Differences
This shows you the differences between two versions of the page.
Both sides previous revision Previous revision Next revision | Previous revision Next revisionBoth sides next revision | ||
research_report_maggie_buxton [2009-01-22 00:36] – 118.93.84.195 | research_report_maggie_buxton [2009-01-22 00:49] – 118.93.84.195 | ||
---|---|---|---|
Line 1: | Line 1: | ||
- | ===== Hybrid Story-Ing, Ungenreable Engagements | + | ===== Trickser, Transformation |
- | [This research is still in progress] | ||
- | |||
==== Context ==== | ==== Context ==== | ||
Line 206: | Line 205: | ||
These shifts from seperate to connected forms of knowing are co related with shifts in consciousness and increases in our meta-cognitive capacity. | These shifts from seperate to connected forms of knowing are co related with shifts in consciousness and increases in our meta-cognitive capacity. | ||
- | A summary of key points from the research are: | + | **A summary of key points from the research are:** |
* Transformation is often is associated with shifts in consciousness and developmental evolution, which allows individuals to have a greater sense of epistemological choice and awareness, and often a deeper connection to spirit and sense of meaning in their lives. | * Transformation is often is associated with shifts in consciousness and developmental evolution, which allows individuals to have a greater sense of epistemological choice and awareness, and often a deeper connection to spirit and sense of meaning in their lives. | ||
Line 217: | Line 216: | ||
These methods fall into a wide range of tools and categories of artefact and experience that are interrelated and are deeply connected with the archetypical spirit of the Trickster: | These methods fall into a wide range of tools and categories of artefact and experience that are interrelated and are deeply connected with the archetypical spirit of the Trickster: | ||
+ | |||
* hybrids that evade categorisation by existing mental models | * hybrids that evade categorisation by existing mental models | ||
* activities that blur the dichotomies of right and wrong, true and false, real and unreal | * activities that blur the dichotomies of right and wrong, true and false, real and unreal | ||
Line 226: | Line 226: | ||
The following discussion moves through these areas in turn first examining transformation, | The following discussion moves through these areas in turn first examining transformation, | ||
- | ==== What is transformation? | + | == What is transformation? |
In examining the literature it is clear that transformation means different things to different people. | In examining the literature it is clear that transformation means different things to different people. | ||
Line 236: | Line 237: | ||
The Online Oxford Dictionary gives two descriptions of the word perspective: | The Online Oxford Dictionary gives two descriptions of the word perspective: | ||
- | a particular attitude towards or way of regarding something; a point of view (The Oxford Dictionary of English, 2005). | + | - a particular attitude towards or way of regarding something; a point of view |
- | the appearance of viewed objects with regard to their relative position and distance from the viewer; having a true understanding of the relative importance of things; a sense of proportion. | + | |
+ | |||
The first definition neatly describes a simple change in point of view or attitude, the second definition clearly makes the object more distant from the viewer where it is given a dimension in space, and has a relative importance, and a proportion in relation to everything else. | The first definition neatly describes a simple change in point of view or attitude, the second definition clearly makes the object more distant from the viewer where it is given a dimension in space, and has a relative importance, and a proportion in relation to everything else. | ||
Line 246: | Line 249: | ||
Robert Kegan (1994) develops this idea of meta- reflection into five ‘orders of consciousness’, | Robert Kegan (1994) develops this idea of meta- reflection into five ‘orders of consciousness’, | ||
- | ===== But how do transformations in consciousness occur? ===== | + | == How do transformations in consciousness occur? == |
Major shifts occur when an individual encounters an alternative perspective and prior habits of mind are called into question. Educationalist, | Major shifts occur when an individual encounters an alternative perspective and prior habits of mind are called into question. Educationalist, | ||
Line 258: | Line 260: | ||
Two pioneers of psychology, Keltner and Haidt propose that awe has two essential components perceived as vastness and a need for accommodation(2003) It may be that some experiences are so vast, so profound, so far beyond what we’ve previously perceived, that they in effect demand we transform our worldview in order to accommodate them. Rather than trying to assimilate these experiences into our constricted framework, we are forced to broaden that framework [Schlitz: | Two pioneers of psychology, Keltner and Haidt propose that awe has two essential components perceived as vastness and a need for accommodation(2003) It may be that some experiences are so vast, so profound, so far beyond what we’ve previously perceived, that they in effect demand we transform our worldview in order to accommodate them. Rather than trying to assimilate these experiences into our constricted framework, we are forced to broaden that framework [Schlitz: | ||
- | Being outdoors in nature, growing food, glimpsing creatures in water that was previously thought to be dead all of this holds great potential for a shift in consciousness. | ||
- | |||
- | ===== Why is this process a sustainable way of creating shifts in behaviour? ===== | ||
+ | == Why is this process a sustainable way of creating shifts in behaviour? == | ||
Our meaning making perspectives, | Our meaning making perspectives, | ||
Line 268: | Line 268: | ||
Unfortunately when we take for granted that: | Unfortunately when we take for granted that: | ||
- | | + | |
- | | + | |
we are in trouble on a number of levels because these ontological and epistemological frameworks, inherited from thinking generated around the time of the ‘enlightenment’, | we are in trouble on a number of levels because these ontological and epistemological frameworks, inherited from thinking generated around the time of the ‘enlightenment’, | ||
Line 291: | Line 291: | ||
Interestingly some of the most recent research, primarily from within the education for sustainability movement recognises that the most sustainable form of behaviour change comes from the examination of habits of mind and underlying assumptions (Tilbury and Worman, 2004) | Interestingly some of the most recent research, primarily from within the education for sustainability movement recognises that the most sustainable form of behaviour change comes from the examination of habits of mind and underlying assumptions (Tilbury and Worman, 2004) | ||
- | Uncritically assimilated habits of mind about the resources in our environment could lead us to wasting or destroying the world’s resources, thereby diminishing the possibility of there being energy, food, and shelter for all in the present and in the future. | + | Uncritically assimilated habits of mind about the resources in our environment could lead us to wasting or destroying the world’s resources, thereby diminishing the possibility of there being energy, food, and shelter for all in the present and in the future. |
- | + | ||
- | ===== But what methods and tools are most effective in supporting transformations of consciousness? | + | |
+ | == But what methods and tools are most effective in supporting transformations of consciousness? | ||
My research led me to a number of different methods and tools, however it was clear that there was great tension between breadth and depth. | My research led me to a number of different methods and tools, however it was clear that there was great tension between breadth and depth. | ||
Line 304: | Line 303: | ||
But the challenge with work such as this is that it invokes the spirit of the Trickster. And Trickster activities are not easily measured and evaluated, at least not in mainstream terms. | But the challenge with work such as this is that it invokes the spirit of the Trickster. And Trickster activities are not easily measured and evaluated, at least not in mainstream terms. | ||
- | ===== The Trickster and Transformation ===== | + | == The Trickster and Transformation == |
Hyde (1998), in his book Trickster Makes This World, talks about a number of trickster characteristics that fundamentally disrupt or call into question things we have taken for granted. | Hyde (1998), in his book Trickster Makes This World, talks about a number of trickster characteristics that fundamentally disrupt or call into question things we have taken for granted. | ||
Line 311: | Line 309: | ||
According to Hyde’s extensive research, Trickster, through his sneaky acts and hilarious mistakes, makes us question dichotomy. Trickster calls us to ask: what is right and wrong? what is private versus collective ‘ownership’? | According to Hyde’s extensive research, Trickster, through his sneaky acts and hilarious mistakes, makes us question dichotomy. Trickster calls us to ask: what is right and wrong? what is private versus collective ‘ownership’? | ||
- | The act of questioning creates the conditions for epistemologically shifts from dualistic functionalist and positivist frames of reference, to constructivist frames. This means greater meta-cognitive capacity, an ability to engage more effectively with complexity, and potentially even a shift to a way of viewing the world that is based on connective rather than separate ways of knowing. (Which is of great assistance in climate change work for example.) | + | This act of questioning creates the conditions for epistemologically shifts from dualistic functionalist and positivist frames of reference, to constructivist frames. This means greater meta-cognitive capacity, an ability to engage more effectively with complexity, and potentially even a shift to a way of viewing the world that is based on connective rather than separate ways of knowing. (Which is of great assistance in climate change work for example.) |
My efforts to create an ARG within a school were specifically designed to build the imaginative capacity of children and give them another option than the dichotomous notion of true and false which is reinforced by mainstream curriculum. | My efforts to create an ARG within a school were specifically designed to build the imaginative capacity of children and give them another option than the dichotomous notion of true and false which is reinforced by mainstream curriculum. | ||
Line 331: | Line 329: | ||
It seems from my research that Trickster is an archetypal figure most clearly associated with transformational shifts, and the methods that can often bring these about. | It seems from my research that Trickster is an archetypal figure most clearly associated with transformational shifts, and the methods that can often bring these about. | ||
- | ===== Further Research and Opportunities ===== | + | == Further Research and Opportunities == |
It is clear that this research has only scrapped the surface of an area that has tremendous potential to add to the fields of adult education, consciousness studies and also to the different creative disciplines mentioned in the material. | It is clear that this research has only scrapped the surface of an area that has tremendous potential to add to the fields of adult education, consciousness studies and also to the different creative disciplines mentioned in the material. | ||
Line 338: | Line 335: | ||
More detailed experiments within the school can build on the initial pilot, and are being planned for 2009. Also experiments within the sustainability education arena, using methods not traditionally associated with environmental work eg ARGS, Guerilla Theatre etc. | More detailed experiments within the school can build on the initial pilot, and are being planned for 2009. Also experiments within the sustainability education arena, using methods not traditionally associated with environmental work eg ARGS, Guerilla Theatre etc. | ||
- | It is clear that rather than thinking about the ‘effectiveness’ of particular reality shifting techniques, it is better to take an approach that involves multiple methods and tools, and couple this with simple behaviour shifting methods such as marketing tools and policy measures. | + | It is clear that rather than thinking about the ‘effectiveness’ of particular reality shifting techniques, it is better to take an approach that involves multiple methods and tools, and couple this with simple behaviour shifting methods such as marketing tools and policy measures. Evaluating this may need to involve creative and innovative techniques, as consciousness transformation is still an area that is little understood and controversial. |
- | + | ||
- | ===== Final Points ===== | + | |
+ | == Final Points == | ||
- | Overall, as you will see from reading the blog, and the experimental work, there have been a number of positive outcomes from this research that meet the initial aims. Feedback from many different individuals shows that the research has provided user friendly material, and inspiration to a wider audience that has not encountered these concepts before. It has encouraged a number of people to grow their own worlds in ways they would not have previously, and has connected a number of different worlds across traditional boundaries. Finally this project has actively promoted the work of Foam and gRig in a number of areas that it would not normally easily reach. | + | Overall, as you will see from reading the blog, and the experimental work, there have been a number of positive outcomes from this research that meet the initial aims. |
+ | Feedback from many different individuals shows that the research has provided user friendly material, and inspiration to a wider audience that has not encountered these concepts before. | ||
+ | It has encouraged a number of people to grow their own worlds in ways they would not have previously, and has connected a number of different worlds across traditional boundaries. | ||
+ | Finally this project has actively promoted the work of Foam and gRig in a number of areas that it would not normally easily reach. | ||
+ | The question is how to continue this work so that it continues to feed and supports both Foam, the creative professionals and organisations that have already become involved. | ||
==== References ==== | ==== References ==== |