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Metatheorising and Climate Change

There have been a number of papers presented recently dealing with the topic of climate change and metatheorising. Papers by Sean Esbjorn-Hargens and Michael Zimmerman and the recent 2009 special issue of the Journal of Integral Theory and Practice come from the AQAL informed streams and there are others from more general metatheoreitcal perspectives (see for example literature quoted in the call for papers by Wittneben, B, Okereke, C, Banerjee, B & Levy, D (2009)). This is a natural topic for meta-level studies to deal with.

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.

Boundaries and no boundaries

Defining boundaries are essential for the development of any person or any field of human endeavour. There is no exterior place and no interior state that does not have boundaries. As a parent, I know the crucial importance of setting and observing boundaries in bringing up my children. I also know that the first thing to do in setting a boundary is not to lay it out straight away, but to work out what to do when, not if, those boundaries are crossed.

The big picture and the little picture

As well as having an eye and an ear for the minute, the mundane, the morsel of gossip and (sometimes unfortunately) the modicum of truth, we humans also have an instinct for developing big pictures, big stories and big ideas. There are many different types of big pictures and they can arise from any area of personal and cultural activity.