that hone in on indicators for motivational, attitudinal

Interpretive inquiry Description: culture and meanings held by the group or community; for example, how do people generally feel and what do they know about “conservation”, what does “conservation concession” mean to them? Methods: hermeneutics Methodologies: focus group (using a guided method, shared below, as a pre/during/post method of “taking the pulse” of the group—where motivation lies, what is working what is not, how can the project shift and flow.

Ethno-methodological inquiry Description: changes in social discourse, implicit “background” social norms, and shared worldview. Method Family: ethno-methodology Methodologies: participant-observation (using a tool with focus questions on specific domains of change) Integral Methodological Pluralism application - international development framework : Gail Hochachka IWB

I


Integral Monitoring & Evaluation

E

Empirical inquiry

S

Methods: empiricism

Description: quantitative measurement of seen changes in behaviours, for example: shifts in land-use practices, uptake of conservation practices in the household, behavioural change in gender relations. Methodologies: measuring, ranking, and quantitative analysis (pre/during/post measurement that ranks certain behaviours from 1-10 and can compare/contrast to later assessment, after which time that data can be analysed using quantitative methods to create graphs and figures of what percentage of behaviours changed through the lifetime of the project.)

Systems inquiry Description: quantitative measurement of seen changes in social, economic, political systems in which the work is carried out. Methods: systems analysis Methodologies: systems-analysis tool

Integral Methodological Pluralism application - international development framework : Gail Hochachka IWB


Integral Monitoring & Evaluation

MetaIntegral is a global transdisciplinary design firm. We support visionary leaders, teams, and organizations to Be IMPACT. To do this we draw on and integrate a number of theories and their associated practices including: embodiment theory, design theory, integral theory, and developmental theory. As a result we help you thrive in complexity – transforming the world – from an embodied place of presence and purpose. We love to co-create with you – your events, products, services, books, business models, and business ecosystems among other things. MetaIntegral Capital is the branch of MetaIntegral that is dedicated to the design of wisdom economies – which are accounting systems that integrate multiple types of impact, multiple forms of capital, and multiple bottom lines. This site is devoted to sharing with you our MetaImpact Framework, which lies at the heart of our approach to preserving the wholeness of individuals and systems. MetaImpact Framework At the heart of our approach is The MetaImpact Framework, which measures 4 Types of Impact with 10 Types of Capital which produce 4 Bottom Lines. 4 Types of Impact 10 Types of Capital 4 Bottom Lines www.metacapital.net


Integral Monitoring & Evaluation 10 Types of Capital Over the last 30 years various individuals have created multiple capital frameworks which include anywhere between 3 and 20 different types of capital. We’ve done an integrative meta-analysis of over a dozen of these frameworks to identify what are the most important forms of capital to include in an expanded framework and how might we combine them into an elegant and intuitive framework – one that not only includes essential types of capital but highlights the different kinds of relationship between these capitals. In 2011 the International Integrated Reporting Council (IIRC) began a multi-year global initiative to develop an expanded model of capital. Through their process they identified six types of capital that should be included in an integrated report. We have included all six of these in our model (they are identified with an asterisk after their name in our model). In addition to these six we have included four more that our analysis indicates are necessary for a comprehensive assessment of value creation. Then using Integral Theory we have organized these into four quadrants. Below is a set of slides that show the complete 10 capital model followed by a single slide for each type of capital and ending with the red icon we use for the MetaImpact Framework. www.metacapital.net


Integral Monitoring & Evaluation 4 Impacts Clear Impact One of the most common forms of impact is Clear Impact, which measures change in stakeholder performance. Many businesses and organizations include various metrics to assess this area of impact (e.g., skill assessments, analytics, observation tools, and various KPIs). What all these metrics have in common is the focus on objective criteria to track behavior and performance. High Impact The other main form of impact is High Impact, which measures change in stakeholder systems (e.g., supply chains, cash flow, customer engagement) . Many businesses and organizations include various metrics to assess this area of impact (e.g., environmental impact assessments, financial impact assessments, input indicators, and various KPIs). What all these metrics have in common is the focus on interobjective or systemic criteria to track organizational and market dynamics.

These four types of impact combine to create a comprehensive model of impact ‌

Wide Impact Over the last decade it has become more common for organizations to include Wide Impact, which measures change in stakeholder relationships. With forms of network analysis and social mapping there have emerged various metrics to assess this area of impact (e.g., 360 Assessments, relationship mapping, interviews, and social impact assessments). What all these metrics have in common is the focus on intersubjective criteria to track the quality and quantity of relationships and their influence. Deep Impact Arguably, one of the most important forms of impact is Deep Impact, which measures change in stakeholder experience. There is a growing awareness among many businesses and organizations that this form of impact needs to be included. Various metrics are used to assess this area of impact (e.g., selfevaluations, psychometrics, satisfaction surveys, and happiness inventories). What all these metrics have in common is the focus on subjective criteria to track somatic, emotional, and psychological dimensions of experience.

www.metacapital.net


Integral Monitoring & Evaluation 4 Bottom Lines The 10 Capitals and their forms of measurement combine into 4 Bottom Lines. These include the common triple bottom line of Profit, People, and Planet but also adds a 4th – Purpose. While a number of 4 bottom line models have been proposed – some of which even include Purpose as a fourth – our approach to having 4 bottom lines is distinct in at least two ways.

Together these 4 bottom lines combine to form the MetaImpact Framework.

First, the common bottom lines of Profit, People, and Planet are often exclusively defined in terms of what we would call High Impact – with a focus on the systems involved. In contrast to this we redefine each of these bottom lines in a more holistic and integrative fashion – building on the important work of previous uses but avoiding a reductive approach to these bottom lines. Second, we place the four bottom lines around our four quadrant model in a way that highlights specific relationships between the bottom lines. For example, each bottom line shares 2 or 3 forms of capital as part of its constitution. This enables an important form of integration between all four bottom lines.

For more information on Meta Integral and their associated work see www.metaintegral.org www.metacapital.net


Almost all education has a political motive: it aims at strengthening some group, national or religious or even social, in the competition with other groups. It is this motive, in the main, which determines the subjects taught, the knowledge offered and the knowledge withheld, and also decides what mental habits the pupils are expected to acquire. Hardly anything is done to foster the inward growth of mind and spirit; in fact, those who have had the most education are very often atrophied in their mental and spiritual life.Bertrand Russell


Urban Hub A Broader View


An Integral View A more integral cartography What can be said about a more integral model of human possibilities? Before talking about the application of an integral vision — in education, politics, business, health care, and so on — there needs to be some general notion of what it is that is to be applied in the first place. Moving from pluralistic relativism to universal integralism, what kind of map might be found? • Lines or Streams of Development numerous different streams, modules, or lines of development, including cognitive, moral, spiritual, aesthetic, somatic, imaginative, interpersonal, etc. • States of Consciousness multiple states of consciousness, including waking, dreaming, sleeping, altered, non-ordinary, and meditative. • Types of Development numerous different types of consciousness, including gender types, personality types (enneagram, MyersBriggs, Jungian), and so on. People do not perceive worlds but enact them. Different mindsets bring forth different worlds.

© integralMENTORS


An Integral View A more integral cartography •

Cultural factors the extraordinarily important impact of numerous cultural factors, including the rich textures of diverse cultural realities, background contexts, pluralistic perceptions, and so on, none of which should be unwarrantedly marginalized, all of which should be included and integrated in a broad web of integral-aperspectival tapestries (and, just as important, a truly "integral transformative practice" would give considerable weight to the importance of relationships, community, culture, and intersubjective factors in general, not as merely a realm of application of spiritual insight, but as a mode of spiritual transformation).

Social system

the massively influential forces of the social system, at all levels (from nature to human structures, including the all-important impact of nonhuman social systems, from Gaia to ecosystems). • the importance of the ‘self’ as the navigator of the great ‘River of Life’ should not be overlooked. It appears that the self is not a monolithic entity but rather a society of selves with a centre of gravity, which acts to bind the multiple waves, states, streams, and realms into something of a unified organization; the disruption of this organization, at any of its general stages, can result in pathology. Such are a few of the multiple factors that a richly holistic view of the Kosmos might wish to include. At the very least, any model that does not coherently include all of those items is not a very integral model. www.kenwilber.com


A Broader Framework (IMP) Integral Methodological Pluralism A set of social practices that corresponds with AQAL metatheory. (see earlier volumes 1 to 8) IMP is paradigmatic in that it includes the most time-honored methodologies, and metaparadigmatic in that it weaves them together by way of three integrative principles: • • •

non-exclusion, unfoldment, and enactment

These three regulative principles — non-exclusion, enfoldment, enactment--are principles that were reverse engineered, if you will, from the fact that numerous different and seemingly "conflicting" paradigms are already being competently practiced all over the world; and thus the question is not, and never has been, which is right and which is wrong, but how can all of them already be arising in a Kosmos? These three principles are some of the items that need to be already operating in the universe in order for so many paradigms to already be arising, and the only really interesting question is how can all of those extraordinary practices already be arising in any universe? IMP – integral Methodological Pluralism

With regard to IMP, we can put the crucial point very simply: what if an individual .. accepted the basic validity of • hermeneutics and • systems theory and • introspective phenomenology and • empirical science and • shamanic states of consciousness and • developmental psychology and • collaborative inquiry and • ecological sciences and • postmodern contextualism and • neuroscience and .... If the basic legitimacy of all of those time-tested methodologies is allowed, then the experiences that all of those social practices enact, bring forth, and illumine become grist for the mill of a …. metatheory that accounts, or at least attempts to account, for all of them in a believable, coherent fashion


A Broader Framework 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, & • methodologies as possible within a coherent view of the topic. In a certain sense, integral approaches are “meta-paradigms,” or ways to draw together an already existing number of separate paradigms into an interrelated network of approaches that are mutually enriching. – Ken Wilber People do not perceive worlds but enact them. Different mindsets bring forth different worlds.


A Broader Framework Perspectives – Domains of Knowing A Quadrant Worldview

My Values & Mindset

Our Culture & WorldViews

A Quadrivia Worldview

My Behaviour & Lifestyle

‘City’ viewed from a personal perspective – through personal mindsets & values (centre of gravity)

‘City’ viewed from an empirical perspective – (data and observation driven)

Our Society & Systems

‘City’ viewed from a cultural perspective – through group culture & worldviews (dominant mode of discourse)

‘City’ viewed from a social & systems perspective – (data and observation driven)

domains in which I am embedded

www.integralmentors.org


A Broader Framework WorldView

[Personal: Values, Commitment, Responsibility, Altitude]

[Behaviour: Actions; Competencies; Compliance; Choices]

OUR SHARED MEANING & RELATIONSHIP (the me space)

GROUP PROCESSES/SYSTEMS, STRUCTURES (the its/others space)

• • • •

our culture & relationships how we understand & relate to each other our worldviews our common mode of discourse (StructuralStage)

[Cultural: Shared values, Morale, Myths & Legends, Covenants]

• what people can see about me • the tangible & measurable parts of my behaviour, my doing • what I eat & do

• the design of things/systems • the process, procedures, structures & systems that support, explain, map, measure & guide • aesthetics, how things look/work

[Systems: Organisational structures; Policies & Procedures; Metrics; Contracts]

People do not perceive ‘worlds’ but enact them. Different mindsets bring forth different worlds.

Objective - Exterior

• what matters to me • my inner world • my thoughts, feelings, fears, values, meaning. intentions & consciousness • my worldviews • my developmental centre of gravity (Structural-Stage) • my state centre of gravity (State-stage)

Inter-objective - Exterior

Subjective - Interior

MY BODY & ACTIONS (the it/other space)

Inter-subjective - Interior

MY MEANINGS (the me space)


A Broader Framework WorldView 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

Subjects do not perceive worlds but enact them. Different states of subjects bring forth different worlds

(iM Graphic)


A Broader Framework WorldView

Pluralist/

Alchemist Subjects do not perceive worlds but enact them. Different states of subjects bring forth different worlds

(iM Graphic)


The Process of Learning: The main reason that learning is as slow as it is, is that learning means giving up ideas, habits, and values. Some of the old "learning" that has to be given up or "unlearned" was useful in the past, and is still useful to some of the people in the society. Some of the things that people have to unlearn are traditions that are dear to them, and that may be part of their character development. Max Singer


Urban Hub Books


Guides for Practitioners

Integrally

Informed

The Guides for Integrally Informed Practitioners (adjacent) cover much of the theory behind the Integral Meta-framework used in these volumes. For topics covered in others volumes in this series see the following page. Urban Hub Series These books are a series of presentations for the use of Integral theory or an Integral Meta-framework in understanding cities and urban Thriveability. Although each can stand alone, taken together they give a more rounded appreciation of how this broader framework can help in the analysis and design of thriveable urban environments. Key to an Integral approach to urban design is the notion that although other aspects of urban life are important, people (sentient beings), as individuals and communities, are the primary ‘purpose’ for making cities thriveable. All other aspects (technology, transport & infra-structure, health, education, sustain-ability, economic development, etc.) although playing a major part, are secondary.


Thriveable Cities series so far covers: Smart Sustainable Thriving Cities Integral Methodological Pluralism Integral Theory Integral Workbook Visions & Worldviews vol. 1, 2 & 3 What We Can Do: Cultivating Change Odyssey 1 – a journey Education - a future (May ‘18) We Take Control (June ‘18) Inferno & Phoenix… (Aug ‘18) Although each book can stand alone, taken together they give a more rounded appreciation of how this broader framework can help in the analysis and design of thriveable urban environments. Urban Hub series. Pdf versions are free to view or download at www.slideshare.net/PauljvsSS Can also be viewed at issuu.com/paulvanschaik

Hardcopies can be purchased at Amazon


Integral UrbanHub

Education

a future

Thriveable Cities

Urban Hub10

A series of graphics from integralMENTORS integral UrbanHub work on IMP and Thriveable Cities

This work shows the graphics from a dynamic deck that accompany a presentation on Visions & WorldViews and Thriveable Cities. The history of the co-evolution of cities, evolving WorldViews, Visions & Mindsets in urban Habitats and technology is presented in an integral framework. Integral theory is simply explained as it relates to these themes see UH 2 & UH 3 for more detail. This volume is part of an ongoing series of guides to integrally inform practitioners.

Profile for The Acorn Hub

Urban Hub 10 Education  

Urban Hub 10 is a collection of the education elements from the Urban Hub series. A world of educators sharing their ideas and projects c...

Urban Hub 10 Education  

Urban Hub 10 is a collection of the education elements from the Urban Hub series. A world of educators sharing their ideas and projects c...

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