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About the conference
Program committee
- Michael Commons
- Kristian Stålne
- Sofia Kjellström
- Eeva Kallio
Presentations
The psychological peculiarities as a basic personal resource of the old people
Natalia Alexandrova
Sofia University- Faculty of Philosophy,
Department of Social, Work and Educational Psychology
Bulgaria, Sofia, Bul. Tsar Osvoboditel, 15
[email protected]
[email protected]
The researches show that the individuals’ psychological condition contribute to the quality of life and well-being in old age, and the behavioral and psychological interventions could also prevent the illnesses, improve cognitive functioning and physical fitness, increase positive emotional functioning. In that context the one of the most important premises for healthy care is to perfect the psychological assessment. Human ageing cannot be described, predicted or explained without consideration of its three main aspects; bio-medical, psychological and social. The focus of the current research is based on the optimistic point of view expressed in the theoretical approach of S. L. Rubinstein. A central point of view in that theory is the concept of “subjective activity or named as subjectness”– or the concept of the person as a creator of the relations with others and the self as creating their own life. In that context the personal conditions for developing the psychological phenomena are the self-esteem characteristics, the type of locus of control and etc. >>>
A Developmental Study of the relationship between Formal Operations and Post-formal Thinking from Adolescence through Adulthood
Samaneh Asadi, University of Isfahan
[email protected]
Dr. Shole Amiri, Associate University of Isfahan,
Dr. Hossein Molavi, University of Isfahan,
Dr. Khosrow BAgheri Noaparast, University of Tehran,
I.R. IRAN
Post-formal theories based upon piagetian theory, with expectations that post-formal thinking evolve from formal operations. This kind of thinking outlined as a cognitive level through which the adult come to understand the contextual and contradictory nature of social life. The purpose of this study was to investigate the relationship between formal operations and post-formal thinking from adolescence through adulthood. The entire 345 participants were selected randomly ranging in age from 15 to 65 ( in Isfahan a city of I.R. Iran) in 4 age groups (15-17, 25-35, 40-50 and 55-65 year-olds) including different demographic characteristics. After signing a letter of consent, Demographic questionnaire, Logical Reasoning Test (LRT by Burney, 1974), Social Paradigm Belief Inventory (SPBI by Kramer, Calabugh and Goldston, 1992), and Post-formal Thinking questionnaire ( PFT by Sinnott and Johnson, 1997), were administered among participants without any time restrictions. Data analyzed using SPSS16 and results discussed according to theories and literature compliances.
Samaneh Asadi, University of Isfahan
[email protected]
Dr. Shole Amiri, Associate University of Isfahan,
Dr. Hossein Molavi, University of Isfahan,
Dr. Khosrow BAgheri Noaparast, University of Tehran,
I.R. IRAN
Post-formal theories based upon piagetian theory, with expectations that post-formal thinking evolve from formal operations. This kind of thinking outlined as a cognitive level through which the adult come to understand the contextual and contradictory nature of social life. The purpose of this study was to investigate the relationship between formal operations and post-formal thinking from adolescence through adulthood. The entire 345 participants were selected randomly ranging in age from 15 to 65 ( in Isfahan a city of I.R. Iran) in 4 age groups (15-17, 25-35, 40-50 and 55-65 year-olds) including different demographic characteristics. After signing a letter of consent, Demographic questionnaire, Logical Reasoning Test (LRT by Burney, 1974), Social Paradigm Belief Inventory (SPBI by Kramer, Calabugh and Goldston, 1992), and Post-formal Thinking questionnaire ( PFT by Sinnott and Johnson, 1997), were administered among participants without any time restrictions. Data analyzed using SPSS16 and results discussed according to theories and literature compliances.
Telling Apart Task Order Actions, Subtask Order Actions And Subsubtask Actions
Michael Lamport Commons
Harvard Medical School
[email protected]
There have been a number of models for transition between stages, including Piaget’s dialectical model, Dawson’s use of Rasch score values, and the newest, a systematization resulting from micro-genetic research. This presentation will clarify the differences between task-order, subtask and subsubtask actions. A task that is an order of complexity higher than another, coordinates two or more actions from the previous order, not just a single prerequisite action. Subtasks are just prerequisites actions. Subsubtasks may not be prerequisites, but instead be a sufficient but not necessary precursor; a precursor is an action that comes before another action but is not necessary for the second one. These concepts will be illustrated using arithmetic examples in animals and humans. It will be argued that understanding better the micro-nature of the stage transition units can help to clarify what is an order of complexity and what is not. >>>
Michael Lamport Commons
Harvard Medical School
[email protected]
There have been a number of models for transition between stages, including Piaget’s dialectical model, Dawson’s use of Rasch score values, and the newest, a systematization resulting from micro-genetic research. This presentation will clarify the differences between task-order, subtask and subsubtask actions. A task that is an order of complexity higher than another, coordinates two or more actions from the previous order, not just a single prerequisite action. Subtasks are just prerequisites actions. Subsubtasks may not be prerequisites, but instead be a sufficient but not necessary precursor; a precursor is an action that comes before another action but is not necessary for the second one. These concepts will be illustrated using arithmetic examples in animals and humans. It will be argued that understanding better the micro-nature of the stage transition units can help to clarify what is an order of complexity and what is not. >>>
Comparing Stage Theories: How The Stage Parts Of All Stage Theories
Michael Lamport Commons
Harvard Medical School
[email protected]
To what extent do current stage theories map into the Model of Hierarchical Complexity? The stage theories considered include those with stage generators and those with post-hoc stage scoring only. Using elementary function theory, one system maps into another when: a) there is a function that maps every element into an element of the second; b) there is a transformation of the other theory’s stage generator that maps into the MHC stage generator. As an example of a generator theory, it will be shown that Fischer’s Skill Theory (1980) maps into the MHC. With just “response scoring theories”, the best that one can do is to map their sequence of stages and staged scoring schemes into the MHC sequence. That is, one can score the scoring scheme, including the stage definitions. An example of this is shown for the Kohlberg and Selman sequences. >>>
Michael Lamport Commons
Harvard Medical School
[email protected]
To what extent do current stage theories map into the Model of Hierarchical Complexity? The stage theories considered include those with stage generators and those with post-hoc stage scoring only. Using elementary function theory, one system maps into another when: a) there is a function that maps every element into an element of the second; b) there is a transformation of the other theory’s stage generator that maps into the MHC stage generator. As an example of a generator theory, it will be shown that Fischer’s Skill Theory (1980) maps into the MHC. With just “response scoring theories”, the best that one can do is to map their sequence of stages and staged scoring schemes into the MHC sequence. That is, one can score the scoring scheme, including the stage definitions. An example of this is shown for the Kohlberg and Selman sequences. >>>
Political cultures of heroism. Adult Development Theory perspectives on the politics of identity in Germany and Russia
Elke Fein
University of Freiburg nd Institute for Integral Studies (IFIS) Freiburg
[email protected]
The presentation introduces the basic ideas and methodological approach of a research project currently in preparation as part of a larger research network on “heroes, hero constructions, heroisms” which is presently initiated at the university of Freiburg/Germany. My project is based on three claims. First: the construction of heroes always arises from some kind of social need for role models, objects of identification, projection screens and positive visions. Second, the way in which heroes are and have been constructed in particular societies at particular times, is an expression of the self images, self conceptions, identities and value structures of the societies in question or those of relevant groups of actors. Third, empirical changes in concepts of heroism can thus, to a considerable extent, be explained by structural changes in collective self images and political identities. Socio-psychological research on adult development has been engaged for a long time in a systematic analysis of the genesis, consolidation and change of identities and self images connected to basic social and cognitive developments. Therefore, it provides a rich, differentiated and empirically well sustained set of tools, types and models for describing phenomena of identity construction and change. The aim of my project is, first, to verify the epistemological value and, on this basis, the methodological connectivity of models of social and cognitive psychology, in particular of self, ego and identity development as provided by the international scholarship on adult development. Second, on this basis, I wish to carry out a number of intercultural empirical case studies, dealing with both past and present constructions of heroes in Germany and Russia in order to test the explanatory value and potential of adult developmental perspectives in the social sciences. One of the main research questions in this respect is whether and to what extent social identities and collective self images as discernable in particular forms of heroization can be analyzed by using the structuralist approaches, tools and even types (stages) proposed by adult developmental psychology. In view of the cross-cultural focus of the larger research network mentioned above, this would allow, first, for more clearly identifying culture-independent structures and thus, commonalities between phenomena of hero construction across time and space, and second, for a better understanding of their culture-specific contents as due to local contextual factors. With respect to the structural dimension of social transformation and learning connected to processes of cognitive differentiation as social actors broaden their perspectives on the world, I expect to find important differences between the European middle ages and modern times, as well as between industrial modernity and post-modern societies and their respective hegemonic cultures. For example, the growing significance of post-national, post-modern values in general, and so-called “post-heroic” discourses in particular can most probably be connected to the rise of post-formal cognition in many (western) societies of our times. >>>
Elke Fein
University of Freiburg nd Institute for Integral Studies (IFIS) Freiburg
[email protected]
The presentation introduces the basic ideas and methodological approach of a research project currently in preparation as part of a larger research network on “heroes, hero constructions, heroisms” which is presently initiated at the university of Freiburg/Germany. My project is based on three claims. First: the construction of heroes always arises from some kind of social need for role models, objects of identification, projection screens and positive visions. Second, the way in which heroes are and have been constructed in particular societies at particular times, is an expression of the self images, self conceptions, identities and value structures of the societies in question or those of relevant groups of actors. Third, empirical changes in concepts of heroism can thus, to a considerable extent, be explained by structural changes in collective self images and political identities. Socio-psychological research on adult development has been engaged for a long time in a systematic analysis of the genesis, consolidation and change of identities and self images connected to basic social and cognitive developments. Therefore, it provides a rich, differentiated and empirically well sustained set of tools, types and models for describing phenomena of identity construction and change. The aim of my project is, first, to verify the epistemological value and, on this basis, the methodological connectivity of models of social and cognitive psychology, in particular of self, ego and identity development as provided by the international scholarship on adult development. Second, on this basis, I wish to carry out a number of intercultural empirical case studies, dealing with both past and present constructions of heroes in Germany and Russia in order to test the explanatory value and potential of adult developmental perspectives in the social sciences. One of the main research questions in this respect is whether and to what extent social identities and collective self images as discernable in particular forms of heroization can be analyzed by using the structuralist approaches, tools and even types (stages) proposed by adult developmental psychology. In view of the cross-cultural focus of the larger research network mentioned above, this would allow, first, for more clearly identifying culture-independent structures and thus, commonalities between phenomena of hero construction across time and space, and second, for a better understanding of their culture-specific contents as due to local contextual factors. With respect to the structural dimension of social transformation and learning connected to processes of cognitive differentiation as social actors broaden their perspectives on the world, I expect to find important differences between the European middle ages and modern times, as well as between industrial modernity and post-modern societies and their respective hegemonic cultures. For example, the growing significance of post-national, post-modern values in general, and so-called “post-heroic” discourses in particular can most probably be connected to the rise of post-formal cognition in many (western) societies of our times. >>>
Post-Formal Stages in Religious, Faith, and Spiritual Development in Adulthood
James M. Day
Universite catholique de Louvain,
Institute of Psychological Science, Faculty of Psychology and Education, Research Centers:
Psychology of Religion & Health and Psychological Development.
Place Cardinal Mercier, 10; 1348 Louvain-la-Neuve,
Belgium
[email protected]
In the literature on the psychology of human development, and more especially the psychology of development in adulthood, there is increasing evidence for the existence of “post-formal” stages in cognition, and some general consensus that there are probably four such stages of cognition beyond the stage of formal operations as initially conceived by Jean Piaget. In the psychology of religious, faith, and spiritual development, recent evidence, using the Model of Hierarchical Complexity, in association with the Louvain-Harvard Project in Cognitive Complexity and Moral and Religious Cognition, maps the existence of post-formal stages amongst persons who describe themselves as religiously committed, confirming, with new conceptual insight, and empirical data, some of the assertions of researchers such as Oser, Gmunder, Reich, and Fowler, who earlier argued, that post-formal stages in religious judgment and faith development would characterize advances in psychological functioning in some adults, with consequences for decision-making, education, and clinical intervention. In this presentation, we describe some of the recent empirical methods and related evidence for post-formal stages in this domain, and cite examples of people at these stages who were interviewed about the meaning of belief, and faith, in their lives. >>>
James M. Day
Universite catholique de Louvain,
Institute of Psychological Science, Faculty of Psychology and Education, Research Centers:
Psychology of Religion & Health and Psychological Development.
Place Cardinal Mercier, 10; 1348 Louvain-la-Neuve,
Belgium
[email protected]
In the literature on the psychology of human development, and more especially the psychology of development in adulthood, there is increasing evidence for the existence of “post-formal” stages in cognition, and some general consensus that there are probably four such stages of cognition beyond the stage of formal operations as initially conceived by Jean Piaget. In the psychology of religious, faith, and spiritual development, recent evidence, using the Model of Hierarchical Complexity, in association with the Louvain-Harvard Project in Cognitive Complexity and Moral and Religious Cognition, maps the existence of post-formal stages amongst persons who describe themselves as religiously committed, confirming, with new conceptual insight, and empirical data, some of the assertions of researchers such as Oser, Gmunder, Reich, and Fowler, who earlier argued, that post-formal stages in religious judgment and faith development would characterize advances in psychological functioning in some adults, with consequences for decision-making, education, and clinical intervention. In this presentation, we describe some of the recent empirical methods and related evidence for post-formal stages in this domain, and cite examples of people at these stages who were interviewed about the meaning of belief, and faith, in their lives. >>>
Human development, developmental tasks and older adults’ abuse and neglect: Where is the crack?
José Ferreira-Alves
School of Psychology
University of Minho
[email protected]
Michael Lamport Commons
Patrice Marie Miller
The field of older adult’s abuse and neglect can be characterized by an over emphasis on prevalence studies and identification of socio-demographic and health variables. Preventive measures have led to progress on the identification and early intervention and a more global awareness of the phenomenon. More recent work has focused on a life-span perspective on violence within the family system. However this awareness of the phenomenon has not been accompanied by growth in sound theoretical understanding. We can even say without exaggerating too much that this field is theoretically poor. In this paper we will propose some hypotheses that are grounded in developmental theory to explain behavior problems that constitute the abusive behavior toward older adults. >>>
José Ferreira-Alves
School of Psychology
University of Minho
[email protected]
Michael Lamport Commons
Patrice Marie Miller
The field of older adult’s abuse and neglect can be characterized by an over emphasis on prevalence studies and identification of socio-demographic and health variables. Preventive measures have led to progress on the identification and early intervention and a more global awareness of the phenomenon. More recent work has focused on a life-span perspective on violence within the family system. However this awareness of the phenomenon has not been accompanied by growth in sound theoretical understanding. We can even say without exaggerating too much that this field is theoretically poor. In this paper we will propose some hypotheses that are grounded in developmental theory to explain behavior problems that constitute the abusive behavior toward older adults. >>>
The Limits of Economic Inquiry
Daniel Görtz
[email protected]
This paper argues that the currently predominant economic thinking is confined by a limited view of utility and attempts to expand the reaches of what parts of existence can be related to economically. It is argued that as long as utility is viewed as an end in and of itself, it cannot be rationally related to. Instead, the relationship of consciousness to the suffering-bliss continuum is considered to be the end of all action. Utility is seen as a means for qualitatively changing this relationship. Utility is broken down into five levels: Instrumental, Systemic, Meta-Systemic, Paradigmatic, Existential, where each level of utility has greater depth and/or complexity than the former. It is argued that societies can advance through different anthropological stages of division of labor, where the different levels of depth become consciously self-organizing processes.
Daniel Görtz
[email protected]
This paper argues that the currently predominant economic thinking is confined by a limited view of utility and attempts to expand the reaches of what parts of existence can be related to economically. It is argued that as long as utility is viewed as an end in and of itself, it cannot be rationally related to. Instead, the relationship of consciousness to the suffering-bliss continuum is considered to be the end of all action. Utility is seen as a means for qualitatively changing this relationship. Utility is broken down into five levels: Instrumental, Systemic, Meta-Systemic, Paradigmatic, Existential, where each level of utility has greater depth and/or complexity than the former. It is argued that societies can advance through different anthropological stages of division of labor, where the different levels of depth become consciously self-organizing processes.
MHC Versus Faith Development
Gerth Hyrkäs
[email protected]
By comparing the theories of Michael Lamport Commons and James Fowler I have reached the conclusion that adult development can be defined in different ways. According to the formal logic of the MHC, the Model of Hierarchical Analysis, where the content of the matter is exchangeable in the logically determined units, you may reach a definition of adult development that says that it is a cognitive and creative growth in objective perspective taking. James Fowler’s approach, on the other hand, is connected to a theological content, which gives adult development a subjective aspect. From his combination of formal objectivity and subjective content you may reach a definition that postulates that it is a cognitive and emotional growth in creating meaningful relations.It is my intention to elaborate on these differences which concern the aim, the means and the results of the two approaches; the aim being either a theoretical over view, or a practical orientation, the means being distanced logical thinking, or a process that integrates this with a sense of identity, and finally, a result that describes the societal situation and its development, or the personal way of relating to this.Both approaches have their gains and losses. It is not my intention to favor one over the other but to try to clarify and deepen my, and hopefully others understanding of adult development. Commons and Fowlers theories have a strong hypothetical character when it comes to the more complex and higher stages, which brings in choice and unwarranted conditions into the matters. Deep down both perspectives give room for existential interpretation. >>>
Gerth Hyrkäs
[email protected]
By comparing the theories of Michael Lamport Commons and James Fowler I have reached the conclusion that adult development can be defined in different ways. According to the formal logic of the MHC, the Model of Hierarchical Analysis, where the content of the matter is exchangeable in the logically determined units, you may reach a definition of adult development that says that it is a cognitive and creative growth in objective perspective taking. James Fowler’s approach, on the other hand, is connected to a theological content, which gives adult development a subjective aspect. From his combination of formal objectivity and subjective content you may reach a definition that postulates that it is a cognitive and emotional growth in creating meaningful relations.It is my intention to elaborate on these differences which concern the aim, the means and the results of the two approaches; the aim being either a theoretical over view, or a practical orientation, the means being distanced logical thinking, or a process that integrates this with a sense of identity, and finally, a result that describes the societal situation and its development, or the personal way of relating to this.Both approaches have their gains and losses. It is not my intention to favor one over the other but to try to clarify and deepen my, and hopefully others understanding of adult development. Commons and Fowlers theories have a strong hypothetical character when it comes to the more complex and higher stages, which brings in choice and unwarranted conditions into the matters. Deep down both perspectives give room for existential interpretation. >>>
Care-based ethical reasoning among first-year nursing and social services students.
Soile Juujärvi, Laurea University of Applied Sciences, Finland, [email protected]
Kaija Pesso, Laurea University of Applied Sciences, Finland, [email protected]
Liisa Myyry, Faculty of Social Sciences, University of Helsinki, Finland, [email protected]
Recent research has established the ethic of care as a developmental phenomenon. It has also been widely argued that the ethic of care is crucial for helping professions, but the related research has remained sparse. The aim of this paper is to connect these aspects, by examining students’ care-based ethical reasoning. Participants were first-year nursing and social services students in Finland (N=112). Their care-based moral reasoning was measured by the Ethic of Care Interview (ECI), and their ethical reasoning on an abortion-related dilemma was analyzed by content analysis. The findings show that students current level of care reasoning was reflected in their responses on the ethical dilemma. Ethical reasoning at each level with its specific premises constituted a distinct entity. The findings suggest that care-based moral reasoning constitutes bedrock for ethical reasoning among novice students and has implications for the quality of their ethical decision-making and practice. >>>
Soile Juujärvi, Laurea University of Applied Sciences, Finland, [email protected]
Kaija Pesso, Laurea University of Applied Sciences, Finland, [email protected]
Liisa Myyry, Faculty of Social Sciences, University of Helsinki, Finland, [email protected]
Recent research has established the ethic of care as a developmental phenomenon. It has also been widely argued that the ethic of care is crucial for helping professions, but the related research has remained sparse. The aim of this paper is to connect these aspects, by examining students’ care-based ethical reasoning. Participants were first-year nursing and social services students in Finland (N=112). Their care-based moral reasoning was measured by the Ethic of Care Interview (ECI), and their ethical reasoning on an abortion-related dilemma was analyzed by content analysis. The findings show that students current level of care reasoning was reflected in their responses on the ethical dilemma. Ethical reasoning at each level with its specific premises constituted a distinct entity. The findings suggest that care-based moral reasoning constitutes bedrock for ethical reasoning among novice students and has implications for the quality of their ethical decision-making and practice. >>>
Question of concept of ‘postformal thinking’: conceptual difficulties
Eeva Kallio
University of Jyväskylä, Finland
[email protected]
http://ktl.jyu.fi/ktl/english/staff/eeva_kallio
Concept of ‘postformal thinking’ has been used for few decades so far. There are plenty of models, which claim that there is new stage beyond Piaget’s theory of formal operational thinking. I have claimed elsewhere (Kallio, 2011) that there are severe theoretical and conceptual difficulties in hypothesizing new form of thinking, if it is assumed to be logical continuation of formal reasoning stage. In current discussion, adult cognitive development is seen from several perspectives: strengthening of the role of autonomy and self-authorship, mature social perspective-taking, emotional development integrated to cognition and integration of pragmatic knowledge with theoretical knowledge. Conceptual difficulties exist because relativism and dialectical thinking are not unambiguously defined. Also, forms of relativistic-dialectical thinking can emerge already in early development, not just only in adulthood. Only the mathematical-causal models of postformal thinking may be called the most promising lines to study. Also, there are some other theoretical models which come very close to postformal thinking, as study of wisdom and expertise, and also epistemic development. In total, it is too hasty to make any conclusion of postformal stage or level of thinking.
References: Kallio, E. (2011) Integrative thinking is the key: an evaluation of current research into the development of thinking in adults. In press (Theory & Psychology) >>>
Eeva Kallio
University of Jyväskylä, Finland
[email protected]
http://ktl.jyu.fi/ktl/english/staff/eeva_kallio
Concept of ‘postformal thinking’ has been used for few decades so far. There are plenty of models, which claim that there is new stage beyond Piaget’s theory of formal operational thinking. I have claimed elsewhere (Kallio, 2011) that there are severe theoretical and conceptual difficulties in hypothesizing new form of thinking, if it is assumed to be logical continuation of formal reasoning stage. In current discussion, adult cognitive development is seen from several perspectives: strengthening of the role of autonomy and self-authorship, mature social perspective-taking, emotional development integrated to cognition and integration of pragmatic knowledge with theoretical knowledge. Conceptual difficulties exist because relativism and dialectical thinking are not unambiguously defined. Also, forms of relativistic-dialectical thinking can emerge already in early development, not just only in adulthood. Only the mathematical-causal models of postformal thinking may be called the most promising lines to study. Also, there are some other theoretical models which come very close to postformal thinking, as study of wisdom and expertise, and also epistemic development. In total, it is too hasty to make any conclusion of postformal stage or level of thinking.
References: Kallio, E. (2011) Integrative thinking is the key: an evaluation of current research into the development of thinking in adults. In press (Theory & Psychology) >>>
Studying qualitatively different conceptions: A methodological comparison of phenomenography and the model of hierarchical complexity
Sofia Kjellström
Institute of Gerontology
School of Health Sciences,
Jönköping University
[email protected]
A current priority in higher education is to examine core elements in learning processes, for example exploring the developmental sequences of a concept or mapping the complexity of a subject. The aim of this article is to compare two methods which are used to explore qualitatively different conceptions. Phenomenography is a commonly used qualitative method which aims at revealing the quality of different ways of experiencing various phenomena. It was originally created to examine learning and pedagogical issues, but is used to examine experiences in a variety of domains. The object of study of phenomenography is the variation in capabilities for experiencing particular phenomena. These capabilities can, as a rule, be hierarchically ordered and “seen as more advanced, more complex, or more powerful than other capabilities” (Marton and Booth, 1997, p 111). The model of hierarchical complexity (MHC) MHC is a formal general theory applicable to all occasions and domains in which information is organized. The theory accounts for increases in behavioral complexity and enables measurement of these by a validated scoring procedure hierarchical complexity scoring systems (HCSS). With the use of this method is is possible to construct sequences of developmental sequences of hierarchically ordered concepts. It is also possible to distinguish between two kinds of qualitative differences: horizontal and hierarchical complexity. These two methodological approaches have some similarities, but also striking differences. A comparisons will be performed regarding: theoretical roots, methodological approaches, data, analysis, results, developmental claims. Weaknesses and strengths identified when each theory is seen in the light of the other will be presented. >>>
Sofia Kjellström
Institute of Gerontology
School of Health Sciences,
Jönköping University
[email protected]
A current priority in higher education is to examine core elements in learning processes, for example exploring the developmental sequences of a concept or mapping the complexity of a subject. The aim of this article is to compare two methods which are used to explore qualitatively different conceptions. Phenomenography is a commonly used qualitative method which aims at revealing the quality of different ways of experiencing various phenomena. It was originally created to examine learning and pedagogical issues, but is used to examine experiences in a variety of domains. The object of study of phenomenography is the variation in capabilities for experiencing particular phenomena. These capabilities can, as a rule, be hierarchically ordered and “seen as more advanced, more complex, or more powerful than other capabilities” (Marton and Booth, 1997, p 111). The model of hierarchical complexity (MHC) MHC is a formal general theory applicable to all occasions and domains in which information is organized. The theory accounts for increases in behavioral complexity and enables measurement of these by a validated scoring procedure hierarchical complexity scoring systems (HCSS). With the use of this method is is possible to construct sequences of developmental sequences of hierarchically ordered concepts. It is also possible to distinguish between two kinds of qualitative differences: horizontal and hierarchical complexity. These two methodological approaches have some similarities, but also striking differences. A comparisons will be performed regarding: theoretical roots, methodological approaches, data, analysis, results, developmental claims. Weaknesses and strengths identified when each theory is seen in the light of the other will be presented. >>>
A cross-scale model of systems co-development
Janne J. Korhonen
Aalto University
[email protected]
An individual’s personality development transpires through distinct stages of increasingly higher orders of abstraction in a dialectical motion between differentiation and integration (Kegan, 1982). These punctuated dynamic equilibria are reflected in the stratified structure of organizations (Jaques, 1989) and “temporal segregation” (Maybury-Lewis and Almagor, 1989) of individualism vs. communalism in culture and social practices. However, few conjectures have been put forth to examine the co-causal underpinnings of cultural, organizational and personal development. This study embraces the ecological concept of panarchy (Gunderson and Holling, 2002) in constructing a cross-scale model that accounts for the structural-temporal co-development of systems at all levels of abstraction.
Janne J. Korhonen
Aalto University
[email protected]
An individual’s personality development transpires through distinct stages of increasingly higher orders of abstraction in a dialectical motion between differentiation and integration (Kegan, 1982). These punctuated dynamic equilibria are reflected in the stratified structure of organizations (Jaques, 1989) and “temporal segregation” (Maybury-Lewis and Almagor, 1989) of individualism vs. communalism in culture and social practices. However, few conjectures have been put forth to examine the co-causal underpinnings of cultural, organizational and personal development. This study embraces the ecological concept of panarchy (Gunderson and Holling, 2002) in constructing a cross-scale model that accounts for the structural-temporal co-development of systems at all levels of abstraction.
Adult Attachment: An Integration and Suggestions for New Directions
Patrice Marie Miller
Salem State College and Harvard Medical School
[email protected]
Michael Lamport Commons
Harvard Medical School
[email protected]
The majority of work on adult attachment does not take into account what has been found about positive adult development since that field was formally recognized in 1981. Based on Hazan & Shaver (1987), attachment researchers have looked for, and found, patterns of security versus insecurity of attachment that appear quite similar to what was originally described in infants. Relationships are seen as having a purely emotional basis. But as individuals develop into adulthood, their understanding of others and themselves becomes more complex. Such understandings can be examined by interviewing people at a variety of ages. In this study, interview data from adults, illustrating stages from concrete to metasystematic, will be presented. These stages describe how attachment relationships change in terms of such aspects as perspective-taking, reciprocity, who bears responsibility for a relationship going well or badly, and other aspects. An account that integrates the emotional and the cognitive will be suggested. >>>
Patrice Marie Miller
Salem State College and Harvard Medical School
[email protected]
Michael Lamport Commons
Harvard Medical School
[email protected]
The majority of work on adult attachment does not take into account what has been found about positive adult development since that field was formally recognized in 1981. Based on Hazan & Shaver (1987), attachment researchers have looked for, and found, patterns of security versus insecurity of attachment that appear quite similar to what was originally described in infants. Relationships are seen as having a purely emotional basis. But as individuals develop into adulthood, their understanding of others and themselves becomes more complex. Such understandings can be examined by interviewing people at a variety of ages. In this study, interview data from adults, illustrating stages from concrete to metasystematic, will be presented. These stages describe how attachment relationships change in terms of such aspects as perspective-taking, reciprocity, who bears responsibility for a relationship going well or badly, and other aspects. An account that integrates the emotional and the cognitive will be suggested. >>>
Scoring Graduate-School Admissions Essays using the Model of Hierarchical Complexity
Patrice Marie Miller
Crone Todd
Rachel Lucas
Richard Hennigan
Salem State University
[email protected]
The Model of Hierarchical Complexity has been used extensively to study the ways in which reasoning differs in adults of different ages and different educational backgrounds. Miller (2007) presented pilot data showing that writing of prospective counseling program students on their Graduate School admissions essays demonstrated stages, ranging from concrete to systematic. More recently, Crone-Todd and Gonsalves (2010) found that undergraduate Honors students in psychology wrote more consistently at a formal stage. The data presented here represents a small subset of a current study in which large numbers of graduate school admissions essays are being scored and then related to outcomes within the program. Establishing that the stage of writing in a student’s narrative statement is related to their success in a graduate program could allow for better prediction of which students are likely to be successful as well as providing some predictive validity data for the Model of Hierarchical Complexity. >>>
Patrice Marie Miller
Crone Todd
Rachel Lucas
Richard Hennigan
Salem State University
[email protected]
The Model of Hierarchical Complexity has been used extensively to study the ways in which reasoning differs in adults of different ages and different educational backgrounds. Miller (2007) presented pilot data showing that writing of prospective counseling program students on their Graduate School admissions essays demonstrated stages, ranging from concrete to systematic. More recently, Crone-Todd and Gonsalves (2010) found that undergraduate Honors students in psychology wrote more consistently at a formal stage. The data presented here represents a small subset of a current study in which large numbers of graduate school admissions essays are being scored and then related to outcomes within the program. Establishing that the stage of writing in a student’s narrative statement is related to their success in a graduate program could allow for better prediction of which students are likely to be successful as well as providing some predictive validity data for the Model of Hierarchical Complexity. >>>
The Direction ofAdult Development: An Evaluative Review
Oliver Robinson
University of Greenwich, London, UK
[email protected]
Child development of all kinds can be characterised from an orthogenetic standpoint; it moves by way of quantitative growth and qualitative emergence toward higher levels of integrated complexity. Characterising adult development is more difficult, for adaptive changes occur in adulthood that lead to stable improvements in functioning and maturity but are not based on growth or enhanced complexity. This talk will summarise and evaluate views on the direction of adult development from humanistic theory, motivational theories, emotional developmental theory, Jung’s theory, moral developmental theories, transpersonal development theory, life stage theories and the model of hierarchical complexity. These different theories specify a variety of developmental ideals including; integrated complexity, happiness, goal fulfilment, occupational / social success, autonomy, control, wisdom, moral goodness, truth, ‘epistemic adequacy’, authenticity, self-actualisation and adaptation to changing life conditions. The talk will provide a review of these of theories and ideals, and discuss whether it is necessary to postulate multiple directions for adult development, depending on which aspect of development is being theorised about, or whether there is a common trajectory underneath these varied paths. >>>
Oliver Robinson
University of Greenwich, London, UK
[email protected]
Child development of all kinds can be characterised from an orthogenetic standpoint; it moves by way of quantitative growth and qualitative emergence toward higher levels of integrated complexity. Characterising adult development is more difficult, for adaptive changes occur in adulthood that lead to stable improvements in functioning and maturity but are not based on growth or enhanced complexity. This talk will summarise and evaluate views on the direction of adult development from humanistic theory, motivational theories, emotional developmental theory, Jung’s theory, moral developmental theories, transpersonal development theory, life stage theories and the model of hierarchical complexity. These different theories specify a variety of developmental ideals including; integrated complexity, happiness, goal fulfilment, occupational / social success, autonomy, control, wisdom, moral goodness, truth, ‘epistemic adequacy’, authenticity, self-actualisation and adaptation to changing life conditions. The talk will provide a review of these of theories and ideals, and discuss whether it is necessary to postulate multiple directions for adult development, depending on which aspect of development is being theorised about, or whether there is a common trajectory underneath these varied paths. >>>
The Ethic of Care Interview
Eva Skoe
[email protected]
A recently developed instrument of care-based moral development: the Ethic of Care Interview (ECI, Skoe, 1998, 2008) is presented. Based on Carol Gilligan?s (1982) theory, the ECI measures five levels of care-based moral thought. These range from an initial position of self-concern, through questioning of self-concern as a sole criterion, to a position of primarily other-concern, questioning of other-concern as a sole criterion, and finally balanced self and other concern. The stages involve a progressively more complex understanding of human interdependence and an increasing differentiation of self and other. The semi-structured ECI interview consists of a real-life moral conflict generated by the participant and three standardized dilemmas. Administration and scoring as well as reliability and validity are described. A series of studies has shown that balanced consideration of the needs of self as well as others appears to develop gradually across childhood into young adulthood. Research findings point to the importance of care-oriented morality for human growth, especially identity and personality development. Further research with the ECI is discussed. >>>
Eva Skoe
[email protected]
A recently developed instrument of care-based moral development: the Ethic of Care Interview (ECI, Skoe, 1998, 2008) is presented. Based on Carol Gilligan?s (1982) theory, the ECI measures five levels of care-based moral thought. These range from an initial position of self-concern, through questioning of self-concern as a sole criterion, to a position of primarily other-concern, questioning of other-concern as a sole criterion, and finally balanced self and other concern. The stages involve a progressively more complex understanding of human interdependence and an increasing differentiation of self and other. The semi-structured ECI interview consists of a real-life moral conflict generated by the participant and three standardized dilemmas. Administration and scoring as well as reliability and validity are described. A series of studies has shown that balanced consideration of the needs of self as well as others appears to develop gradually across childhood into young adulthood. Research findings point to the importance of care-oriented morality for human growth, especially identity and personality development. Further research with the ECI is discussed. >>>
Meaning-making and cognition – on the relation between ego development and hierarchical complexity according to Loevinger, Kegan and Commons
Kristian Stålne
Construction sciences
Lund University
[email protected]
This spring, 2011, there has been a vivid discussion at the Adult development Yahoo-discussion group. At this discussion two positions crystallized, one that empathizes complexity according to the Model of Hierarchical complexity and one that focuses on ego development or meaning-making. The discussion is not new; rather, it has been going on for decades. In the present work the different approaches of ego development according to Jane Loevinger, ego development according to Robert Kegan and hierarchical complexity according to Michael Commons will be presented. The similarities and differences between the different approaches will be discussed and a relation between the different stages of the models will be established. This relation will range from the conformist stage to the autonomous stage according to Loevinger, from the third order consciousness to the fifth order consciousness according to Kegan and from the abstract stage to the metasystematic stage according to Commons. >>>
Kristian Stålne
Construction sciences
Lund University
[email protected]
This spring, 2011, there has been a vivid discussion at the Adult development Yahoo-discussion group. At this discussion two positions crystallized, one that empathizes complexity according to the Model of Hierarchical complexity and one that focuses on ego development or meaning-making. The discussion is not new; rather, it has been going on for decades. In the present work the different approaches of ego development according to Jane Loevinger, ego development according to Robert Kegan and hierarchical complexity according to Michael Commons will be presented. The similarities and differences between the different approaches will be discussed and a relation between the different stages of the models will be established. This relation will range from the conformist stage to the autonomous stage according to Loevinger, from the third order consciousness to the fifth order consciousness according to Kegan and from the abstract stage to the metasystematic stage according to Commons. >>>