Constructive Developmentalism

The purpose of this study was to explore how recursive processing of meaningful language, expressed through resonant relationships, generates the neural architecture that is integral to the process of becoming an authentic servant-leader. Meaningful language does not sit in an isolated silo or echo silently in a vacuum; rather, it is intricately intertwined with the relational occurrences of everyday life. It plays a significant role in the formation and transformation of a person’s mind, brain, thoughts, behaviors, and identity.  The principles underlying the power of meaningful language, resonant relationships, and interpersonal neurobiology provide neuroscientific substantiation that changes in physical, mental, and emotional behavior can become indelible actualities in the identity formation of an authentic servant-leader.
Keywords: interpersonal neurobiology, resonant relationships, languaging, servant-leadership, mind-brain connection, Interpretative Phenomenological Analysis, mindful awareness, leadership

constructive developmental theory; subject-object theory; developmental action inquiry; adaptive leadership theory; post-conventional leadership; higher education leadership; Robert Kegan; William Torbert; Ronald Heifetz; multiple-case study; post-positivist methods; ethnographic methods; multi-modal methods; haiku; dialectical thinking; paradoxical thinking; integrative awareness; double-loop learning; individualist action-logic; redefining action-logic; self-transforming leader; generative learning within ambiguity; logics of coherence; identity fractures; part-whole tensions; critical ambiguities; situationally-mediating logic of coherence; educative strategy

Research and theories of leadership development link the capacity for complex thinking to effectiveness at leading adaptive change. However, few empirical studies examine how this link operates in natural work settings, or explore its implications for practicing the kinds of leadership being called for in higher education today. In this study, I address this gap using post-positivist, ethnographic methods to examine how three higher education leaders, who are publicly recognized as effective change agents and demonstrate the capacity for complex thinking via research-validated instruments, use complex thinking to understand and lead adaptive change in natural work settings. Drawing on a conceptual framework that spans multiple theories of leadership and human development, including Torbert’s developmental action inquiry, Kegan’s subject-object theory, and Heifetz’s adaptive leadership theory, I interpret the data in the context of two research questions: (1) How, if at all, do three developmentally mature leaders in higher education use complex thinking to understand their adaptive leadership work?; and (2) How, if at all, do participants' uses of complex thinking shape their decisions and actions on the ground? I find that participating leaders use their ongoing awareness of the constructed nature of reality, combined with high attunement to convergence and divergence of local and broader situational factors, to help their communities identify and address three types of value-reality gaps: part-whole tensions, critical ambiguities, and identity fractures. I provide rich illustrations of how these individuals draw on complex-thinking capacities to pursue six action strategies: (a) dynamically balance autonomy and oversight, (b) create shared frames illuminating larger realities, (c) engage and reorient the community, (d) co-construct and dynamically interpret goals, (e) cultivate strategic relationships grounded in mutual trust, and (f) create conditions that help people weather uncertainties, build new identities, and shape the future. I also discuss five, complex thinking informed action themes that run robustly through these three participants’ leadership practices: (a) cultivate expansive multicentered purposes, (b) illuminate the invisible, (c) redefine and recalibrate, (d) keep things connected, and (e) orchestrate co-construction. I discuss implications for leadership practice and outline opportunities for future research.

Uncertainty is a pervasive feature of our times. In this paper I argue that an age of uncertainty is not a reason for despair, but rather an opportunity to develop and mobilize our capacities for creativity, complexity, and collaboration. Creativity because the future is not determined and has to be created. Complex thought because in an uncertain, networked world our thinking cannot be reductive and disjunctive, but must be able to address interconnectedness and uncertainty. Collaboration, because the crises facing humanity today require an awareness of our shared destiny and in a pluralistic society we need the ability to navigate creativity and complexity together.

This research examined the personal, professional, and developmental impact of introducing a constructive developmental perspective to faculty and students in a post-secondary program in sustainability education and leadership development. It also explored the relationship between adult development and sustainability education, teaching, and mentorship. There is increasing emphasis on integrating human interiors (values, beliefs, worldviews) in sustainability work. However, little research has examined the relationship between adult development and sustainability education. The purpose of this research was to explore deepening the transformative nature of learning and leadership development in graduate education through the use of a developmental framework and assessment, and to contribute to advancing the application of adult developmental research to adult learning and sustainability education. The site of study was Prescott College, and the sample of 11 included four Ph.D. faculty and seven
students. This mixed-methods study included semi-structured interviews, a five-month action inquiry process, and a pre and post developmental assessment. The findings demonstrate that sustainability is significantly different for individuals assessed at different developmental stages;
learning about adult development is transformative developmentally, personally, and professionally; a developmental awareness may deepen the transformative impact of graduate sustainability education and leadership development; and teaching about adult development is more effective when it is developmentally responsive. Integrating a developmental awareness into graduate and sustainability education is recommended to support learning and growth at all stages of development, support the development of the educators themselves, and support skill development for working well with diverse groups.

Constructive-development and stage development theory, which posits that
individuals move through different stages or action logics throughout life, has been the foundation for several models of human transformation. The literature on the leading stage theories indicates that research has focused on exploring stages and their behavioral correlates, but little work has been done on how individuals move between stages.

Stage theory has primarily been conceived of as a linear and unidirectional transition from one stage to the next, which encompasses earlier stages, however emerging research has revealed that stage transition may be more fluid and bi-directional than originally thought and may involve fallback to earlier stages in certain circumstances. Further, fallback to an earlier stage of meaning-making may prompt learning that can lead to growth.

The purpose of this study, which used grounded theory methodology, was to examine the phenomenon of fallback through twenty-seven interviews with six key thinkers in the field of adult and leader development: Jennifer Garvey Berger, Susanne Cook-Greuter, Robert Kegan, David McCallum, Chuck Palus, and William Torbert. Several research questions guided this study, with the overall intention of exploring fallback as situated within current developmental theory and learning how these key thinkers understand the fallback phenomenon. This research also examined the role that fallback may play in developmental growth, and how fallback might be studied in the future.

The findings are presented through the key thinkers’ own lenses, then through a cross-key-thinker analysis that suggests that fallback can indeed be understood through the existing theory of stage development. Additional findings indicate that the most important criteria for defining fallback is the absence of options at the more complex level of development that one is capable – be they in thought, feeling, behavior, or meaning-making – and that fallback requires springing forward. This research demonstrates that fallback, under the right conditions has the potential to facilitate developmental growth, and that these conditions for growth to occur are most likely to be met by those in the post-conventional developmental stages. Finally, this exploration reveals the importance of having a theory for understanding fallback to both human and leadership development.

Keywords: study abroad, education abroad, transformative learning, disorienting dilemma, critical reflection, perspective transformation

Abstract: The purpose of this mixed-methods study, grounded in transformative learning theory (TLT), was to explore student experience of disorienting dilemma, engagement in critical self-reflection, and involvement of a mentor facilitating reflection regarding study abroad experiences that resulted in perspective transformation (PT).  The Study Abroad Transformative Experiences Survey (SATES) was the instrument for collecting quantitative data to examine TLT.  Using the SATES online instrument, participants also rated 57 study abroad learning activities that influence perspective transformation.  SATES quantitative data was used to address the research questions as well as to select four candidates who had experienced PT for follow-up interviews.  SATES interview data added depth to the quantitative findings and allowed an unanticipated theme to emerge.  Results of the study affirm the value of study abroad to PT but also indicate prior student expectation may play a role as well.

In this paper I critically review and synthesize multiple strands within the leadership, human development, and education reform literatures to offer a new lens for understanding and addressing the complex, adaptive problems facing the US K-12 education system. Specifically, I explore how a particular set of leadership abilities—post-conventional developmental capacities—might serve as a resource in leading US K-12 reform efforts that are adaptive in their aims and effects.  In the process, I develop a preliminary conceptual framework to guide exploration of (through research) and experimentation with (in practice) the process of intentionally deploying specific post-conventional capacities to lead adaptive change. This analysis fills several gaps in the literature and provides a foundation for future leadership research and practice, both within education and more broadly.

Buen Vivir, a political paradigm at work in Bolivia and Ecuador that underpins the state and social regeneration after a prolonged and devastating period of neoliberalism, has become a hotly contested subject within academia and politics. Although it has been categorized as decolonial, post-neoliberal, and post-developmentalist, recent developments suggest that the Ecuadorian government is turning toward a highly extractivist and modernist model based on bureaucratic and technocratic logics. This article focuses on the debate spurred around Buen Vivir, arguing that it has been employed as a cultural representation by many academics, politicians, and social agents, thus foreclosing the possibility of engaging in more grounded and pragmatic discussions and hindering the articulation of alternative political configurations. Accordingly, it seeks to shift the debate from epistemological questions about the conditions of knowledge to thinking the nature of the world ontologically from the perspective of Buen Vivir

In this reflective essay we examined the experiences of a group of students from a small liberal arts college in the United States on a study abroad program to the Marshall Islands to intern as preservice teachers in Marshallese schools. Specifically, we examined 32 students' critical reflections written once they returned from their programs. We interrogated their understanding of themselves regarding their privilege as American students and the inequality between the two nations. Through their teaching of Marshallese students, they deeply questioned the meaning of privilege, culture, identity, and community. We interpreted these experiences through the lens of transformative learning theory and the notion of constructive disequilibrium. When critical-transformative pedagogies inform these experiences, they nudge students out of their comfort zone and offer them opportunities to consider new possibilities that widen their life trajectories and develop global citizenship. We conclude with advocating for the importance of study abroad experiences.

Change Professionals sehen sich im Beratungsgeschehen vielfältigen Anforderungen ausgesetzt. Diese haben nicht nur mit dem eigenen Wissen, verfügbarem Know-how oder dem über Jahre gewonnenen Erfahrungsschatz zu tun. Wie und warum der gleichen Beratungssituation ganz unterschiedlich begegnet werden kann, analysiert der folgende Beitrag auf dem Hintergrund verschiedener Modelle zur Entwicklung des Ichs.

Have you ever wondered why an intelligent and experienced manager is often unable to act adequately when presented with complex situations? A possible answer to that could be the maturity of his action logic – a central personality aspect measurable with methods of developmental psychology.

In this article ego development theory is used to understand differences in managerial competence. The developmental stage of managers seems to play an important role - a personality aspect that is not touched by current approaches of managerial diagnostics.

During the last quarter of 2016, an upsurge of violence in Myanmar northern area of Rakhine state has led to mass displacement amongst the local population. Until a comprehensive assessment is completed, it is not possible to say how many people remain displaced within the northern part of Rakhine. These population movements are not a new event in this area. Historically, some Muslim communities from Rakhine have been migrating to Bangladesh over the past three decades, particularly in the coastal upazilas (sub-districts) of Teknaf and Ukhia in Cox's Bazar district where they live as either Refugees or without status. Presently 32,7132 people are living in two official camps managed by the UNHCR and Govt. officials of Bangladesh, in Nayapara camp (Teknaf Sub-districts) and Kutupalong camp (Ukhia Sub-districts) of Cox's Bazar district. Apart from the official refugees in registered camp, there are thousands of people living in makeshift camps or in host communities. The expansion of these settlements creates extra pressure on host communities and humanitarian upon limited resources and service provision.
Currently, IFRC is supporting the response department of BDRCS to coordinate with the government and other agencies for collecting information updates, situation analysis as well as for assessing the needs of the affected people. Principled pragmatism to enable access, ensure quality of practicing humanitarian actions and strengthening principles by engaging extensive ethnographic field work; initiate awareness through mass communication and ICLA approach; finally, to represent ideas, constraints or difficulties faced through constructive dialogue with NRC-ALNAP: initiative of online platform for Humanitarian Principles in Practice. What works as well sustained best with policy and regulations aimed to resolute Rohingya Refugee Crisis over Bangladesh-Myanmar line of periphery; an emergency responsive and constructive actions need to formulate ASAP!
[*There is a dedicated website http://www.cxbcoordination.org to coordinate the humanitarian works by different agencies for the undocumented Muslim communities from Rakhine state in Cox's bazar.]

eoretical constructs about the discipline of contemporary geopolitics in Latin America, raise a critical
analysis of the relations between states, to monitor the exercise of power and domination, social movements,
pressure groups and interest that political power is disputed and the use of resources derived from phenomena
such as globalization, imperialism, neo-liberal model, and developmentalism that undermine the sovereignty,
justice and the sense of the public, the exercise of citizenship in Latin America and specically Colombia,
taking into account the analysis of the 1990-2000 period where much of the structural adjustment plans in
this country run.
e aim of this article is to make a criticism of these phenomena, related to the epistemic
approach from critical geopolitics, where the importance of citizenship as guarantor and defender of the
public is emphasized.

Cultural marginality, its impact on the individual and the role of the educator in assisting cultural beings in their own self-discovery and power of choice. Experiences as a third culture kid (TCK). Transitions from one culture to another. International schools and cultural marginals who are challenged by loss of cultural identity and inability to find a home in-between cultures. Transitions and loss of cultural identity as a global nomad. Tasks for the multi-cultural educator in aid to students discovering for themselves their cultural uniqueness finding power of choice.

using a combined approach to critique the main themes outlined in John Sidel’s “Social Origins of Democracy and Dictatorship revisited”(“Sidel” in short) and “Systemic vulnerability and the origins of developmental states: Northeast and Southeast Asia” (“SV” in short) Both appeal to a “greater” theory of political discourse in SEA states. Then, I will discuss Prof Kammen’s piece in relation to the more predominant “greater” theory and look at SEA states with reference to East Timor

The issue of jurisdiction may arise during the course of garnishee proceedings. Jurisdiction is so fundamental and crucial that once a court is held to have no jurisdiction to entertain a matter, the proceeding is a nullity however, well conducted and brilliantly decided. The Supreme Court in the case of Madukolu & Ors v. Nkemdilim held that for a court to have jurisdiction, the following conditions must be present: '(a)the proper parties are before the court; (b)the subject matter falls within the jurisdiction of the court; (c)the composition of the court as to members and qualifications; and (d)the suit is commenced by due process of law and upon fulfillment of any conditions precedent to assumption of jurisdiction.'

Notwithstanding a two prong test prescribed in the law and rules, the issue of jurisdiction arises, when determining the proper court, in garnishee proceedings involving the Federal Government or its Agencies or Garnishee banker. This is in view of two conflicting Supreme Court cases which emphasized the dichotomy between subject matter and parties in making such determination. Creating two schools of thought and confusion amongst jurists, legal scholars and the different divisions of the appellate court. Until its subsequent resolution by the Supreme Court years later. This paper x-rays the controversy. Initially written in 2008/2010 same has been updated to reflect recent cases and trends.

Recent research has shown that in order for teachers to embrace the plurilithic nature of English in their teaching, they need to be engaged in reflecting critically on, re-considering and, eventually, transforming deeply-rooted assumptions and convictions that display a native-speaker mentality. The transformative perspective that has been suggested (Sifakis 2007, 2014) and implemented (Sifakis & Bayyurt, 2015) aims at engaging teachers in becoming “ELF-aware”, i.e. learning about and developing their own critical understanding of ELF, implementing and evaluating ELF-aware lessons with their own teaching contexts to the extent that they are willing/allowed to do so. In this paper, we propose that ELF-aware teacher education needs to incorporate a constructive-developmental perspective as well.

The vertical development theory is a stage theory that has built upon other theories from postconventional constructivist developmental psychology including the adult developmental theory which focuses on the meaning making system of the self. This paper will review what is recommended for leadership development during and after the COVID-19 pandemic, vertical
versus horizontal development, and the importance of vertical development in leadership development. It also discusses the stages and their characteristics in the Ego Development Theory, a vertical development theory by Susanne R. Cook-Greuter, and how it relates to Robert Kegan’s adult development theory. Furthermore, the paper elaborates on three assessments for measuring the developmental stages of leaders, namely the Subject-Object Interview (SOI) created by Robert Kegan and Lisa Lahey et al., The Washington University Sentence Completion Test (SCT) by Jane Loevinger, and the Mature Adult Profile (MAP) by Susanne R. Cook-Greuter. Finally, the paper closes with the developmental factors that promote leadership development and introduces several developmental tools that could be used in practice by individuals and organizations including applications of the immunity-to-change approach by Robert Kegan and polarity management by Barry Johnson to further support the development
of leaders aspiring to make a difference in the world.

Integral Theory, as I understand it, is a developmental framework for integrating all kinds of knowledge. It is a transdisciplinary space, a sort of memetic scaffolding where the complex, emergent reality that IS can be mapped, navigated, and ultimately consciously co-created by interested parties coming from a multitude of different perspectives. In other words, Integral Theory as proposed by Ken Wilber is not just a theory, but also an integration of living perspectives, which by definition needs to be open to evolution.

1 Abstract
Integral theory presents as a theory of everything. As such, how do we validate its use while applying it as a methodology and investigating its blind spots?

Meta-theory methodology can authenticate integral theory and provides a check on its comprehensiveness. The methodology draws on relevant mid-range theories and integral theory (a meta-theory itself) to refine and justify a study’s methods while simultaneously applying theory to specific research.

This rigour creates clarity and insight. Complex issues – for example the concept of sustainability that illustrates this chapter – are characterised by many different (mid to meta, conceptual to applied) theoretical approaches. Meta-theory methodology assists to sift these, highlight critical points and realise integral theory’s promise.

2 Introduction
"There is no doubt that we are now in a state of global emergency. This unprecedented worldwide crisis is a symptom of a much deeper problem: the current state of our consciousness; how we think about ourselves and our world. We have the urgent need, and now the opportunity for a complete rethink ..."
Ervin Laszlo and David Woolfson in Thomas Berry, Dreamer of the earth (2011)

Integral theory (Wilber, 2000a, 2005), sometimes referred to more formally as an all quadrants, all levels (AQAL) framework, is a prominent foundation for research. Practitioners are attracted by its ability to map and model an understanding across broad, wide-ranging and divergent fields. It promises to assist in navigating the complexity. As a ‘Theory of Everything’ (Wilber, 2000b) it has significant appeal as it appears suited to multi-scale scopes and disparate perspectives that difficult and important topics (such as sustainability) can present. Additionally, it helps to identify suitable research approaches (Esbjörn-Hargens, 2010b; Marshall, 2012).

A theory of everything has obvious relevance across society. It may address the full spread of our human, ecological, organisational, social, political, cultural, ethical, historical and future development, transformation capacity-potentials and present awareness issues at play around priority areas of concern. Consequently, integral theory investigation has broad appeal for any field that is characterised by our own and other’s perspectives, alongside cultural-style influences and shared unconscious biases, as well as (often) more obvious economic or scientific drivers as significant and important influences. The Integral theory section (2.4) of this introduction outlines the theory and its widespread use.

Despite the appeal of integral theory it presents something of a conundrum. If the theory is comprehensive and we are using it for the insights and clarity it provides how can we simultaneously check its validity? The very appearance of completeness could mask bias or analytical blind spots.

2.1 Methodology outline
This chapter is a structure to deal with multiple theories, meta-theory (including integral) and a meta-theory methodology. It outlines: 1) The promise of integral theory 2) A validation framework 3) Meta-theory methodology for application and research 4) Illustrates utilisation.

The chapter’s structure is:
• The next section 2.2  - Theory and meta-theory - sets the framework for the usefulness of these analytical approaches.
• The 2.3 Meta-theory section provides a short definition of this type of theory and its usefulness.
• Section 2.4 Integral theory overview is an outline of integral and its applications.
• Section 2.5 A sustainability case is a practical short example. This multifaceted concept - many theoretical and practical approaches can be applied to it - is used to illustrate the whole chapter.

The Meta-theory methodology section (3) sets out how to systematically undertake analysis and validation:
• Section 3.1 Building meta-theory and 3.2 Meta-theory development and testing outline the framework’s first steps.
• Section 3.3 Summary and application into integral theory describes the process of applying the review from the previous steps.

Section 4 Discussion considers how meta-theory methodology can assist a researcher:
• 4.1 Integral on integral considers how an integral framework alongside meta-theory can deepen analysis and support conclusions drawn from these analytical processes.
• The 4.2 Integral time triangulation section outlines a process to strengthen analysis over the time taken to do the research.

•   The final meta-theory methodology phase – see Discussion and Conclusions (sections 4 and 5) – considers how results apply and theory changes or is built from this process.

The Conclusions section draws together arguments for these approaches.

This study is a result of parallel reading of a relatively new book Lost River of Cinematography (2013) by Martin Čihák and proofreading of the English version of a considerably older music-theoretical book Foundations of Modern Harmony (1965) by Karel Janeček. Both the authors deal with the new, their need to classify and clarify the situation, to express an obvious shift. To give the reader an insight into their thinking, they search for analogies, comparisons or even metaphors but their resulting aim is to make terms more precise, to clearly define categories. Čihák explores the compositional procedures used by the film avant-garde, Janeček deals with-what seemed to be-infinite harmonic possibilities of tempered chromatic system. Their vocabulary differs very much. Čihák declares an articulate opinion, mercilessly, even aggressively judging from the standpoint of " the new ". Janeček detects hints of the future tendencies (now we can admire how sensitively he anticipated compositional and music-theoretical procedures of today), however, viewed from the standpoint of " the old " , i.e. judging and denying within the then aesthetic limits. Therefore both the authors evaluate but as if standing on two opposite shores. Seemingly, these shores are completely separate. However, reading, I have realized that I know both of them very well, it means once I had to be on the " older " shore meaning I had to cross from one to the other. One can imagine the " shores " to be paradigms. Čihák warns his readers right at the flyleaf: " Recognition of the actual face of film is irreversible. Therefore who wants to go on indulging in the beastly illusionistic cinematography, do not even turn to the next page. " There is no discussion needed as concerns the irreversibility of the recognition itself. Less certain is whether an unambiguous shift in evaluation must follow with the consequent loss of the ability to " indulge ". Analogically to Čihák' s opposites of illusionistic cinematography vs. pure film procedures, in music we can consider the dichotomy of the compositional methods based on tonality and those of modern and contemporary music. In the following text I will try to argue in favour of my opinion that the irreversibility relates rather to the fact that the perceiver's horizon gets broader. Yes, his/her thinking will change due to its becoming part of a broader structure (the curse of being aware of the context), however, he/she will not lose the possibility to choose how to evaluate a piece in question. I present the thinking structure transformational process of constructing a new paradigm as an argument against the fear of avant-garde / contemporary compositional methods and as a tool for broadening the horizon with art students, mainly at the university level. To allow them to decide about the focus of their activities in as broad a context as possible, to ask questions, and with valid arguments to face even the intimidating force of the majority opinion. In my study, I will take paradigm as a generally accepted scheme, a thinking pattern. 1 I will describe the possible path from the " old " paradigm for perceiving art pieces to the " new 1 I am aware of a shift in understanding the concept as compared to the original Kuhn' s use: paradigm-generally acknowledged scientific results representing in the given moment, and for the expert community a model of problems and their solutions. (Kuhn, The structure of scientific revolutions, pp 10, 37.)