Integral Review

A Transdisciplinary and Transcultural Journal For New Thought, Research, and Praxis

Posts Tagged ‘vertical development’

Vertical Transformation of Leadership Culture

John B. McGuire & Charles J. Palus

Abstract: This article defines leadership culture and provides a framework for its vertical (aka constructive-developmental, or transclusive) transformation. The idea of leadership culture and its developmental potential has been a key focus of research and practice at the Center for Creative Leadership since the mid-1990s, as CCL began transcending and including its domain of developing individual leaders within an explicitly relational ontology. The Direction, Alignment, and Commitment (DAC) Framework models leadership as a relational process operating at both individual and collective levels, in which beliefs and practices for creating DAC are shown to develop vertically. Collaboration with Bill Torbert and associates has produced a model of leadership culture transformation in parallel with the action logics observed in individual leaders. The second part of this article describes an approach to change leadership via multi-year collaborative inquiries grounded in culture. The Change Learning Cycle integrates three intertwining domains of change: self, cultural beliefs, and systems. Finally, the article outlines the use of a leadership culture toolbox for change leadership initiatives designed for engaging, scaling, and democratizing leadership culture development for everybody, everywhere.

Tags: , , , , , , , ,

Creating Dynamic Development and Harmony in the Classroom

Nick Drummond and Joan Berland

Abstract: The article describes a childhood education program for developing the individual and collective “consciousness” of a class of children. The word consciousness is used to refer to the level of an inner awareness, and responsibility being held by an individual and or group of people. The authors view consciousness as being a fundamental part of our experience, and although not easily seen, it is something that can be pointed to, described and developed. Practically, this means learning how to give attention to the “interior” as well as exterior dimension of a classroom environment and discovering how these are intrinsically connected. A set of tools are presented that can enable teachers and students to learn about this inner dimension of our experience – how to bring value and focus to it – and the effect it has on our choices and behavior. When consciousness is recognized and given importance it becomes something that can be experienced by everyone at any moment. When it is intentionally focused on and developed, an atmosphere of dramatic possibility, true discovery and infinite potential can be created in any classroom. Whenever this happens, children and adults alike are able to experience, envision and become attracted to new and more mature possibilities in the way they learn, teach, communicate and relate to each other.

Tags: , , , , , , ,






Current Issue

Recent Issues



Facebook
LinkedIn
TWITTER