Legacy

http://seminarforprospectivestudents.blogspot.com/

http://wwstu.blogspot.com/  (book)

http://badlanande.blogspot.com/2012/09/advice.html

http://cputfashionguide.blogspot.com/

http://thememoirsbook.blogspot.com/

http://www.askdesignstudents.blogspot.com/2012_08_01_archive.html

3rd Year Example

http://cputfashionguide.blogspot.com/

Being in the World Full Length Documentary

Time Table Change

PLEASE NOTE: 

• NEXT WEEK 9 OCTOBER THERE IS NO FORMAL CLASS
• DURING THAT TIME SLOT I WILL BE AVAILABLE FOR CONSULTATION
• THE FOLLOWING LESSON, 16 OCTOBER, WE WILL BE DOING QUESTIONNAIRES AND FEEDBACK

Download free quadrant lesson

https://www.coreintegral.com/programs/courses

https://www.coreintegral.com/home

Integral Quadrants Brief

Learning Outcomes:

• To become familiar with the Integral Quadrants
• To apply Integral Theory to an actual experience
• To investigate whether the quadrants cover all areas of experience
• To work as a team

Task: Answer this question: Does the quadrant map give us an accurate map of a event/experience?
Do this by:

Working in your original groups, take your findings from the Legacy project, categorise and analyse them using the quadrants. Submit your project on a blog. Mail the names of your group with your blog address and email addresses to: marksplendid@gmail.com. Hand-in date: 23 October 2012 8:30 am

Guidelines:

• The analysis will show you the emphasis of the learning approach in the department, compare this with the solutions you came up with; ie compare your new findings with your original ones
• Look for 'gaps' in your original exploration, do the quadrants actually cover all areas?
• Make your blog entry flow, ie have an introduction, middle and conclusion
• Use images, graphs diagrams where necessary

Assessment Criteria:

• What is the level of understanding of the quadrants?
• What is the level of writing? (is the introduction, body and conclusion coherent)
• What is the level of professionalism in the presentation? ( legibility, flow, use of images)

Lines and levels

COGNITIVE (PROCESS OF OBTAINING KNOWLEDGE THROUGH THOUGHT, EXPERIENCE AND THE SENSES)

Advanced---------------Trans-rational
Intermediate------------Rational
Beginning---------------Pre-rational

Affective (Emotional)

Advanced---------------Universal Compassion
Intermediate-------------Relational/Caring
Beginning---------------Selfish

Self/Ego

Advanced----------------Trans-personal 
Intermediate-------------Personal
Beginning---------------Pre-personal

Interpersonal

Advanced---------------World centric
Intermediate------------Ethnocentric
Beginning---------------Egocentric

Moral

Advanced----------------Post-Conventional
Intermediate-------------Conventional
Beginning---------------Pre-Conventional

Needs

Advanced---------------Self-transcendence (spiritual)
Intermediate------------Emotional/psychological
Beginning---------------Physical

http://www.dewanherrick.com/integral_map9.html

Other lines that you may want to explore:

• sports
• sexual
• kinaesthetics
• aesthetics
• linguistic
• musical
• mathematical
• others that you may find relevant

http://integralsedona.ning.com/

Quadrants

Interior/individual Intentional-Psychology I/Me/Mine-speaking Truthfulness Subjective Sensations Impulses Emotions/feelings Symbols Thoughts Spirituality Intentions Feeling- as experience Levels of development Psychoanalysis Introspection Meditation Developmental structuralism Phenomenology (study of experience)

Exterior/Individual Behavioral-Empirical Science It(he/she)-What’s/who’s being spoken about Truth Objective Sub atomic particles Atoms Molecules Organisms Behavior and physical characteristics ·         Size, shape, colour Brainwaves Neurotransmitters Behaviorism Cognitive Science Chemical/Biological/Physical Sciences Empirical Science in general

Interior/Collective Cultural-Cultural Studies We/You-being spoken to Justness Inter-subjective Culture Shared values Shared meaning Collective worldviews Interior of relationships Groups Families Shared religious and philosophical beliefs Cultural anthropology Hermeneutics (study of interpretation) Critical theory Semantics (study of meaning) History Structuralism

Exterior/Collective Social-Social Studies It/Them-What’s/who’s being spoken about Truth Inter-objective Galaxies Planets Ecosystems Nations Social systems Family groups Concrete forms of culture Shared behaviors Modes of production Technology Systems of transportation and infrastructure Architectural Styles Literacy rates Statistics Religious practices (e.g. holidays) Styles of prayer Systems sciences-ecology/sociology Systems theory Functionalism Complexity Theory Information theory Engineering

Integral Theory - Quadrants, lines and levels

http://emanuelschachinger.blogspot.com/2011/09/social-justice-in-light-of-integral.html

http://alchemyofimprovement.com/positivepsych/integral/integral-theory/

http://www.imprint.co.uk/Wilber.htm 

 http://vistagenyc.com/2010/12/05/are-you-processing-vistage-issues-with-integrity/  

Integral Theory

AN OVERVIEW OF INTEGRAL THEORY
An All-Inclusive Framework for the 21st Century
Sean Esbjörn-Hargens

http://www.integralresearchcenter.org/sites/default/files/integraltheory_3-2-2009.pdf

Introduction to Integral 
Theory and Practice 
IOS BASIC AND THE AQAL MAP 
Ken Wilber

http://integralwithoutborders.org/sites/default/files/resources/Ken%20Wilber_Introduction%20to%20Integral.pdf

Tasks to be done before  we meet next week 25 september

• Form a new blog, working in the same groups as you were for the last project
• Email your names, emails and group blog name marksplendid@gmail.com
• Read: Sean Esbjorn-Hargens,  http://www.integralresearchcenter.org/sites/default/files/integraltheory_3-2-2009.pdf 
• As a group come up with two examples explaining the quadrants
• one as an individual as the centre of the experience (refer to fig. 3, pg. 5)
• one as an event or particular shared experience as the centre (refer to fig. 4, pg 6)
• Post these examples with explanations on your blog by 25 September

Legacy

leg·a·cy

   [leg-uh-see]  Show IPA noun, pluralleg·a·cies.

1.

Law . a gift of property, especially personal property, as money, by will; a bequest.

2.

anything handed down from the past, as from an ancestor or predecessor: the legacy of ancient Rome.

3.

an applicant to or student at a school that was attended by his or her parent.

4.

Obsolete . the office, function, or commission of a legate.

http://dictionary.reference.com/browse/legacy

Legacy has become the name of this project!

Hand in date: 8:30am 28 August

Things you need to consider in your project:

• how are you to be assessed [as a group and/or individually]?
• using the assessment criteria on the blog, draw up your own rubric
• Assessment
   The breadth of your understanding is conveyed by your engaging with the following forms:
• concepts and content [understanding of the topics and making of meaning; honesty and depth of engagement]
• materials, techniques and methods [use of the form you have chosen; innovation, originality and integrity]
• presentation [professionalism; respect to yourself, the work and the viewer; care]
• the entire project needs to be completed and handed in by the above date, NO late submission accepted
• use the various social media formats for your project (where applicable and appropriate)
• post material for assessment on your blogs
• email your blog addresses and email addresses by 21 August to marksplendid@gmail.com, If I don't receive your links I am unable to mark the work
• I am attending a conference on the 14 August and therefore will not be in class, use the time for your project
• more than half the class have not been in class so help them!
• remember this counts for a third of your theory mark

Education System

Having examined our assumptions we are now able to look at the situation of learning in a more honest and pragmatic way.
In your facebook groups, discuss and bring your groups response to the following question:

What are the various componets that make up the learning experience? (students, teachers, politics etc.)

Compile your list with explanations and bring to class 7th August

RSA Animate - Changing Education Paradigms

Homework

Create the following before we next meet:

• blog http://www.blogger.com/home 
• pintrest account http://pinterest.com/
• facebook account http://www.facebook.com

Create your Facebook group

Introduction to Three Integral

Introduction
Integral Studies intends; by exploring ourselves, each other and our worlds, to mine deeper levels of creativity.

In threeintegral2012 we track two questions:

• Where are we going?
• How do we collaborate?

Activities and Projects
Learning experiences are group based, resulting in individual projects.There are two projects a term.

You can choose any form to explore the topic, e.g.: performance, written essay, installation, jewellery, garment, painting, sculpture, business model, meal etc. You are encouraged to explore your chosen field; jewellery, clothing ,surface.

All works need to have a comprehensive written explanation.

Assessment
 The breadth of your understanding is conveyed by your engaging with the following forms:

• concepts and content [understanding of the topics and making of meaning; honesty and depth of engagement]
• materials, techniques and methods [use of the form you have chosen; innovation, originality and integrity]
• presentation [professionalism; respect to yourself, the work and the viewer; care]

Marks

• A: 75+ [exceptional]
• B: 65+ [beginning of innovation and risk]
• C: 55+ [adequate exploration, more depth required]
• R: redo
• F: fail

In order to pass a project (C) all the assessments criteria. Higher marks indicate increasing depth and exploration of the task.

What you need 

• blog
• pintrest account
• facebook account
• journal for writing

Blog
Consider this blog to be the mother board. All notifications, including briefs and home work assignments, will be posted here.

Required and suggested links are posted here.


Contact Me
marksplendid@gmail.com

 

Otto Scharmer - Theory U

http://www.ottoscharmer.com/

http://www.kenwilber.com/home/landing/index.html