Urban Hub 11 : Co Creating Emergence - a meta-pragmatic approach

Integral UrbanHub
Co Creating Emergence
Thriveable Cities
1 Paul van Schaik
integralMENTORS1
Urban Hub
a meta-pragmatic approach

Urban Hub
a meta-pragmatic approach
Thriveable Cities
integralMENTORS
Paul van Schaik
Curator & Creator
Integral UrbanHub
11

Copyright ©© integralMENTORS– September 2018
ISBN-13: 978-1726314176
ISBN-10: 1726314170
In fullness and freedom
A series of graphics from integralMENTORS integral UrbanHub work on Thriveable Cities presentations.

"All this requires a significant reality check, and a sense of humbleness
about what each actor can achieve’. He adds, however, that we should
be hopeful and accept that because ‘we only have influence (and not
control) over development processes, we must not lose our courage and
ambition.
The fact that the large-scale, long-term change that is required cannot
be planned in advance, or achieved based on any one actor’s goals and
intentions, is not a reason to give up the drive for change.
Lessons from the concept of self-organization in complex systems show
us the power for change within systems of heterogeneous and
connected agents. The role that mindsets, feedback, leadership and
sense-makers have in shaping the behaviour and interactions of
interacting agents shows the true potential for change.”
Harry Jones, co-author of a recent ODI paper on complexity

Urban Hub series.
Pdf versions are free to view or
download at
www.slideshare.net/PauljvsSS
Can also be viewed at
issuu.com/paulvanschaik
Hardcopies can be purchased
from Amazon
Thriveable Cities series so far
covers:
A Meta-Pragmatic approach
Smart Sustainable Thriving Cities
Integral Methodological
Pluralism
Integral Theory
Integral Workbook
Visions & Worldviews vol. 1, 2 & 3
What We Can Do: Cultivating
Change
Odyssey 1 – a journey
Education - a future
Inferno & Phoenix (Oct ‘18)
each book can stand alone -
taken together they give a more
rounded appreciation of how this
broader framework can help in
the analysis and design of
thriveable urban environments.

This document is not about clicking
our links and following our path of
discovery but about engaging and
searching your own path in
collaboration with us and others and
developing pathways for our
combined action.
Each of these volumes adds to our search & understanding of
the field and are best used as a whole

“A city is more than a
place in space, it is a
drama in time”
Patrick Geddes

Content
Introduction
Participation
Evolving Change
Horizontal
Vertical
Changing Minds
The Good City
A Broader View
Evaluation
Books

Dance with the ever-emerging future

Development occurs through the interplay between person and
environment, not just by one or the other. It is a potential and can
be encouraged and facilitated by appropriate support and
challenge.
The depth, complexity, and scope of what people notice can
expand throughout life. Yet no matter how evolved we become, our
knowledge and understanding is always partial and incomplete.
As development unfolds, autonomy, freedom, tolerance for
difference and ambiguity, as well as flexibility, reflection and skill in
interacting with the environment increase, while defences decrease.
Overall, worldviews evolve from simple to complex, from static to
dynamic, and from egocentric to socio-centric to world-centric.
Each later stage in the sequence is more differentiated, integrated,
flexible and capable of functioning optimally in a world that is
rapidly changing and becoming more complicated.
People's stage of development influences what they notice or can
become aware of, and therefore what they can describe, articulate,
influence, and change.
The main reason that learning is as slow as it is, is that learning
means giving up ideas, habits, and values. Some of the old
“learning” that has to be given up or “unlearned” was useful in the
past, and is still useful to some of the people in the society. Some of
the things that people have to unlearn are traditions that are dear to
people, and that may be part of their personal character
development. Some of what needs to be forgotten are ways of
living that still have important values to people.
Psychology & the City
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.

Graves formulated the following STARTING points
for his value system:
Each fundamental value system is the result, on the one
hand, of someone’s circumstances and the problems
that come with it (life conditions), and on the other hand
of the way he deals with it based on his neurological
‘wiring’ (mind conditions).
Every adult contains all value systems within themselves.
A person’s value system changes depending on the
circumstances they finds themselves in.
The development of value systems is like a pendulum,
moving back and forth between value systems focused
on the individual and those focused on the collective.
The more complex people’s circumstances, the more
complex the value systems which are required.
Value systems depend on the context. In different
contexts (family, work, etc.) people may experience their
immediate environment in a different way. This means
that different value systems may predominate in these
different contexts.

In a constant cycle of influencing and being influenced the city
impacts upon our mind and our emotional state impacts upon
the city with untold effects.
It is astonishing that psychology, the study exploring the
dynamics of feeling and emotion, has not been taken sufficiently
seriously as an urban discipline, not only by psychology itself but
also urban decision makers, since it seeks to understand why we
act the way we do.
The city is not a lifeless thing. People have personality, identity
and, as they are congregations of people, so do cities.
To see the urban fabric, its dynamics and city life as empty shells
devoid of human psychological content is careless. To be blind
to its consequences is foolish, as the city is primarily an
emotional experience with psychological effects.
Just as the body is the museum of human evolution so the
psyche is the mental museum of our primeval psychological
past, and we have carried anciently formed elements of it into
this new urban age.
There are psychological consequences to our adaptation to
‘homo urbanis’ and the cities that will do best may be those most
able to connect the ancient as well as modern parts of ourselves.
Seeing the city through a psychological lens can help create
programmes to bring out potential and help heal fractures,
divides or lack of confidence It is extraordinary that it has not
been given fuller attention in urban policy.
http://charleslandry.com/themes/psychology-the-city/

In the end it comes down to asking ourselves: will we
continue to strive to out-compete each other and in the
process unravel the thread that all life depends upon? Or
will we learn to collaborate in the healing of the whole
through transformative innovation and regenerative design
creating vibrant cultures and thriving communities for all?
To improve the regenerative capacity of communities and
ecosystems we need to pay close attention to the effect of
our actions at multiple interconnected scales, developing a
participatory, living-systems perspective. We also need to
develop a future consciousness that can guide wise action
in the face of an unpredictable future and humble
recognition of the limits of our knowledge and capabilities.
This includes processes that help us decide more wisely
which technologies to employ at what scale and in which
place. Not all that is technologically possible creates
conditions conducive to life.
We are relational beings who come from cooperation, are
cooperation, and can choose to co-create a thriving and
regenerative future through cooperation. As beings who
are blessed with the miraculous gift of a self-reflective
consciousness, our greatest challenge and our greatest
opportunity is not to know the meaning of life, but to live a
life of meaning. That is why humanity is worth sustaining.
Daniel Christian Wahl
Regeneration & the City
https://medium.com/age-of-awareness/regenerative-cultures-are-about-thriving-together-43b3fcdfba40
www.simvanderryn.com

For communication tools see ‘Guides for Integrally Informed Practitioners : Basic’ – Paul van Schaik vS Publishers
Personal beliefs/mindset
Systems existing & proposedCultural views
Personal Behaviour
Context
Stages of development
Interior Subjective : Consciousness – mindsets & intention Exterior Objective : Capacities - Behaviour & Competences
Interior Intersubjective : Culture - worldviews Exterior Interobjective : Creations - systems & infrastructure
An Integral Approach to Development
Any attempt at interventions to modify behaviour needs to
consider the interrelationship between behaviour, values &
mindsets, culture and existing systems in place and systems of
infrastructure being proposed.
Each of these domains have a distinct influence and need to be
tetra-meshed to embed change in the long-term. Change can be
translational – healthier at same Stage of development or
transformational – healthier (hopefully) a higher Stage of
development.

An Integral Approach to Development
Beliefs/mindset (individuals)
Determine Values Centre of Gravity (VCG)
(a number of instruments are available to measure VCG)
Communications:
1. to nudge ‘improvements’ at current VCG (short term)
2. to transform to higher levels of understanding (long term)
- stories, messages, school programs, social media,
advertising etc. Peer group pressure, role models etc.
Cultural views (communities etc.)
Determine Dominant Mode of Discourse (DMD)
(a number of instruments are available to measure DMD)
Communications:
1. to nudge ‘improvements’ at current DMD (short term)
2. to transform to higher levels of understanding (long term)
- stories, messages, school programs, social media,
advertising etc. Peer group pressure, role models etc.
Behaviour (individuals)
To change Personal Behaviour both
– translational more healthy at same level (horizontal)
- transformational towards a higher stage of development
(vertical)
- new laws & guidelines/instructions
- programs/projects in other quadrants.
Context
For communication tools see ‘Guides for Integrally Informed Practitioners : Basic’ – Paul van Schaik vS Publishers
Stages of development
Systems
in place – what needs improving & what needs replacing
proposed systems C40 interventions
These ‘problems’ are know as ‘wicked problems’ and actions
or interventions usually bring forth unintended
consequences. This constant alignment to goals of vision
needed
Projects need to be co created
with communities – not handed
down from the centre. See
Modes of Participation table below
page 19 (level 6 to 8 for results)
Any intervention must be designed and implemented in conjunction with projects in other quadrants

© integralMENTORS
There are many reasons why working with story can be so deeply
transformational; here are just a few
‘One way or another we are living the stories planted in us early or along the way, or we are also living
the stories we planted – knowingly or unknowingly – in ourselves. We live stories that either give our
lives meaning or negate it with meaninglessness. If we change the stories we live by, quite possibly
we change our lives.’ – Ben Okri.
• Telling stories is a basic human activity – everyone knows how to do it. We are narrative creatures, at
heart.
• Stories are beautiful. They move us, and capture our imagination.
• Something in us instinctively understands the archetypal imagery in myths and folk tales. Deep in our
bones, we know them: the wicked stepmother, the wise old woman, the big bad wolf, the dark forest in
which from time to time we all lose ourselves.
• Stories allow us to achieve distance and objectivity in difficult situations: the distance to express and
absorb emotions – even deeply traumatic material – constructively and safely.
• Stories are not fixed. They permit growth because they too can change over time.
• Stories help us to identify and use our own imaginative resources to cope with challenges in creative and
uniquely personal ways. And so our resilience is strengthened.
• Stories help us to understand the roles that we and others play; to respect each other’s skills, differences,
and sometimes opposing points of view.
• Stories help us to make sense of chaos, to simplify the complex. They help us to understand the plot and
to gain insight into our role in it.
• Stories allow us to see obstacles as challenges and to choose behaviours, for example, more fitting to a
heroine than to a victim. They teach us that even a little girl can outwit the big bad wolf; they show us
how to leave a trail of breadcrumbs to mark our way so that we don’t get lost in the dark wood.

Unsustainableimpact
www.integralmentors.org
Modes of Participation
Level Type Description

Partial
Impact
Sustainable
Impact
Thriveable
Impact
Modes of Participation
Level Type Description

- Through imitation and repetition
- Animistic analogies : fairy-tales, cartoons and animal metaphors
- Chants, dances, rhythm music, rituals
- Practical kinaesthetic
- Learning what the ‘Tribe’ learns is a major driver
Since the 19th century, the School has played three major roles: the education of children, the socialization of children
and, finally, a utilitarian role, that is to say preparing students for the world of work. Today, however, the first two seem to
be lost in favour of the third. This is now taking a dominant role - training children for a world of work that is increasing
out of date.
Transitioning – M&M to GOE
Learning by modelling is still important - but satisfaction of the embryonic ego will also influence what is learned
The relationship with the
"teacher" is critical - that
person must be a mystical,
shamanistic figure.
Cultivating Transformation
School – Mythical and Magic : M&M
- Instant results - pain or punishment
- No threats, only promises of certain outcomes
- Hands-on action learning, the opportunity to experience it for themselves
- What is learned needs to be immediately relevant to the circumstances individuals
perceives themselves to be in
- Respect for the "teacher" as a hero figure is important but
“Teacher” must also show
respect back to the
blossoming egos
School – Growth of blossoming Egos : GoE
Transitioning – GoE to C&C
What pleases (or is immediately relevant) is still central but there is also some desire now to know what the procedures for learning
are - and that leads to WHAT should be learned
- Acceptance of Truth from the Higher Authority
- Prescriptive teaching/learning - following set procedures
- Right/wrong feedback - testing on the learning
A utilitarian role, that is to say preparing students for the world of work
The work set by “teacher’ will
be done because it is "the
correct thing to do" - but don't
expect imagination in the work
or more than is set
School - Control and Conform : C&C

Transitioning – C&C to E&I
Self-motivation starts to emerge - though learning procedures are still necessary
- Developing future sense with possibilities of multiple outcomes
- Trial-and-error experiments to achieve anticipated outcomes
- Opportunities to analyse and improve - particularly via technology
- Complete self-motivation to achieve the desired future outcome(s)
The primary goal of the school is to provide the citizen with a foundation of knowledge, to inculcate common values
and standards in order to promote the solidarity of individuals within a society and possibly to contribute to social
mobility. A more detailed analysis shows that the school is not neutral and always contributes to the legitimization of
the system in place.
Transitioning – E&i to ODP
Broader concerns now start to emerge and there is a need to make sure everybody is getting opportunities
School – Enterprise and Innovation : E&i
"Teacher" role is now a
resource to be used
School - Opportunity and Developing Potential : ODP
- Bigger picture thinking and emotional responsiveness
- What is important can be subject to consensus
- Learning from peers/group learning
- Personal development/development of self, within the group
"Teacher's" role is to facilitate
the development of the group
and individuals within the
group.
Transitioning – ODP to EO
Broader concerns now start to emerge and there is a need to make sure everybody is getting opportunities
Ivan Illich – deschooling society
He proposed as a solution the setting up of an educational network with three objectives: that anyone who aspires to the
knowledge can do it independently of the diploma and at any age, to promote the pooling of knowledge among those wishing
to teach And those who wish to benefit from it, as well as to give the possibility to any individual who has a new idea to express
without fear the disapproval of the ideological apparatus of State

Ambiguous
You can easily find convincing but totally contradictory information for any
assertion. Because of complexity and unpredictability the ubiquitous
availability of information has created a mist in which it becomes
increasingly difficult to find clarity.
V
U
C
A
Volatile
Things change continuously. What is true today isn’t true tomorrow. Even
the nature and dynamics of change change.
Uncertain
More than ever, we live with a lack of predictability and a prospect for
surprise. It is impossible to predict how projects will evolve..
Complex
Simple cause-and-effect chains have been replaced by complex
interconnected forces and events. Interconnectedness makes all things
increasingly complex.

WorldViews
“You cannot get through a single day without
having an impact on the world around you.
What you do makes difference, and you have
to decide what kind of difference you want to
make.”—Jane Goodall
Eight principles can be used to
describe the underlying nature of
mindsets. These principles have
been adapted from David Gray’s
book ’Liminal Thinking..’
1) Mindsets are unique to everyone
2) Mindsets are created by our
experiences
3) Mindsets are imperfect models
of reality
4) Mindsets govern our actions
5) Mindsets create our
shared world
6) Mindsets are self-protective
7) Mindsets create blind spots
8) Mindsets can be changed
At the Orange-Green interface
www.benefitmindset.com/index.php/about/

Learning Power is an interdependent set of 8
human qualities, values and capabilities that
combine to determine an individuals learning
effectiveness in a given context.
Researched, Identified and captured in a formal
diagnostic tool by University of Bristol, England, the
researchers found these dimensions exist in all of us
and, while some may be more natural to use than
others, we can all improve any of them.
As learning power improves through practice, our
ability to perform, including the quality of our
thinking, decision-making, self-awareness and
interpersonal effectiveness also improves.
The Learning Power model has been developed,
extended and scaled by Learning Emergence LLP, a
not-for profit partnership working globally to embed
Learning Power diagnostic and improvement tools
and processes in education, business and social
change organisations.
Learning Emergence is in the process of driving a
transformational change in its ability to deliver
Learning Power Improvement via the build of a
mobile Learning Power Improvement app and
supporting Learning Analytics platform.
Learning Power:
www.learningemergence.net/2015/04/06/learning-power-new-research-identifies-mindful-agency-as-central-to-resilience/

www.learningemergence.net/2015/04/06/learning-power-new-research-identifies-mindful-agency-as-central-to-resilience/
Deakin Crick, R,. Huang, S., Ahmed-Shafi, A. and Goldspink, C. (2015) Developing Resilient Agency in Learning: The Internal Structure of
Learning Power. British Journal of Educational Studies, vol. 63, Issue 2, pp.121- 160. DOI: http://dx.doi.org/10.1080/00071005.2014.904038
A CLARA profile is a research-
validated self-report questionnaire
which provides immediate feedback
to individuals about their learning
power on eight dimensions.
It forms a framework for a coaching
conversation designed to support the
alchemy which converts self-diagnosis
into strategies for change.
Anonymised feedback provides
facilitators and leaders with
information about culture change.
Learning Power:

1. Modelling
imitation
engagement
recursive & circular
relationship
bonding
2. Enthusiasm
curiosity exploration
emerging learning
discovery creative
process play
3. Rote Learning
data acquisitions
1-1 correspondence
distinctions following
directions instruction
4. Identity
association
conversation
maturation
learning appropriate
categories
epistemology
5. Heuristic
goal-directed
outcome driven
project management
self-evaluation
hermeneutic
6. Mentoring
modelling excellence
challenging – tasking
mutual interest
fascination
resonance
7. Synergistic
collaborative
group-based
project co-ordination
community learning
8. LifeQuest
expressing life purpose
self-actualisation
mystery
realisation
entelechy
0. Being Present
awareness
in the moment
sensory
observing
the observer
Learning Modes

The ten groups of values can then be divided along two major axes, as shown above:
• self-enhancement (based on the pursuit of personal status and success) as opposed to self-transcendence (generally
concerned with the wellbeing of others);
• openness to change (centred on independence and readiness for change) as opposed to conservation values (not
related to environmental or nature conservation, but to ‘order, self-restriction, preservation of the past and resistance to
change’).
Much of the ongoing research on values simply supports some commonsense, intuitive ideas. Some values or motivations are
likely to be associated; others less so. When we are most concerned for others’ welfare, we are very unlikely to be strongly
interested in our own status or financial success (and vice versa). When we are at our most hedonistic or thrill-seeking, we are
unlikely simultaneously to be strongly motivated by respect for tradition. But it also reveals that these relationships are not
unique to our culture or society. They seem to recur, with remarkable consistency, all over the world.
www.valuesandframes.org/handbook/2-how-values-work/
Common Cause Foundation

Positive emotions include a wide range of feelings, not just happiness
and joy. Included are emotions like excitement, satisfaction, pride and awe,
amongst others. These emotions are frequently seen as connected to positive
outcomes, such as longer life and healthier social relationships.
Engagement refers to involvement in activities that draws and builds upon
one's interests. Mihaly Csikszentmihalyi explains true engagement as flow, a
feeling of intensity that leads to a sense of ecstasy and clarity. The task being
done needs to call upon higher skill and be a bit difficult and challenging yet
still possible. Engagement involves passion for and concentration on the task
at hand and is assessed subjectively as to whether the person engaged was
completely absorbed, losing self-consciousness.
Relationships are all important in fueling positive emotions, whether they
are work-related, familial, romantic, or platonic. As Dr. Christopher
Peterson puts it simply, "Other people matter." Humans receive, share, and
spread positivity to others through relationships. They are important not only
in bad times, but good times as well. In fact, relationships can be strengthened
by reacting to one another positively. It is typical that most positive things take
place in the presence of other people.
Meaning is also known as purpose, and prompts the question of "why".
Discovering and figuring out a clear "why" puts everything into context from
work to relationships to other parts of life. Finding meaning is learning that
there is something greater than one's self. Despite potential challenges,
working with meaning drives people to continue striving for a desirable goal.
Accomplishments are the pursuit of success and mastery. Unlike the
other parts of PERMA, they are sometimes pursued even when
accomplishments do not result in positive emotions, meaning, or relationships.
That being noted, accomplishments can activate the other elements of PERMA,
such as pride, under positive emotion. Accomplishments can be individual or
community-based, fun- or work-based.
PERMA-theory - Seligmann: positive psychology
www.livingmeanings.com/martin-seligman-and-his-two-theories-of-happiness/
Thriving People

Graphic depicts the themes for the urban context analysis.
This framework applies a system-thinking approach that aims to understand
both individual thematic areas and the interconnections and relations
between each of the areas.
The framework is based on research conducted by the IRC (Meaux and Oso
san, 2016) and ALNAP (Campbell, 2016) on humanitarian response in urban
areas. It is organised according to analysis themes (described below) and
sub-themes identified as particularly relevant to an urban context analysis. It
also contains a series of key questions to be used as a starting point to
explore the themes, sub-themes and issues of interest to the implementing
organisation.
Themes:
Politics and governance: exploration of who holds power, in influence,
and decision-making authority and whether the reality of these dynamics
corresponds to official policies, regulations and laws.
Social and cultural: consideration of the social structure, identities (eg
language, ethnicity or religion), and individual factors that may support or
hinder social relationships and cohesion.
Economic: examination of issues such as income-generating opportunities,
wage rates, commodity prices etc. that have a close connection to
opportunities and vulnerabilities of affected population(s).
Service delivery and infrastructure: review of access to quality services for
affected population(s).
Space and settlements: analysis of the space in which the crisis is taking
place (physical organisation, risks and access).
The framework also incorporates ‘Do No Harm’ and gender equality as
cross-cutting themes. ‘Do No Harm’ analysis helps to ensure that
programmes do not increase tension or undermine existing local systems
(eg existing service providers or local government support).
Change Makers - Apps
Urban Context Analysis Toolkit Stronger Cities Consortium
www.pubs.iied.org/10819IIED/
Gender equality refers to the disparities between women
and men as a result of the responsibilities assigned, activities
undertaken, access to and control over resources, and
decision-making opportunities assigned to them.
Considerations of these cross-cutting themes are integrated
throughout the toolkit, including the questionnaires and
analysis steps, to be gender and conflict sensitive.

A New Initiative For Making Our Movement See Itself
One part of what it takes are new coalitions, new cross-sectional
partnerships that pool our resources, networks, and capacities to
serve this larger purpose.
To prototype such collaborations, HuffPost is teaming up with
the Presencing Institute (PI) in a joint initiative that blends the online
news media reach of Huffpost with the global capacity and
movement building infrastructures of PI and MITxu.lab in order to
launch a joint initiative that will:
Create an interactive multimedia hub to move the new economic
narrative from marginal to mainstream.
Shine a spotlight on pioneers and inspiring living examples of the
new economy and the principles that guide them.
Connect aspiring change makers with the pioneers that already
created inspiring living examples around the various key
acupuncture point areas of transforming capitalism
Share key frameworks that link the transformation of capitalism and
the upgrading our democratic and educational systems with the UN
framework of the 17 SDGs (Sustainable Development Goals)
Provide methods, tools, and movement building capacities that
help change makes to move from idea to action. Otto Scharmer
The figure depicts a map of places that we can choose to operate
from when engaging with our social and environmental context.
Simply put, we can choose to operate from a closed mind, closed
heart, and closed will, or we can choose to operate from an open
mind, open heart, and open will. Accordingly, our actions give rise
to a social field of self-destruction (absencing) or of collective
creativity (presencing).
Thriving People & Thriving Communities
www.huffingtonpost.com/entry/2018-moving-beyond-trumprebuilding-our-civilizations_us_5a480ba1e4b0d86c803c7735?ncid=engmodushpmg00000003

Thriving People & Thriving Communities
Otto Scharmer, Contributor
Senior Lecturer, MIT; Co-founder u.lab and Presencing
Institute
www.huffingtonpost.com/entry/2018-moving-beyond-
trumprebuilding-our-
civilizations_us_5a480ba1e4b0d86c803c7735?ncid=eng
modushpmg00000003
Regenerating Our Civilization
At the end of the day what gives me hope is something very
simple. Although as a civilization we are still heading in the wrong
direction on many counts, many innovative and eco-system-aware
people are doing great work in numerous contexts. Seeing that is a
huge source of inspiration and hope. I see all these initiatives as
part of an emerging movement that is working to regenerate the
foundation of our civilization: how we work and live together.
In the context of modern societies, this means rethinking and
regenerating our economies toward sustainability, inclusion and
well-being for all, our democracies toward more direct,
participatory forms of governance, and our educational systems
toward activating the deeper sources of learning (head, heart,
hand)
My source of confidence is that in all three areas the answers are
right in front of us. I have seen them being prototyped in many
different contexts. But they are not yet linked together and made
visible to everyone. They have not yet transformed the old systems.
Years ago, I realized that we lacked a word for this deeper capacity
of self-knowing, which is why I introduced the blended word
presencing. Presencing combines “sensing” (of an emerging
future) with “presence” (actualizing that future in the now). The root
of the word “presencing” means “to be.” The words essence,
presence, and the old Indian sat, which means “truth” and
“goodness,” all share the same Indo-European word root.
An Old German derivative of the same root, sun, means “those who
are surrounding us” or “the beings who surround us.” The deeper
developmental capacity at issue here—which you see leadership
teams around the globe wrestling with these days—is precisely that:
how to connect to the intelligence of those [eco-systems] who
surround us?
www.huffingtonpost.com/entry/2018-moving-beyond-trumprebuilding-our-civilizations_us_5a480ba1e4b0d86c803c7735?ncid=engmodushpmg00000003

“This is how they survive. You must know this.
You’re too smart not to know this. They paint the
world full of shadows and then tell their children
to stay close to the light. Their light, their reason,
their judgements, because in the darkness there
be dragons. But it isn’t true. We can prove that it
isn’t true. In the dark there is discovery, there is
possibility, there is freedom in the dark when
someone has illuminated it. And who has been
so close as we are right now?”
black sails

Modern ideas:
Faith in science
Development and progress
Democracy
The individual
A meritocratic social order
Humanity can recreate nature by virtue of her reason
Contrast the metamodern ideas against the modern and postmodern ones:
MetaModern
Postmodern ideas:
Critical questioning of all knowledge and science
Suspicion towards all grand narratives about “progress”
Emphasis on symbols and contexts
Ironic distance
Cultures have been oppressed and ruined by modern society
Reveals injustice in “democratic” societies
Relations create the individual
A multicultural order where the weak are included
Humanity has destroyed the biosphere
Metamodern ideas:
How can we reap the best parts of the other two?
Can we create better processes for personal development?
Can we recreate the processes by which society is governed,
locally and globally?
Can the inner dimensions of life gain a more central role in
society?
How can modern, postmodern and premodern people live
together productively?
How can politics be adjusted to an increasingly complex world?
What is the unique role of humanity in the ecosystems of
nature?
Metamodern Psychological
Development Framework
Hanzi Freinacht
www.metamoderna.org/metamodernism

INDIVIDUAL
PERSPECTIVES
Conforming
BLUE/ORANGE
Separate disciplines &
Narrow worldviews
Independent
Closed-minded, self-
serving, taking,
competitive, protective
Separately evolved,
protective of niches &
specialities, individual
competitive
performance
Antagonistic imposition
of knowledge, beliefs &
ideologies
I am alone and must
fight to survive
ATTEMPTING TO
COLLABORATE
Reforming
ORANGE/GREEN
Interdisciplinary team &
more integrated
worldview
Co-dependent
Relatively open-minded,
recognise diversity,
collegiate specialists,
harmonious
Evolving Ecosystems,
different niches &
specialities, self-
sustaining, team of
Champions
Bring diverse knowledge,
beliefs & ideologies, but
cooperate through
context-based expert
contributions
I will join others for
mutual benefit
INTEGRATING
VISION
Transforming
GREEN EXIT/TEAL
Transdisciplinary team &
integrated systems
worldview
Inter-dependent
Open-minded, synergy
seeking, giving,
respectful, holistic
integration
Co-evolution
Ecosystems,
overlapping niches &
specialities, self-
sustaining champion
team
Synergistic context-
based expertise &
system design
contributions
INTEGRAL
MAPPING
Transformational
TURQUOISE
Synergetic teams &
emergent co-creation
systems of systems
Emergent
Integral, meta-
pragmatic, multi-
stratified minded,
holonic, scans the
macro, global
awareness
Emergent
growing/evolving
consciousness, highly
divergent.
Belong to the universe,
at one with life-force
Evolving Perspectives
Moving towards a more Integral Development

Leadership Maturity Framework 1
Copyright 2018 Vertical Development Academy

Leadership Maturity Framework 2
Copyright 2018 Vertical Development Academy

©integralMENTORS
1
2
3
4
Developmental Growth 1

5
6
7
Developmental Growth 2

Perspective – Development 1

Perspective – Development 2

Overview
In 1974 Psychologist Prof. Clare Graves summarized his three decades of research into adult
development as follows: “What I am proposing is that the psychology of the mature human being is
an unfolding, emergent, oscillating, spiraling process marked by progressive subordination of older,
lower-order behavior systems to newer, higher-order systems as man's existential problems change.
These systems alternate between focus upon the external world, and attempts to change it, and
focus upon the inner world, and attempts to come to peace with it, with the means to each end
changing in each alternately prognostic system.”
Thriveable Transformation
integrates these developmental insights with integral psychology, big history, evolutionary science
and cognitive science, to provide an accelerated process for transformation at individual, team,
organizational, community and regional scales. Let’s call these “entities”.
The Seven Steps of Thriveable Transformation
follows an alternating sequence of “outside-in” and “inside-out” logic. Step 1 begins with an outside-
in understanding of the context of the entity in focus. For an individual, for example, the context
might include family, a team or a community. Step 2 then flips into an inside-out mode of inquiry,
asking what it is that is motivating the entity in question, what is the stance of that entity, how does it
feel about things, what are its values and priorities that shape its needs? This logic continues
throughout the seven steps, until the final integration of all of these inquiries in Step 7, which also
offers us the opportunity to experience a transformational moment.
Thriveability is designed using a second-tier template that includes two "upstretch packages”. The
key principle is that "Thriveability starts with me, and is everyone's responsibility"- this works through
stages and a set of evolving views from each successive stage, so that decision makers at scales from
families to communities to cities to organizations to countries to global bodies can make more
Thriveable decisions. The Thriveability Template recognises that each stage of development is an
interconnected ecosystem of players with complementary strengths who ideally need to co-evolve
Thriveability in their parts of the ecosystem, helping unblock blockages motivated by propositions
which are irresistible to each stage.
Absence of any of the healthy manifestations in any of the earlier stages (first tier) makes any claim to
later stages (second tier) misguided. Fully realized second-tier focuses on the dysfunctional parts of
the first-tier system, assisting it to become an expression of the healthy versions of all six levels.
For more details, read “Making Good Happen” http://amzn.to/2iAr3o6 and contact Dr Robin Lincoln Wood at rlw777@me.com

SEE - Understand Your Context
What is the structure of the system that operates as the
context for the entity? What are the parts, what
constitutes the whole? How do those parts inter-relate
and affect each other? Is the context functional or
dysfunctional? Why? How does the past influence the
present and enable or constrain future possibilities in
the context? What are the Bio, Psycho, Socio and
Techno trends, threats and opportunities?
“Making Good Happen" http://amzn.to/2iAr3o6
FEEL - Examine Your Values & Priorities
What motivates you as an entity in this situation? What
are your/its aspirations and frustrations? What core
values are enabling or constraining the possibilities in
this situation, and how are they shaping the priorities of
the entity? What is the current trajectory of the entity?
Where is it heading if nothing is done or changed?
Which relationships between the entity and significant
others are working, which are dissonant?
ALIGN - Align With Enabling Trends & Forces
What are the main tensions between the entity and its
context? How is its context changing? What are the
“Givens” in this situation? What trends favor the
instinctive direction the entity is moving in or desires to
move toward? What deeper forces in the environment
around the entity and the systemic structures it is part
of, enable or constrain this movement? What are the
strong attractors and repellants? How can the tensions
between these trends, forces and the desires of the
entity be aligned generatively?

MOTIVATE - Act From Stratified Insights
What is the center-of-gravity of the entity in terms of its
values? How healthy and appropriate are those values
for the entity and its key stakeholders? What value-
systems are driving each key stakeholder? How
resonant or dissonant are those values with the
preferences of the entity itself? What are the “hot
buttons” and “cold buttons” for each stakeholder?
What is the readiness for change of the entity and its
key stakeholders? Are they stuck/blocked, or flowing in
a good direction?
MAP - Map Your Journey To Thriving
Which of the six pathways to thriving set out in the
book “Making Good Happen- Pathways to a Thriving
Future”, is the entity aware of and engaged with? Map
the key activities of the entity for each pathway, and
those of its key stakeholders in its context. Dig deeper
into the processes and relationships that maintain the
status quo, and those that can lend themselves to
change and transformation. Use a strategic influence
map to identify key leverage points for emergence in
the system. Where are the warm synergies?
INTEGRATE - Integrate Your Evolutionary Self
What is the emerging purpose of the entity that might
enable it to change or transform within its context, or
even shape its context? What is the unique contribution
of the entity to the systems it forms a part of? What is its
“genius”? How can the entity become more coherent
by transcending and integrating itself and its current
context?

If thinking for yourself still has meaning in the internet age, it amounts to including opposites and potentials
in your thinking which open you up to new experiences and possibilities, informed by the sequence of what
you have learned in the first six steps of thriveable transformation.
The outcome of the sequence of the first six steps is a new perspective or mindset which opens up new
possibilities. Your experience then follows your perspective. Teaching and learning integral, critical, complex
and realistic thinking is the first step to realizing thriveable, transformative designs and moments in your own
life and that of the others you engage with. In designing thriveable futures, you will need to reflect often on
three questions to enhance your own success and ensure that of others through win-win-win dynamics:
“What should I do, for whom?”
reframe your identity and its sources (your work, family, possessions, habits, opinions, values, beliefs and
so on) to be more conducive to co-creating thriveable futures;
“What can I do, what are my options?”
how can you learn to engage with concepts and designs with a transformational complexity beyond your
current capacity, as well as deploy your existing capabilities wisely?
“How am I doing?”
what feedback is the world giving you and your current way of operating? What are you perceiving, and
what are you projecting? How might your perspective change or transform in response?
Leaders in general must rethink their thinking to co-create thriveable outcomes through novel, emerging
situations, especially in transforming social and business models. The north star for new social and business
models must be thriveability for all stakeholders and all life. Corporate cultures open to transformational
thinking have a much better chance of being transformational than organizations adhering to logical-thinking
schemes which exist in departmental silos.
This new integral vision requires lifelong and steady commitment to transformations of consciousness (Wilber
et al. 1986) and constant revisioning of our models of self-and-other-seeing and -relating
DESIGN – Designing Thriveable Futures
Designing Thriveable Futures relies on the art and science of generating transformative moments that shift
entities and the warm systems they are in, into healthier, more thriveable states. The most powerful force for
thriveable transformation in our challenging world today, is the ability to develop a new cognitive stance
toward reality that directly contradicts what we take for granted without reflection.

https://reporting3.org
The r3.0 Transformation Journey Program

About Reporting 3.0
The Mission of the Reporting 3.0 Platform is to
help catalyze the trigger-function of reporting
to spur the emergence of a regenerative and
inclusive global economy. To achieve this
transformation, Reporting 3.0 curates a
collaborative, pre-competitive, neutral space
where stakeholders from across the reporting
spectrum gather to co-create the design needs
and pilot new best practices for future-fit
reporting.

Almost by definition, predicting with certainty the properties
that will emerge in any complex system is not possible.
However, there are a number of tools that are available to help
us understand properties that may emerge subject to certain
assumptions being valid
www.surrey.ac.uk/cs/people/paul_krause/
Modelling Emergence
These models must be used cautiously, with careful and
continuous checking against the real-world systems they claim
to model. The illustration is of an agent-based model (ABM) in
which agents behave according to certain rules in an
environment.
Initially red and green agents are distributed at random. If red
agents “slightly” prefer to be next to red agents, and green
next to green, a pattern of segregation emerges over time. But
does segregation inevitably happen when the agents are
humans and the habitats are cities?
Living with
diversity can be a
much-valued
feature of a
thriving city.
Forth part of an ongoing input - Complexity and the City by
Paul Krause: BSc PhD FIMA Cmath,
Professor in Complex Systems, Surrey University
See also Urban Hub 7, 8 & 9

Is diversity a public good for Urban Living?
Not everyone agrees, clearly.
But, the indications from theoretical and empirical
studies of ecosystems indicate that diversity
supports resilience and adaptation in the face of a
changing environment.
For cities, the work of the National Trust for Historic
Preservation in the USA provides evidence that
repurposing built environment to support functional
diversity in both workplace and living spaces has
strong economic and environmental benefits, as well
as building a stronger sense of place.
“Intreat me not to leave thee, or to
return from following after thee: For
whither thou goest, I will go; and
where thou lodgest, I will lodge: Thy
people shall be my people, and thy
God my God.”
Three thousand years ago, the author of the
Book of Ruth wrote a carefully crafted parable
on the joy of unity and community between
nations.
Moving Towards Understanding Prof. Paul Krause
Modelling Emergence

If we can understand better
how certain features of a
society emerge, then perhaps
we can work to catalyse
emergence of such features in
other places.
Diffusion models in ABMs can
help. Recent advances in
network analysis are also
showing promise. Renaissance
Italian families did it, Queen
Victoria did it, we all do it to an
extent; manipulating networks
can help achieve our goals.
We are now gaining a better
understanding of how to
identify interventions in a
network that achieve change in
a positive way.
Maybe we will be able to plan
“emergence”?
But who decides, and who
performs the intervention?
Those are much deeper
questions.
Modelling Emergence
Karlsen and Moschoyiannis Applied Network Science (2018) 3:30
Moving Towards Understanding Prof. Paul Krause

“Cities have the capability of
providing something for everybody,
only because, and only when, they
are created by everybody.”
Jane Jacobs, The Death and Life of Great American Cities

http://www.exponentials.co.uk
Exponentials Co-Creation Process
The Good City
In this complex world that we live in, no single architect or
organisation can have all the answers. It’s time to embrace a new
regenerative and co-created architecture that goes beyond the
physical form and carefully considers the day-to-day experience of
our urban lives.
Exponential Co-creation Process
All great co-creation begins with an alignment of values and
strategy at the highest level of an organisation. This is a foundation
through which a deeper vision, story and concept emerges. This
story then provides a context, structure and framework for a series
of participatory design workshops and events. With each new
workshop and discussion the design evolves until a point when the
developer feels ready to launch their project brand and pre-sales
website and pre-marketing campaign. At each stage of the process
we are building a network of stakeholders, partners and future
customers. We are listening, learning and co-creating together
through online and offline channels. We are transforming from a
developer-mindset to a ecosystem-platform-mindset. This is the
work that we do with our clients at Exponentials.
At the core of this process is the willingness of decision makers to
see human and organisational development as a fundamental part
of a new architecture. This work goes beyond the building
themselves. It challenges us all to deeply explore how we can live
and work together in new ways. We will be launching a REGA
network and manifesto around this topic in 2019
Further reading
https://drive.google.com/file/d/1W6sk3ZPaptYGQtQ-
7kB0vx2s20YV-rkO/view REGA Network. Regenerative Architecture.

The Good City
Beyond Buildings
http://www.exponentials.co.uk

https://www.urbanforest.life https://stad.nobelberget.se
The Good City
A case study in Stockholm is Urban Forest and Nobelberget.
We chose the name Urban Forest because it
embodies the ‘ecosystem-platform mindset’ that we
believe is critical for participatory city development to
take place. The primary purpose of Urban Forest is to
think beyond the physical buildings, and carefully
consider the digital, cultural and social dimensions of
urban life.
The first step is to focus on hosting public events,
workshops and gatherings, through which we can
catalyse deep conversations, spark new ideas and
strengthen local networks, continuously adding to
our ever-evolving ecosystem map of people, projects
and possibilities.
The second step is to build our tribe of city-makers
who can work with us to co-create innovative services
and community projects which we will aim to
integrate into our masterplan. Currently, in
collaboration with White Architects, we are exploring
the possibility of creating a car-free urban forest of
indoor and outdoors spaces that flow into each other,
creating a diverse range of intimate and open arenas
where both planned events and spontaneous
gatherings can take place. We are also working on a
‘retail renaissance’ concept where we retain
ownership over all the ground floor spaces within
NobelBerget and operate those spaces as a
community hub within a stunning streetscape of
themed cafes, gardens, art installations and
playgrounds.
The final step is to build our digital and cultural platform so that
residents and neighbours can effortlessly stay connected and engaged
in local events and projects. We imagine a mobile marketplace and
private social network that simplifies daily life and increases the chances
of spontaneous meetings and connections. With the right platform, the
possibilities are endless. We can bring diverse cultures and tribes
together around good food, music and the arts. We can design our
spaces so that they can continuously adapt to the needs of our members
and residents. We can even prototype new forms of local governance,
crowdfunding and decision making.

There is much discussion about co-
creation of urban design and
community engagement, but how
can it be done effectively?
I recently spoke to a local audience in
the city of Brighton & Hove at the
‘Growing our living city 2030’
meeting in July 2018 (which was part
of a series of excellent events
organised to examine the possible
urban future of Brighton & Hove).
The meeting was joined by city
councillors and over 70 people from
a variety of organisations; following
the presentation, the group
developed a vision and gathered
valuable feedback in four areas:
Seafront, City Centre,
Neighbourhoods and Urban Fringe
By 2030 another 20,000 people are
forecast to move to Brighton & Hove,
and this modest population growth
will provide further opportunity for
high-quality urban regeneration.
I presented strategies for urban
regeneration that are outlined in my
new forthcoming book to be
published at the end of 2018.
Urban Regeneration
Growing our living City: https://spark.adobe.com/page/sjfNsJ0ecWZSF/
Neighbourhoods
Feedback was gathered across
four wide areas to provide
focus.
We will be bringing this all together in
a summary and adding to this page at
a later date, so keep checking back.
Here are some images of the feedback
gathered by area, followed by some of
the key visions:
Urban regeneration: a manifesto for transforming UK cities Steffen Lehmann

The book provides an urban manifesto and clear guidance to city
councils, architects, planners and decision makers on how to maximise
social and environmental benefits from the urban regeneration of UK
cities. It explores and offers guidance on the complex process of how to
transform cities, continuing the unfinished project of the seminal 1999
text ‘Towards an Urban Renaissance’.
It is a 21st-century manifesto of ten urban principles developed over the
last two years for the regeneration of UK cities, focusing on the
characteristics of a ‘good place’ and the strategies of sustainable
urbanism. How can we best transform the derelict, abandoned and run-
down parts of cities back into places where people want to live, work and
play?
The Urban Manifesto builds on my 30 years of reflective practice in urban
design and sustainable architecture, and my extensive advisory work with
cities worldwide, where I advocate health and well-being as the main
policy driver. It provides a synthesis of knowledge across different
disciplines.
This Urban Manifesto frames an architecture of re-use that translates and
combines the complex ‘science of cities’ and the art of urban and
architectural design into actionable and practical guidance on how to
regenerate cities. Fascinated by the typology and value of the compact
UK and European city model, I introduce the concept of ‘high density
without high buildings’ as a solution that will make our cities compact,
walkable, mixed-use and vibrant again.
This book was written to fill a much-needed gap and offer guidance on
the complex process of how to transform and regenerate existing post-
industrial cities in the UK, where attention is turning to the regional cities.
It will be an important resource for practicing architects (and students),
town planners, urban designers, urban decision-makers, geographers
and engineers taking an active role in developing urban strategies and
adaptation solutions to ensure our cities are resilient, resource-efficient
and sustainable in the face of intensifying global warming.
City Leadership: www.city-leadership.com
Green space and urban
architecture are not a
contradiction but can be nurtured
side by side (image: Rotterdam).
Worldwide there is now a trend
that universities develop their city
campuses and open them up as
informal green spaces to the
surrounding city, with strong
patronage for good architecture
(image: Munich).
A mono-centric city has many
limitations. The model of the poly-
centric network city is of particular
interest, for example Brighton &
Hove could focus on developing
other higher-density areas around
railway stations
Urban Regeneration
Urban regeneration: a manifesto for transforming UK cities Steffen Lehmann

We Can Make
https://kwmc.org.uk/projects/wecanmake/
The Good City

We Can Make
The Good City
https://kwmc.org.uk/projects/wecanmake/

Urban Regeneration
www.burning2learn.co.uk
The development of an inclusive neighbourhood Plan

Urban Regeneration
The development of an inclusive neighbourhood Plan

Wellbeing : Aspects of Design
https://meetingoftheminds.org/guiding-green-and-smart-urban-development-in-china-14830
Realparticipationinallaspectsneedstobeincluded Urban Wellbeing

www.scribd.com/document/282213136/Healthy-Cities-Lancet
Key messages
• Cities are complex systems, so urban
health outcomes are dependent on
many interactions
• The so-called urban advantage—
whereby urban populations are, on
average, at an advantage compared
with rural populations in terms of health
outcomes—has to be actively promoted
and maintained
• Inequalities in health outcomes should
be recognised at the urban scale
• A linear or cyclical planning approach
is insuﬃcient in conditions of complexity
• Urban planning for health needs should
focus on experimentation through
projects
• Dialogue between stakeholders is
needed, enabling them to assess and
critically analyse their working practices
and learn how to change their patterns
of decision making
Wellbeing – Healthy Cities
Urban Wellbeing

HOW PPS DRIVES CHANGE
Transforming Places:
We help communities and cities
shape their future through
individual public spaces and
broad placemaking campaigns.
Building the Placemaking
Movement:
We convene, amplify and build
the capacity of the placemaking
movement globally and locally.
Campaigning for Systemic
Change:
We make the case for
placemaking and engage with
like-minded people and
movements to influence policies,
disciplines, hearts and minds.
www.pps.org
Urban Wellbeing

Placemaking
Placemaking is both a
philosophy and a practical
process for transforming public
spaces.
It is centred on observing,
listening to, and asking questions
of the people who live, work, and
play in a particular space in order
to understand their needs and
aspirations for that space and for
their community as a whole.
Project for Public Spaces
is a non-profit organization
dedicated to helping people
create and sustain public spaces
that build strong communities.
We are the central hub of the
global Placemaking movement,
connecting people to ideas,
resources, expertise, and
partners who see place as the
key to addressing our greatest
challenges.
Urban Wellbeing
www.pps.org

Integral begins with a recognition that we are
evolving through growth stages in individual
consciousness and culture.
Each of these stages has something important to
offer: a dignity, insight and capacity, which shines
most brightly when combined, or integrated, with
the dignity, insights and capacities of other stages.
This integration creates more than the sum if its
parts, giving rise to new emergent capabilities.
These capabilities include the ability to harmonize
previously conflicting perspectives and worldviews
and to see and enact solutions that have not been
seen or tried before.

• Lines or Streams of Development
numerous different streams, modules, or
lines of development, including
cognitive, moral, spiritual, aesthetic,
somatic, imaginative, interpersonal, etc.
• Types of Development
numerous different types of
consciousness, including gender types,
personality types (enneagram, Myers-
Briggs, Jungian), and so on.
• States of Consciousness
multiple states of consciousness,
including waking, dreaming, sleeping,
altered, non-ordinary, and meditative.
What can be said about a more integral model of human possibilities? Before talking
about the application of an integral vision — in education, politics, business, health
care, and so on — there needs to be some general notion of what it is that is to be
applied in the first place. Moving from pluralistic relativism to universal
integralism, what kind of map might be found?
An Integral View
A more integral cartography

• the importance of the ‘self’ as the navigator of the great ‘River of Life’
should not be overlooked. It appears that the self is not a monolithic
entity but rather a society of selves with a centre of gravity, which acts
to bind the multiple waves, states, streams, and realms into something
of a unified organization; the disruption of this organization, at any of
its general stages, can result in pathology.
Such are a few of the multiple factors that a richly holistic view of the
Kosmos might wish to include. At the very least, any model that does
not coherently include all of those items is not a very integral model.
Ken Wilber
• Social system
the massively influential forces of the social system, at all levels (from
nature to human structures, including the all-important impact of
nonhuman social systems, from Gaia to ecosystems).
• Cultural factors
the extraordinarily important impact of numerous cultural factors,
including the rich textures of diverse cultural realities, background
contexts, pluralistic perceptions, and so on, none of which should be
unwarrantedly marginalized, all of which should be included and
integrated in a broad web of integral-aperspectival tapestries (and,
just as important, a truly "integral transformative practice" would give
considerable weight to the importance of relationships, community,
culture, and intersubjective factors in general, not as merely a realm of
application of spiritual insight, but as a mode of spiritual
transformation).
An Integral View
A more integral cartography

A Broader Framework (IMP)
IMP – integral Methodological Pluralism
A set of social practices that corresponds with
AQAL metatheory. (see earlier volumes 1 to 8)
IMP is paradigmatic in that it includes the most
time-honored methodologies, and meta-
paradigmatic in that it weaves them together by
way of three integrative principles:
• non-exclusion,
• unfoldment, and
• enactment
With regard to IMP, we can put the crucial point
very simply: what if an individual .. accepted the
basic validity of
• hermeneutics and
• systems theory and
• introspective phenomenology and
• empirical science and
• shamanic states of consciousness and
• developmental psychology and
• collaborative inquiry and
• ecological sciences and
• postmodern contextualism and
• neuroscience and
....
If the basic legitimacy of all of those time-tested
methodologies is allowed, then the experiences
that all of those social practices enact, bring forth,
and illumine become grist for the mill of a ….
metatheory that accounts, or at least attempts to
account, for all of them in a believable, coherent
fashion
These three regulative principles — non-exclusion,
enfoldment, enactment--are principles that were
reverse engineered, if you will, from the fact that
numerous different and seemingly "conflicting"
paradigms are already being competently
practiced all over the world; and thus the
question is not, and never has been, which is
right and which is wrong, but how can all of them
already be arising in a Kosmos?
These three principles are some of the items that
need to be already operating in the universe in
order for so many paradigms to already be
arising, and the only really interesting question is
how can all of those extraordinary practices
already be arising in any universe?
Integral Methodological Pluralism

• comprehensive,
• inclusive,
• non-marginalizing,
• embracing.
Integral approaches to any field attempt
to be exactly that –
to include as many:
• perspectives,
• styles, &
• methodologies
as possible within a coherent view of the
topic.
In a certain sense, integral approaches are
“meta-paradigms,” or ways to draw together
an already existing number of separate
paradigms into an interrelated network of
approaches that are mutually enriching.
– Ken Wilber
Integral means
A Broader Framework (IMP)

A Quadrant Worldview A Quadrivia Worldview
domains in which I am embedded
Perspectives – Domains of Knowing
My
Values & Mindset
Our
Culture &
WorldViews
Our
Society & Systems
My
Behaviour &
Lifestyle
‘City’ viewed
from a personal
perspective
–
through personal
mindsets & values
(centre of gravity)
‘City’ viewed from a
cultural perspective –
through group
culture & worldviews
(dominant mode of
discourse)
‘City’ viewed from a
social & systems
perspective –
(data and observation
driven)
‘City’ viewed from an
empirical perspective
–
(data and observation
driven)
A Broader Framework

MY MEANINGS (the me space)
• what matters to me
• my inner world
• my thoughts, feelings, fears, values,
meaning. intentions & consciousness
• my worldviews
• my developmental centre of gravity
(Structural-Stage)
• my state centre of gravity (State-stage)
[Personal: Values, Commitment, Responsibility,
Altitude]
OUR SHARED MEANING & RELATIONSHIP
(the me space)
• our culture & relationships
• how we understand & relate to each other
• our worldviews
• our common mode of discourse (Structural-
Stage)
[Cultural: Shared values, Morale, Myths &
Legends, Covenants]
MY BODY & ACTIONS (the it/other space)
• what people can see about me
• the tangible & measurable parts of my
behaviour, my doing
• what I eat & do
[Behaviour: Actions; Competencies;
Compliance; Choices]
GROUP PROCESSES/SYSTEMS, STRUCTURES
(the its/others space)
• the design of things/systems
• the process, procedures, structures & systems
that support, explain, map, measure & guide
• aesthetics, how things look/work
[Systems: Organisational structures; Policies &
Procedures; Metrics; Contracts]
Subjective-Interior
Objective-ExteriorInter-objective-Exterior
Inter-subjective-Interior A Broader Framework

The deeper your development the
broader your evaluation

Integral Evaluation
Guiding principle here is that you need enough
diversity in what data you are gathering and how you
are gathering it, that you can adequately capture
impacts that are occurring in all quadrants.
Types of data to be collected:
- third-person data (objective) such as surveys or
other quantitative ways to measure change,
- second-person (intersubjective data) such as data
that is generated and interpreted together as a
group or within a process, and
- first-person (subjective data) such as reflective
answers, thick description, or other qualitative
descriptions (one-on-one).
IIImpact on Practices
(practices & conduct
carrying out work)
Impact on Systems
(policies, structures that
support innovation in work)
Impact on Mindsets
(ways of thinking about and
approaching problems)
Impact on Culture
(collaboration, cultural
perceptions, and social
discourse in issues)
www.integralwithoutborders.net

www.integralwithoutborders.net
THIRD-PERSON DATA
COLLECTION
• Build in content from the
indicator table into the feedback
forms, proposal questions, grant
reports, forum retrospectives, etc.
• This will generate actual numbers
along the 1-5 spectrum for these
indicators, which can be
quantified and used in evaluation
analysis and reporting.
• Any thing you quantify (numbers
of participants, proposals or multi
sector tables) can be useful to
analyze and include.
SECOND-PERSON DATA COLLECTION
• At the Evaluation Pod meetings and
Development Evaluation (DE) meetings generate
discussion and reflection through prompting
with skillful DE questions. Then, harvest the
insights and doing pattern-finding; that is where
indicators come in.
• Community Liaison carry out this pattern-finding
afterwards then reflect back to the other
participants later.
• During the DE sessions, do some group pattern-
finding with indicator tables written on flip-
charts, and participants use post-it notes to tag
where in the spectrum they would say the
outcome was achieved. This is based on
participant-observation, and is co-generated in a
focus-group style meeting.
FIRST-PERSON DATA
COLLECTION
• To generate thick descriptions on
these indicators (about how and
why changes occurred as they
did):
• use more in-depth reflective
questions posed within one of
the activities, such as a qualitative
question in a survey
• or by doing key-informant
interviews with a sample of the
target audience.
Integral Evaluation

Reflective, experiential inquiry
Description: interior felt-sense, how one feels (about oneself, org, project, issue),
Methods: phenomenology
Methodologies: personal ecology sheet
self-reflection (can use this tool to guide the process, can be an ongoing cascading reflection-stream,
and/or can be accessed through journaling).
Developmental inquiry
Description: interior personal change, developmental stages, changes in motivation, attitudes, and
values.
Methods: structuralism
Methodologies: developmental assessment (includes pre/post interviews that are carried out one-on-
one with a sample of the population and the interviewer is trained to ask the same questions that hone
in on indicators for motivational, attitudinal
I
R
Interpretive inquiry
Description: culture and meanings held by the group or community; for example, how do people
generally feel and what do they know about “conservation”, what does “conservation concession”
mean to them?
Methods: hermeneutics
Methodologies: focus group (using a guided method, shared below, as a pre/during/post method of
“taking the pulse” of the group—where motivation lies, what is working what is not, how can the project
shift and flow.
Ethno-methodological inquiry
Description: changes in social discourse, implicit “background” social norms, and shared worldview.
Method Family: ethno-methodology
Methodologies: participant-observation (using a tool with focus questions on specific domains of
change)
Integral Methodological Pluralism application - international development framework : Gail Hochachka IWB
Integral Evaluation

Systems inquiry
Description: quantitative measurement of seen changes in social, economic, political
systems in which the work is carried out.
Methods: systems analysis
Methodologies: systems-analysis tool
S
E
Empirical inquiry
Description: quantitative measurement of seen changes in behaviours, for example:
shifts in land-use practices, uptake of conservation practices in the household,
behavioural change in gender relations.
Methods: empiricism
Methodologies: measuring, ranking, and quantitative analysis (pre/during/post
measurement that ranks certain behaviours from 1-10 and can compare/contrast to
later assessment, after which time that data can be analysed using quantitative
methods to create graphs and figures of what percentage of behaviours changed
through the lifetime of the project.)
Integral Methodological Pluralism application - international development framework : Gail Hochachka IWB
Integral Evaluation

http://tomoanalytica.com/
Tomo Analytica
Tomo Analytica is a data company dedicated to building analytics, platforms and web app products for social impact
organizations. We are passionate about scaling impact of companies that are working towards positive and measurable shift in
environment and life conditions.
We work with startups and established organisations that have a greater vision for regenerative global commons, climate change
adaptation, smart cities/communities, health and wellness, humanitarian aid and renewable energy.
Computational Impact Design
Tomo Analytica provides a
transdisciplinary data-driven analytics to
define, measure and improve your
project’s impact. There has been a surge
in technological advances in social
change work in recent years, and the
capacity to network and crowdsourcing is
now possible for any problem. However,
the issue of measuring true impact
remains a puzzle to be solved. This is
mainly because increased social
complexity has created the need for a
framework that combines new
technologies with emerging social
change disciplines and narratives.
Our platform uniquely synthesizes
breakthrough transdisciplinary research
methods and cutting-edge data science
technology to generate insight into
patterns and trends never before
possible.
Integral Evaluation

http://tomoanalytica.com/
Open Source, Open Mind, Open Heart Workshop
A weekend workshop to explore the world of open source
technologies and develop a vision for building sustainable
ecosystems. Open source praxis is about the freedom to practice
your autonomy, self-governance and individual values in your
professional and personal lives. You can choose the technologies
and work infrastructure that is aligned with your authentic values.
We will assist you in upgrading your systems from proprietary
operating systems and software to free and open source. We will
also recommend training programs and certifications that are
tailored to your needs.
Integral Evaluation
A webapp to measure and analyze the
impact for your project. We use
transdisciplinary analytics and data science
methods to curate data sets, develop
research methods and build dashboards
with intelligent and interactive graphs.
Discourse analysis can identify how your team’s motivation,
collaboration and cognition is changing over time.
Developmental profiles can illuminate how individuals are likely
to perform and better understand their needs.
Impact oriented business intelligence reports will redefine your
strategies and resource management.
Leading edge technology will give you unique capacity and
enhance your strategy.
Each project tells a unique story through the data it generates.
We work with you to qualify the quantitative data , and quantify
the qualitative data to better understand your story. This rigorous
and field-tested method gives you better handle of the true
impact of your projects and empowers you to more fully manifest
your vision in the world.

www.integralwithoutborders.Net
LOW POINT ASSESSMENT:
Moving potential forward, addressing
gaps and sticking points
FOUR QUADRANT MAP:
Working With Complexity
Topic or Issue:Topic or Issue:
Integral Evaluation

The perspective (concepts/lens) through which we view
our world are mostly self-built, based on life conditions
(and genes). These life conditions help develop our
mindset, values, and our depth and complexity of
consciousness. That is, we mostly ‘self-construct’ the
world that we are aware of or 'see'.
Different perspectives ('lenses’) bring forth different
worlds in the same ‘physical’ space.
Our own perspective (lens) is developed from many of
the following:
• Age
• Gender
• Mindset
• Culture (Dominant mode of discourse)
• Community (Dominant mode of discourse)
• Family (Dominant mode of discourse)
• Country (Dominant mode of discourse)
• Location
• Geography
• Rural/Urban
• Climate
• Education type and level
• Experience of all kinds
• Multi cultural/country embeddedness
• Personal Centre of Gravity - values/altitude
• etc.
In order to transform to a broader perspective we need
to transcend our current ‘lens’ (include its positive
aspects) and unlearn the lesser or negative elements.
This is difficult as in transformation all the above need to
be re-evaluated and transcended.
Make-up of our Mindset or Worldview

Co Learning
To all of usTo you
Framing the question to unlock
the talent that may be buried in
our communities.
Based in the town of Swanley, in
England, we asked young people
between the age 10 to 14 to think
about the United Nations
Sustainable Development Goal 6
- Clean water and sanitation.
Together they came up with
issues of washing, showering,
and cleaning teeth.
To us
The issue then moved to their
community. The discussion turned
to businesses, restaurants,
farming, and factories.
The closing discussion was on
whether there was enough water
go around for all these uses?
Over the summer holidays they
agreed to come up with the
problems and the solution that
they can see in their home, town
and country.
We are also asking this question
of young people in Australia, USA,
Grenada, South Africa and Spain.
Together we all can help each other

Key to an Integral approach to urban design
is the notion that although other aspects of
urban life are important, people (sentient
beings), as individuals and communities, are
the primary ‘purpose’ for making cities
thriveable. All other aspects (technology,
transport & infra-structure, health, education,
sustain-ability, economic development, etc.)
although playing a major part, are
secondary.
Urban Hub Series
These books are a series of presentations for
the use of Integral theory or an Integral
Meta-framework in understanding cities and
urban Thriveability.
Although each can stand alone, taken
together they give a more rounded
appreciation of how this broader framework
can help in the analysis and design of
thriveable urban environments.
Guides for Integrally Informed
Practitioners
The Guides for Integrally Informed
Practitioners (adjacent) cover much of the
theory behind the Integral Meta-framework
used in these volumes. For topics covered in
others volumes in this series see the
following page.

UrbanHub1 A series of graphics from integralMENTORS integral
UrbanHub work on IMP and Thriveable Cities
This work shows the graphics from a dynamic deck
that accompany a presentation on Visions &
WorldViews and Thriveable Cities. The history of the
co-evolution of cities, evolving WorldViews, Visions &
Mindsets in urban Habitats and technology is
presented in an integral framework.
IntegralUrbanHub
CoCreatingEmergence
ThriveableCities
Integral theory is simply explained as it relates to these
themes see UH 2 & UH 3 for more detail.
This volume is part of an ongoing series of guides to
integrally inform practitioners.
1

Urban Hub 11 : Co Creating Emergence - a meta-pragmatic approach

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