Laske’s Dialectical Thought Form Framework (DTF) as a Tool for Creating Integral Collaborations: Applying Bhaskar’s Four Moments of Dialectic to Reshaping Cognitive Development as a Social Practice
I am introducing into Dialectical Critical Realism (DCR) a developmental, dialogical, and dialectical epistemology for enhancing adults’ cognitive development toward dialectic. I do so for the sake of solving real-world problems in a holistic and transformational manner with a high likelihood of suc...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Otto Laske [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Deutsch ; Englisch ; Französisch |
| Erschienen: |
2015 |
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| Übergeordnetes Werk: |
In: Integral Review - ARINA, Inc., 2005, 11(2015), 3, Seite 72-92 |
|---|---|
| Übergeordnetes Werk: |
volume:11 ; year:2015 ; number:3 ; pages:72-92 |
| Links: |
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(DE-627)DOAJ04331922X (DE-599)DOAJc8884cbdc85048eaba87b682888cdff2 DE-627 ger DE-627 rakwb ger eng fre H1-99 Otto Laske verfasserin aut Laske’s Dialectical Thought Form Framework (DTF) as a Tool for Creating Integral Collaborations: Applying Bhaskar’s Four Moments of Dialectic to Reshaping Cognitive Development as a Social Practice 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier I am introducing into Dialectical Critical Realism (DCR) a developmental, dialogical, and dialectical epistemology for enhancing adults’ cognitive development toward dialectic. I do so for the sake of solving real-world problems in a holistic and transformational manner with a high likelihood of success. Emphasis is put on dialectical thinking as a social practice learned by way of a dialogue method called the Case Study Cohort (CSC) method, taught at the Interdevelopmental Institute (IDM) since 2000. CSC combines dialectical with adult-developmental thinking and listening in real world situations. Through this pedagogical framework, students engage organizational clients as midwives of their own learning and development through teaching, coaching, consulting, and/or talent management activities, even psychotherapy. In 6 sections, the paper deals with the question of how best to educate CDF-users working as inter-developmental interlocutors who have overcome the epistemic fallacy by guided self- assessment through DTF, the Dialectical Thought Form Framework. This framework operationalizes Bhaskar’s MELD based on Basseches’ pioneering studies in the development of dialectical thinking over the adult lifespan. DTF forms part of CDF, Laske’s Constructive Developmental Framework, whose social-emotional and psychological components derive from R. Kegan’s and H. Murray’s work, respectively. DTF takes up the challenge of teaching and exercising dialectical thinking in an administered world shaped entirely by analytical reasoning. Inter-developmental interlocutors are CDF/DTF-users who withstand the onslaught of downloading and de-totalization, and by so doing become teachers, even models of global self- awareness. They develop this capacity by acting as a member of an IDM study cohort, as well as consultants to client organizations whose thinking they scrutinize in expertly guided case studies. As a result, their focus of attention becomes the structure of their own and others’ thinking as the hidden root of how the social and physical worlds shows up for them and their clients. case study cohort method cognitive development of adults dialectical critical realism dialectical epistemology dialectical-thinking development dialectical-thinking interventions inter-developmental interlocutor inter-participatory social practice based on dialectical thinking teaching of dialectical thinking. Otto Laske Social Sciences H Social sciences (General) In Integral Review ARINA, Inc., 2005 11(2015), 3, Seite 72-92 (DE-627)613740556 (DE-600)2526336-5 15533069 nnns volume:11 year:2015 number:3 pages:72-92 https://doaj.org/article/c8884cbdc85048eaba87b682888cdff2 kostenfrei http://integral-review.org/laskes-dialectical-thought-form-framework-dtf-as-a-tool-for-creating-integral-collaborations-applying-bhaskars-four-moments-of-dialectic-to-reshaping-cognitive-development-as-a-so/ kostenfrei https://doaj.org/toc/1553-3069 Journal toc kostenfrei https://doaj.org/toc/1553-3069 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_90 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2014 GBV_ILN_2190 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 11 2015 3 72-92 |
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(DE-627)DOAJ04331922X (DE-599)DOAJc8884cbdc85048eaba87b682888cdff2 DE-627 ger DE-627 rakwb ger eng fre H1-99 Otto Laske verfasserin aut Laske’s Dialectical Thought Form Framework (DTF) as a Tool for Creating Integral Collaborations: Applying Bhaskar’s Four Moments of Dialectic to Reshaping Cognitive Development as a Social Practice 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier I am introducing into Dialectical Critical Realism (DCR) a developmental, dialogical, and dialectical epistemology for enhancing adults’ cognitive development toward dialectic. I do so for the sake of solving real-world problems in a holistic and transformational manner with a high likelihood of success. Emphasis is put on dialectical thinking as a social practice learned by way of a dialogue method called the Case Study Cohort (CSC) method, taught at the Interdevelopmental Institute (IDM) since 2000. CSC combines dialectical with adult-developmental thinking and listening in real world situations. Through this pedagogical framework, students engage organizational clients as midwives of their own learning and development through teaching, coaching, consulting, and/or talent management activities, even psychotherapy. In 6 sections, the paper deals with the question of how best to educate CDF-users working as inter-developmental interlocutors who have overcome the epistemic fallacy by guided self- assessment through DTF, the Dialectical Thought Form Framework. This framework operationalizes Bhaskar’s MELD based on Basseches’ pioneering studies in the development of dialectical thinking over the adult lifespan. DTF forms part of CDF, Laske’s Constructive Developmental Framework, whose social-emotional and psychological components derive from R. Kegan’s and H. Murray’s work, respectively. DTF takes up the challenge of teaching and exercising dialectical thinking in an administered world shaped entirely by analytical reasoning. Inter-developmental interlocutors are CDF/DTF-users who withstand the onslaught of downloading and de-totalization, and by so doing become teachers, even models of global self- awareness. They develop this capacity by acting as a member of an IDM study cohort, as well as consultants to client organizations whose thinking they scrutinize in expertly guided case studies. As a result, their focus of attention becomes the structure of their own and others’ thinking as the hidden root of how the social and physical worlds shows up for them and their clients. case study cohort method cognitive development of adults dialectical critical realism dialectical epistemology dialectical-thinking development dialectical-thinking interventions inter-developmental interlocutor inter-participatory social practice based on dialectical thinking teaching of dialectical thinking. Otto Laske Social Sciences H Social sciences (General) In Integral Review ARINA, Inc., 2005 11(2015), 3, Seite 72-92 (DE-627)613740556 (DE-600)2526336-5 15533069 nnns volume:11 year:2015 number:3 pages:72-92 https://doaj.org/article/c8884cbdc85048eaba87b682888cdff2 kostenfrei http://integral-review.org/laskes-dialectical-thought-form-framework-dtf-as-a-tool-for-creating-integral-collaborations-applying-bhaskars-four-moments-of-dialectic-to-reshaping-cognitive-development-as-a-so/ kostenfrei https://doaj.org/toc/1553-3069 Journal toc kostenfrei https://doaj.org/toc/1553-3069 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_90 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2014 GBV_ILN_2190 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 11 2015 3 72-92 |
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(DE-627)DOAJ04331922X (DE-599)DOAJc8884cbdc85048eaba87b682888cdff2 DE-627 ger DE-627 rakwb ger eng fre H1-99 Otto Laske verfasserin aut Laske’s Dialectical Thought Form Framework (DTF) as a Tool for Creating Integral Collaborations: Applying Bhaskar’s Four Moments of Dialectic to Reshaping Cognitive Development as a Social Practice 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier I am introducing into Dialectical Critical Realism (DCR) a developmental, dialogical, and dialectical epistemology for enhancing adults’ cognitive development toward dialectic. I do so for the sake of solving real-world problems in a holistic and transformational manner with a high likelihood of success. Emphasis is put on dialectical thinking as a social practice learned by way of a dialogue method called the Case Study Cohort (CSC) method, taught at the Interdevelopmental Institute (IDM) since 2000. CSC combines dialectical with adult-developmental thinking and listening in real world situations. Through this pedagogical framework, students engage organizational clients as midwives of their own learning and development through teaching, coaching, consulting, and/or talent management activities, even psychotherapy. In 6 sections, the paper deals with the question of how best to educate CDF-users working as inter-developmental interlocutors who have overcome the epistemic fallacy by guided self- assessment through DTF, the Dialectical Thought Form Framework. This framework operationalizes Bhaskar’s MELD based on Basseches’ pioneering studies in the development of dialectical thinking over the adult lifespan. DTF forms part of CDF, Laske’s Constructive Developmental Framework, whose social-emotional and psychological components derive from R. Kegan’s and H. Murray’s work, respectively. DTF takes up the challenge of teaching and exercising dialectical thinking in an administered world shaped entirely by analytical reasoning. Inter-developmental interlocutors are CDF/DTF-users who withstand the onslaught of downloading and de-totalization, and by so doing become teachers, even models of global self- awareness. They develop this capacity by acting as a member of an IDM study cohort, as well as consultants to client organizations whose thinking they scrutinize in expertly guided case studies. As a result, their focus of attention becomes the structure of their own and others’ thinking as the hidden root of how the social and physical worlds shows up for them and their clients. case study cohort method cognitive development of adults dialectical critical realism dialectical epistemology dialectical-thinking development dialectical-thinking interventions inter-developmental interlocutor inter-participatory social practice based on dialectical thinking teaching of dialectical thinking. Otto Laske Social Sciences H Social sciences (General) In Integral Review ARINA, Inc., 2005 11(2015), 3, Seite 72-92 (DE-627)613740556 (DE-600)2526336-5 15533069 nnns volume:11 year:2015 number:3 pages:72-92 https://doaj.org/article/c8884cbdc85048eaba87b682888cdff2 kostenfrei http://integral-review.org/laskes-dialectical-thought-form-framework-dtf-as-a-tool-for-creating-integral-collaborations-applying-bhaskars-four-moments-of-dialectic-to-reshaping-cognitive-development-as-a-so/ kostenfrei https://doaj.org/toc/1553-3069 Journal toc kostenfrei https://doaj.org/toc/1553-3069 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_90 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2014 GBV_ILN_2190 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 11 2015 3 72-92 |
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(DE-627)DOAJ04331922X (DE-599)DOAJc8884cbdc85048eaba87b682888cdff2 DE-627 ger DE-627 rakwb ger eng fre H1-99 Otto Laske verfasserin aut Laske’s Dialectical Thought Form Framework (DTF) as a Tool for Creating Integral Collaborations: Applying Bhaskar’s Four Moments of Dialectic to Reshaping Cognitive Development as a Social Practice 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier I am introducing into Dialectical Critical Realism (DCR) a developmental, dialogical, and dialectical epistemology for enhancing adults’ cognitive development toward dialectic. I do so for the sake of solving real-world problems in a holistic and transformational manner with a high likelihood of success. Emphasis is put on dialectical thinking as a social practice learned by way of a dialogue method called the Case Study Cohort (CSC) method, taught at the Interdevelopmental Institute (IDM) since 2000. CSC combines dialectical with adult-developmental thinking and listening in real world situations. Through this pedagogical framework, students engage organizational clients as midwives of their own learning and development through teaching, coaching, consulting, and/or talent management activities, even psychotherapy. In 6 sections, the paper deals with the question of how best to educate CDF-users working as inter-developmental interlocutors who have overcome the epistemic fallacy by guided self- assessment through DTF, the Dialectical Thought Form Framework. This framework operationalizes Bhaskar’s MELD based on Basseches’ pioneering studies in the development of dialectical thinking over the adult lifespan. DTF forms part of CDF, Laske’s Constructive Developmental Framework, whose social-emotional and psychological components derive from R. Kegan’s and H. Murray’s work, respectively. DTF takes up the challenge of teaching and exercising dialectical thinking in an administered world shaped entirely by analytical reasoning. Inter-developmental interlocutors are CDF/DTF-users who withstand the onslaught of downloading and de-totalization, and by so doing become teachers, even models of global self- awareness. They develop this capacity by acting as a member of an IDM study cohort, as well as consultants to client organizations whose thinking they scrutinize in expertly guided case studies. As a result, their focus of attention becomes the structure of their own and others’ thinking as the hidden root of how the social and physical worlds shows up for them and their clients. case study cohort method cognitive development of adults dialectical critical realism dialectical epistemology dialectical-thinking development dialectical-thinking interventions inter-developmental interlocutor inter-participatory social practice based on dialectical thinking teaching of dialectical thinking. Otto Laske Social Sciences H Social sciences (General) In Integral Review ARINA, Inc., 2005 11(2015), 3, Seite 72-92 (DE-627)613740556 (DE-600)2526336-5 15533069 nnns volume:11 year:2015 number:3 pages:72-92 https://doaj.org/article/c8884cbdc85048eaba87b682888cdff2 kostenfrei http://integral-review.org/laskes-dialectical-thought-form-framework-dtf-as-a-tool-for-creating-integral-collaborations-applying-bhaskars-four-moments-of-dialectic-to-reshaping-cognitive-development-as-a-so/ kostenfrei https://doaj.org/toc/1553-3069 Journal toc kostenfrei https://doaj.org/toc/1553-3069 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_90 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2014 GBV_ILN_2190 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 11 2015 3 72-92 |
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laske’s dialectical thought form framework (dtf) as a tool for creating integral collaborations: applying bhaskar’s four moments of dialectic to reshaping cognitive development as a social practice |
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Laske’s Dialectical Thought Form Framework (DTF) as a Tool for Creating Integral Collaborations: Applying Bhaskar’s Four Moments of Dialectic to Reshaping Cognitive Development as a Social Practice |
| abstract |
I am introducing into Dialectical Critical Realism (DCR) a developmental, dialogical, and dialectical epistemology for enhancing adults’ cognitive development toward dialectic. I do so for the sake of solving real-world problems in a holistic and transformational manner with a high likelihood of success. Emphasis is put on dialectical thinking as a social practice learned by way of a dialogue method called the Case Study Cohort (CSC) method, taught at the Interdevelopmental Institute (IDM) since 2000. CSC combines dialectical with adult-developmental thinking and listening in real world situations. Through this pedagogical framework, students engage organizational clients as midwives of their own learning and development through teaching, coaching, consulting, and/or talent management activities, even psychotherapy. In 6 sections, the paper deals with the question of how best to educate CDF-users working as inter-developmental interlocutors who have overcome the epistemic fallacy by guided self- assessment through DTF, the Dialectical Thought Form Framework. This framework operationalizes Bhaskar’s MELD based on Basseches’ pioneering studies in the development of dialectical thinking over the adult lifespan. DTF forms part of CDF, Laske’s Constructive Developmental Framework, whose social-emotional and psychological components derive from R. Kegan’s and H. Murray’s work, respectively. DTF takes up the challenge of teaching and exercising dialectical thinking in an administered world shaped entirely by analytical reasoning. Inter-developmental interlocutors are CDF/DTF-users who withstand the onslaught of downloading and de-totalization, and by so doing become teachers, even models of global self- awareness. They develop this capacity by acting as a member of an IDM study cohort, as well as consultants to client organizations whose thinking they scrutinize in expertly guided case studies. As a result, their focus of attention becomes the structure of their own and others’ thinking as the hidden root of how the social and physical worlds shows up for them and their clients. |
| abstractGer |
I am introducing into Dialectical Critical Realism (DCR) a developmental, dialogical, and dialectical epistemology for enhancing adults’ cognitive development toward dialectic. I do so for the sake of solving real-world problems in a holistic and transformational manner with a high likelihood of success. Emphasis is put on dialectical thinking as a social practice learned by way of a dialogue method called the Case Study Cohort (CSC) method, taught at the Interdevelopmental Institute (IDM) since 2000. CSC combines dialectical with adult-developmental thinking and listening in real world situations. Through this pedagogical framework, students engage organizational clients as midwives of their own learning and development through teaching, coaching, consulting, and/or talent management activities, even psychotherapy. In 6 sections, the paper deals with the question of how best to educate CDF-users working as inter-developmental interlocutors who have overcome the epistemic fallacy by guided self- assessment through DTF, the Dialectical Thought Form Framework. This framework operationalizes Bhaskar’s MELD based on Basseches’ pioneering studies in the development of dialectical thinking over the adult lifespan. DTF forms part of CDF, Laske’s Constructive Developmental Framework, whose social-emotional and psychological components derive from R. Kegan’s and H. Murray’s work, respectively. DTF takes up the challenge of teaching and exercising dialectical thinking in an administered world shaped entirely by analytical reasoning. Inter-developmental interlocutors are CDF/DTF-users who withstand the onslaught of downloading and de-totalization, and by so doing become teachers, even models of global self- awareness. They develop this capacity by acting as a member of an IDM study cohort, as well as consultants to client organizations whose thinking they scrutinize in expertly guided case studies. As a result, their focus of attention becomes the structure of their own and others’ thinking as the hidden root of how the social and physical worlds shows up for them and their clients. |
| abstract_unstemmed |
I am introducing into Dialectical Critical Realism (DCR) a developmental, dialogical, and dialectical epistemology for enhancing adults’ cognitive development toward dialectic. I do so for the sake of solving real-world problems in a holistic and transformational manner with a high likelihood of success. Emphasis is put on dialectical thinking as a social practice learned by way of a dialogue method called the Case Study Cohort (CSC) method, taught at the Interdevelopmental Institute (IDM) since 2000. CSC combines dialectical with adult-developmental thinking and listening in real world situations. Through this pedagogical framework, students engage organizational clients as midwives of their own learning and development through teaching, coaching, consulting, and/or talent management activities, even psychotherapy. In 6 sections, the paper deals with the question of how best to educate CDF-users working as inter-developmental interlocutors who have overcome the epistemic fallacy by guided self- assessment through DTF, the Dialectical Thought Form Framework. This framework operationalizes Bhaskar’s MELD based on Basseches’ pioneering studies in the development of dialectical thinking over the adult lifespan. DTF forms part of CDF, Laske’s Constructive Developmental Framework, whose social-emotional and psychological components derive from R. Kegan’s and H. Murray’s work, respectively. DTF takes up the challenge of teaching and exercising dialectical thinking in an administered world shaped entirely by analytical reasoning. Inter-developmental interlocutors are CDF/DTF-users who withstand the onslaught of downloading and de-totalization, and by so doing become teachers, even models of global self- awareness. They develop this capacity by acting as a member of an IDM study cohort, as well as consultants to client organizations whose thinking they scrutinize in expertly guided case studies. As a result, their focus of attention becomes the structure of their own and others’ thinking as the hidden root of how the social and physical worlds shows up for them and their clients. |
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Laske’s Dialectical Thought Form Framework (DTF) as a Tool for Creating Integral Collaborations: Applying Bhaskar’s Four Moments of Dialectic to Reshaping Cognitive Development as a Social Practice |
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https://doaj.org/article/c8884cbdc85048eaba87b682888cdff2 http://integral-review.org/laskes-dialectical-thought-form-framework-dtf-as-a-tool-for-creating-integral-collaborations-applying-bhaskars-four-moments-of-dialectic-to-reshaping-cognitive-development-as-a-so/ https://doaj.org/toc/1553-3069 |
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