More and more, teams carry the organizational workload. The extent and quality of their collaboration is becoming a focus of practical and theoretical attention. However, a developmental theory of teams, whether social-emotional or cognitive, does not exist. What is clear is that the hidden (= developmental) dimensions of team performance are now defining companies’ competitive… [Read More]
Otto Laske
Exploring Movements-in-Thought: The Experiential and Historical Roots of Qualitative Date Acquisition in the Constructive Developmental Framework.
The blog reviews the personal, experiential and historical, roots of the Constructive Developmental Framework as a tool for systematically exploring movements-in-thought through empirical data capture in real time. Its main purpose is to highlight the need for establishing a systematic training sequence geared to educating critical facilitators working in organizations and institutions, for the sake… [Read More]
On the Difficulty of Letting Thinking ‘Appear’
In this blog, I draw conclusions from two previous blogs, found at https://interdevelopmentals.org/?p=6829 and https://interdevelopmentals.org/?p=6819, both focused on teaching and learning dialectical thinking. I show that teaching dialectical thinking needs to address, and draw practical conclusions from, the distinction between ‘thinking’ and ‘cognition’, seen as counter-movements between the four moments of dialectic, CPRT, in the… [Read More]
On the Critical Realism of the ‘Dark Mountain Manifesto’ in Relationship to the Myth of ‘Human Resources’
In these comments on the ‘Dark Mountain Manifesto’ of Kingsnorth and Hine (2014), and its authors’ reflection on it five years later, I point out the origin of the three ‘myths’ of progress, human centrality, and separation from nature (as ‘environment’). I see a straightforward relationship between these myths with the organizational myth of ‘human… [Read More]
Is there a Bridge Between Social-Emotional and Cognitive Capability?
In this blog, I point to the de-totalization of human consciousness that is presently state of the art in research in adult development. This de-totalization occurs on account of the absence of research on the way in which the social-emotional capability, shed light on by Loevinger and Kegan, intrinsically relates to the cognitive capability researched… [Read More]
Frankfurt School Hauptseminar Teachings From the Perspective of Laske’s Dialectical Thought Form Framework (DTF)
The Frankfurt School is well known, liked or not liked, due to its pervasive influence in the domain of culture critique. As on account of increasing threats to democracy its legacy is once more coming to the fore, there is a strong tendency to focus on the products and results of the school’s activity while… [Read More]