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AQAL/Wilber/integral model

Metatheorising development - The student-teacher relationship

Let's take the student-teacher relationship for example

One of the starting points for an integral and integrative approach to meta-studies is the recognition that many different lenses exist for studying a topic. Those lenses can be applied at every level in the sense making holarchy - in understanding and intervening at the empirical level, in understanding and intervening at the middle-range level and at understanding and intervening on the meta-level.

When does size matter?

A metatheory is a theory about other theories. Those other theories and their constituent elements are the "data" on which metatheorising is based. So, in building metatheory we need to draw a boundary around the kinds of data (other theories) we are interested in exploring. This boundary defines the domain of the metatheory. It doesn't matter how big or small that domain is, as long as we draw it and clearly describe it. Without any boundary around the range of relevance of the metatheory it cannot be tested and it cannot be validly argued that it accurately represents its data.