A Case for Developing Spiritual Intelligence in Leaders through Equine Facilitated Learning

Unpredictable circumstances, growing stresses in an ever-increasing global market, and ubiquitous ennui have left organizations and today’s leaders in government, industry, and academia without the necessary tools to transition to change in a principled manner. The authors explain that the development and maintenance of genuine leadership skills — adaptive to the dictates of the modern world — must be borne from one’s inner self, a retreat to spirituality. One available method of achieving this is through Equine Facilitated Experiential Learning (EFEL), a technique whereby leaders develop critical management skills by working with horses

Developing Presencing Leadership Acumen through Five Negative Capability Informed Practices

In the face of myriad local and global challenges that humanity is currently facing, it is becoming clear that the future of leadership depends increasingly on a leader’s capacity to make effective discernments and interventions that confront these deeper complex issues at their very root source. To advance progress towards this aim, this article makes the case for cultivating presencing leadership which involves connecting with, and leading from, the hidden source of optimal and sustainable forms of action

Environmental leadership and consciousness development : a case study among canadian SMEs

The objective of this paper is to explore how the various stages of consciousness development of top managers can influence, in practical terms, their abilities in and commitment to environmental leadership in different types of SMEs. A case study based on 63 interviews carried out in 15 industrial SMEs showed that the organizations that displayed the most environmental management practices were mostly run by managers at a post-conventional stage of consciousness development. Conversely, the SMEs that displayed less sustainable environmental management practices were all run by managers at conventional stages of development. Drawing upon diverse examples of environmental leadership, this paper analyzes the reasons why the stages of post-conventional consciousness development of top managers seem to foster corporate greening in SMEs. The study also sheds light on the key values and abilities associated with both environmental leadership and the upper-stages of consciousness development, which include a broader and systemic perspective, long-range focus, integration of conflicting goals, collaboration with stakeholders, complexity management, collaborative learning, among others

Exploratory Perspectives for an AQAL Model of Generative Dialogue

Otto Scharmer’s generative dialogue model of the four fields of conversation has been largely applied in organizational settings with the intent of fostering conditions for groups to learn to think together, generate new knowledge and solve the deeper problems that pervade organizational culture. This article introduces elements of Wilber’s Integral or AQAL paradigm as an interpretive framework for advancing key distinctions within Scharmer’s account of generative dialogue

Generative Dialogue as a Transformative Learning Practice in Adult and Higher Education Settings

This article explores Scharmer's account of generative dialogue, which followed from Bohmian dialogue in the 1980s and Isaacs' research with the MIT Dialogue Project in the early 1990s. It presents the author's view that generative dialogue offers a useful theoretical framework and effective means for facilitating transformative learning processes within adult and higher education group settings. Specifically, this article examines four distinctions between generative dialogue and conventional perspectives of dialogue, and how generative dialogue can support transformative learning processes within collaborative learning contexts such as cohorts and classrooms

Establishing Second-Person Forms of Contemplative Education: An Inquiry into Four Conceptions of Intersubjectivity

Four accounts of intersubjective theory are explored as a means for providingdistinctions that support the development of second-person approaches to the emergingfield of contemplative education. I examine Martin Buber’s conception of theinterhuman, Thich Nhat Hahn’s interbeing, Christian De Quincey’s three modes ofintersubjective engagements, in addition to Wilber’s five categories of intersubjectivitywith consideration for how each will contribute to further outlining second-persondimensions of contemplative education. I then locate intersubjectivity in a broaderepistemological terrain and propose the notion of critical second-person contemplativeeducation as a type of pedagogy and approach to learning within contemplativeeducation

Establishing Second-Person Forms of Contemplative Education: An Inquiry into Four Conceptions of Intersubjectivity

Four accounts of intersubjective theory are explored as a means for providing distinctions that support the development of second-person approaches to the emerging field of contemplative education. I examine Martin Buber’s conception of the interhuman, Thich Nhat Hahn’s interbeing, Christian De Quincey’s three modes of intersubjective engagements, in addition to Wilber’s five categories of intersubjectivity with consideration for how each will contribute to further outlining second-person dimensions of contemplative education. I then locate intersubjectivity in a broader epistemological terrain and propose the notion of critical second-person contemplative education as a type of pedagogy and approach to learning within contemplative education

Exploring an integral approach to generative dialogue as a means for bringing about transformative learning in groups

This thesis attempts to integrate Scharmer’s model of generative dialogue with transformative learning theory and with Wilber’s integral theory to show how generative dialogue can support and engage transformative learning in groups. The three chapters of the body of the thesis each explore specific facets of generative dialogue with an overarching interest in how generative dialogue can serve educators within adult and higher learning settings--particularly those who are invested in supporting the conditions for transformative learning in the classroom. In addition, elements of Wilber’s integral theory are introduced both to open up new conceptual and experiential frontiers within the field of transformative learning and to improve generative dialogue theory and practice.Education, Faculty ofEducational Studies (EDST), Department ofGraduat

Contemplative learning and inquiry across disciplines

Comprend des références bibliographiques et un inde

Integral education: New directions for higher learning

Roben Torosyan is a contributing author, Teaching Integratively: Five Dimensions of Transformation . Book description: Leading researchers and practitioners explore the frontiers of education from an Integral perspective.The educational challenges faced today are driving us toward a new step in the evolution of educational theory and practice. Educators are called to go beyond simply presenting alternatives, to integrating the best of mainstream and alternative approaches and taking them to the next level. Integral Education accomplishes this by bringing together leading researchers and practitioners from higher education who are actively exploring the frontiers of education from an integral perspective. It presents an overview of the emerging landscape of integral education from a variety of theoretical and applied perspectives. Key characteristics of integral education include exploring multiple perspectives, employing different pedagogical techniques (e.g., reflective, dialogical, empirical), combining conceptual rigor with embodied experience, drawing on developmental psychology, and cultivating a reflective and transformative space for students and teachers alike. Integral Education provides the most comprehensive synopsis of this exciting new approach and serves as a valuable resource for any integral effort within education. - Publisher descriptionhttps://digitalcommons.fairfield.edu/cae-books/1001/thumbnail.jp