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| 2. |
- Andersson, Pia
(author)
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Using a micro-developmental lens to assess dynamics of scaffolding in a facilitated group process
- 2023
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In: Integral Review. - : ARINA. - 1553-3069. ; 18:1, s. 198-223
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Journal article (peer-reviewed)abstract
- This study provides insights into the facilitated environment as it unfolds, and serve as an exemplar of how coactive scaffolding between participants, facilitator, methods and tools can take place while and by working on a complex issue. The paper presents a case study involving representatives from different organisations gathered for the task of developing action plans to a challenging issue of public concern. The purpose of the study was two-fold. The first was to gain insights into scaffolding dynamics between a facilitator and a diverse group of stakeholders during a series of meetings. The second purpose was to track knowledge integration through moment-to-moment interactions in the scaffolded group meetings. The Integral Process for Complex Issues, a group process designed to progressively enable an increased task complexity awareness, was used to scaffold the group meetings. For the analytical purpose of tracking the moment-to-moment interaction a micro-developmental lens was adopted. This lens provided detailed clarity into how the participants, the facilitator and the methods, coactively scaffolded the generation of new and more complex knowledge through a series of transition steps. The theoretical analysis suggests that the group members built and transformed their understanding in a non-linear fashion, resulting in a higher level of integrative complexity.
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| 3. |
- hagström, tom, 1943-, et al.
(author)
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The generality of adult development stages transformation : comparing meaning-making and logical reasoning
- 2015
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In: Integral Review. - 1553-3069. ; 11:3, s. 30-71
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Journal article (peer-reviewed)abstract
- Human development theories differ in “context sensitivity,” covering those stressing development stages and those stressing continuously progressing changes. The former theories differ in whether, how and why the stages are regarded as being generalized across domains, i.e. their generality claims. Piaget’s developmental stage theory of logical complexity of children and adolescents fulfill “strong” such claims, including fixed stage sequentiality of increasing complexity levels and higher stage structures integrating earlier ones. His theory has inspired a number of adult development stage theories with varying generality claims. These provide suggestions of stages and stage transitions reaching beyond “pure” cognition, integrating more of e.g. emotional, value and moral dimensions. From a neo-Piagetian perspective, core generality aspects seem to concern on the one hand logical reasoning and on the other hand meaning-making. This raises questions of how these aspects are related to each other in terms of stage structures and transformations.The aim of the article is to discern general features in adult development stage structures and transitions, in terms of logical reasoning and meaning making. This is carried out by a “thought experiment” interrelating two theories that differ in these respects but that are both based on Piaget’s theory, namely Robert Kegan’s constructive developmental Subject-Object Theory (SOT) and Michael Common´s behaviouristic Model of Hierarchical Complexity (MHC). This comparing approach concerns the 3rd, 4th and 5th order of consciousness as well as transitions between these according to SOT, and order 9 to 12 and corresponding transitions according to MHC. The thought experiment indicates that the generality claims of both models can be argued for without one of them necessarily being subordinated to the other one. Both theories are interpreted as differing but partly overlapping structures of coherence, while also being involved in transformative thesis-antithesis-synthesis processes. The possible interrelatedness between logical reasoning and meaning making is considered and discussed, as well as the relevance of differing generality claims, and contrasting subjectivistic and objectivistic “scientific positions.” Finally, it is argued for the need of contextualizing adult development theory and research by relating it to postindustrial societal demands and challenges in terms of e.g. a “transform-actional” approach.”
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| 4. |
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| 5. |
- Jordan, Thomas, 1958, et al.
(author)
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Deconstructing Developmental Constructs: A Conversation
- 2020
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In: Integral Review. - 1553-3069. ; 16:1, s. 574-598
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Journal article (other academic/artistic)abstract
- Thomas Jordan has been a valuable appreciative critic of the STAGES model and of ego development models in general. In his publications over many years he describes a variety of skill sets important to higher level adult development, for skillful dialog and deliberation, and for dealing with the complex ("wicked") problems that our society faces. What follows is an edited and cleaned up version of a series of email exchanges between Thomas and Tom Murray. We initiated this dialogue in early 2019 with the hope that it could be turned into something publishable in this special issue. Our only guideline was that we tried to end each segment with a question. Murray posted the first question. We have added section headings post-hoc to help organize the conversation.
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| 6. |
- Jordan, Thomas, 1958
(author)
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Late Stages of Adult Development: One Linear Sequence or Several Parallel Branches?
- 2018
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In: Integral Review. - 1553-3069. ; 14:1, s. 288-299
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Journal article (other academic/artistic)abstract
- This paper is intended to serve as a starting point for a discussion about the nature of late forms of adult development. It is primarily of interest for readers who are familiar with one or several stage models, such as ego development stages and hierarchical complexity levels. The basic proposition is that frameworks that describe adult development as a linear sequence of stages defined by one core variable (such as hierachical complexity or ego structures) do not accurately represent the diversity of the "higher" or "late" forms of adult development.
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| 7. |
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| 8. |
- Jordan, Thomas, 1958
(author)
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Scaffolding Developmental Transformation Among Immigrants in Order to Facilitate Self-Directed Integration: Practices and Theories of Change
- 2020
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In: Integral Review. - 1553-3069. ; 16:2, s. 5-47
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Journal article (peer-reviewed)abstract
- This article reports findings from an empirical study of six Swedish programs using dialogue-based approaches to bridge gaps in views and norms, support relevant knowledge acquisition and support empowerment of immigrants who are still living on the margin of the Swedish society. The main purpose of the study was to investigate the program theories of the programs included in the study, with particular emphasis on their theories of change and practices used to scaffold developmental transformation of the meaning-making systems of immigrants. Several adult development frameworks and program theory provided the analytical framework for the study. The analysis of the program theories of the six programs included in the study yielded an inventory of 72 practices used by all, most or some of the interviewed program leaders. A large share of these practices were regarded as very important in all or almost all of the six programs we studied. The inventory of practices can be regarded as a framework that can be used both by researchers in further investigations and by practitioners who want to reflect on and develop their skills and practices.
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| 9. |
- Jordan, Thomas, 1958
(author)
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Skillful Engagement with Wicked Issues. A Framework for Analysing the Meaning-making Structures of Societal Change Agents
- 2011
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In: Integral Review: A Transdisciplinary and Transcultural Journal for New Thought, Research, and Praxis. - 1553-3069. ; 7:2, s. 47-91
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Journal article (peer-reviewed)abstract
- The argument underlying this article is that innovative and skillful change strategies are needed in order to handle a range of complex and difficult societal issues. For many of these so-called wicked issues, conventional institutions and policies have performed rather poorly. It can be reasonably argued that societal change agents play a crucial role in catalysing developmental processes regarding our societies' problem- solving strategies and organizational forms. The purpose of this article is to contribute to a deeper understanding of the different ways societal change agents engage wicked issues by developing a conceptual framework for analysing the meaning-making patterns of change agents. The framework integrates relevant concepts and models from the field of adult development with a specific focus on the role of awareness in five domains: task complexity, context, stakeholders, self, and perspectives. The framework is expected to be useful in analysing and explaining the variability in how societal change agents construct visions, goals, strategies, and courses of action, as well as in analysing patterns of effectiveness and success in initiatives that engage complex societal issues. Knowledge gained from such studies can (presumably) be used for designing more effective forms of scaffolding individual competence development as well as collective problem-solving and strategy development processes.
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| 10. |
- Jordan, Thomas, 1958, et al.
(author)
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The Spectrum of Responses to Complex Societal Issues: Reflections on Seven Years of Empirical Inquiry
- 2013
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In: Integral Review. - 1553-3069. ; 9:1, s. 34-70
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Journal article (peer-reviewed)abstract
- This article offers conclusions and reflections based on nine empirical studies carried out over the last seven years on how increased capacity to manage complex social issues can be scaffolded. Our focus has been on the role of meaning-making structures and transformations in individual and collective efforts to skillfully manage complex issues. We have studied capacities for managing complex issues both in terms of scaffolding group efforts through structured methods and facilitation and in terms of individual skills. Our action research gave us insights into the variability in scaffolding needs: groups are different in terms of the participants' meaning-making patterns, which means that methods and facilitation techniques should be adapted to the particular conditions in each case. We discuss variables describing group differences and offer a preliminary typology of functions that may need to be scaffolded. In a second major part of the article, we report on our learning about individual societal change agency. We offer a typology of four types of societal entrepreneurship and discuss in more detail the properties of dialectical meaning-making in societal change agency.
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