Tag: CDF

Otto Laske’s contributions to social-science, process consultation, and the teaching of & mentoring in developmental and dialectical thinking and listening extend from 1999 to the present day. While his two books on ‘Measuring Hidden Dimensions’ are presently out of print, they are available in their newest edition under Publications () as pdf. In addition, almost all of his articles, keynotes, and teaching materials in English and German, as well as translations into Spanish and Italian, are found on this website under Blogs as downloadable pdfs (). Look for the Laske Social Science Archive No. I to VI of 2020, starting with . Materials in the six archives are organized in the form of thematic collections. Licensing of Laske’s teaching materials is available; so far, it has been adopted in Malaysia. The prominent topics in Laske’s writings are: Embedding of CDF, a social-science instrument, in Bhaskar's basic and dialectical critical realism. Adult development as comprising a social-emotional, cognitive and psychological dimension as irreducible to each other and intrinsically linked. Complex, dialectical, thinking as the peak of adult cognitive development, and its relevance in society today. Pedagogy of dialectical thinking (methodology of learning complex dialog), exercised, taught and certified at the Interdevelopmental... Read More...

As time elapses, research findings get updated, consolidated, and what was originally left out or stayed unseen is clarified. An example of this historical process is CDF, the Constructive Developmental Framework created by Otto Laske between 1999 and 2000. 25 years after Kohlberg School research began, CDF brought together what this research separated or left standing in isolation. CDF is a synthesis that connects all that this research brought to light about the human self. So far, the CDF synthesis has been treated as separate from, and other than, Kegan's, Basseches' and Fowler's research. The time has come to acknowledge that CDF transcends ideology, however well defended, and is a step beyond the original research of the Harvard School. Convince yourself by reading the actual texts that constitute CDF, which has three components: a refined version of Kegan's research on the social-emotional self a refined version of Basseches' research on the cognitive self, with inclusion of Roy Bhaskar's updating of the notion of adult cognitive development an integrated component regarding the psychological self as seen by Moris Aderman, student of Henry Murray's, called 'Need-Press' (see www.needpress.com). Texts on these components of CDF have been made available in pdf form found... Read More...

Self-development, in capitalistic society a mere appendix of professional education for the sake of playing an organizational role, is increasingly making a comeback as a personal goal. This come-back seemed out of the question until recently, being an outcome of attempts to consciously reverse the demise of liberal education by which universities reduced themselves to trade schools and job preparation camps. The factors involved in the re-emergence of me-first education are many, including the pandemic’s destruction of the conventional work world and gains in the social media/AI link. While still acknowledged only half-heartedly as to their importance, these factors together form the springboard from which new self-developmental curricula will emerge. Job and role holders, whose skills' half-life is shrinking by the day, are gradually realizing that managerially supported schemes of self-development are ploys intent on hindering taking full responsibility for one’s own development in the normative sense of adult development. Research at the Interdevelopmental Institute (IDM) since 2000, as well as the Institute's teaching practice of “develop yourself first” have made visible the deep interweaving of emotional and intellectual maturity, referred to in its Constructive Developmental Framework (CDF) as the interleaving of social-emotional and cognitive levels of adult development. That... Read More...

On September 17, 2020, 110 professionals from 35 countries met to pay tribute to the power of developmental and dialectical thinking as taught at the Interdevelopmental Institute by Otto Laske. 15 practitioners of international provenance spoke about how the Constructive Developmental Framework (CDF), established by Otto Laske in 1998-1999, has been instrumental in their professional work as consultants, managers, and coaches, and has in addition influenced their adult-developmental journey. Gathered through efforts by Jan De Visch, a Master Developmental Consultant and Coach who graduated from IDM in 2010, the speakers demonstrated that CDF has emerged as a powerful tool for aiding companies on their way to fully distributed leadership and to reaching a requisite level of agility and dynamic collaboration. The application of CDF to psychiatry and theological leadership education was also a topic. Otto Laske would like to acknowledge how inspirational it was for him to witness that and how CDF "lives" in its practitioners' daily work. He is honored by their tribute, which in his view is also a tribute to initiatives aiming to expand the narrow limits of present-day adult development research and consulting into the broader realm of real-time dialogue and dialectical thinking, on the path... Read More...

In this chapter for volume 2 of Meta-Theory dedicated to the memory of Bhaskar, delayed in its publication since 2014 and forthcoming at Routledge at the end of 2020,  I outline a dialectical epistemology and CDF teaching method for absorbing Bhaskar's legacy into integral thinking. I do so since both are presently absent from the integral community's work that has shown itself immune not only to dialectical thinking based on Baskar's MELD itself, but also to new developments in adult-developmental theory set forth at on this site. In nuce, in this text I outline the IDM 'Case Study Cohort Method' taught since 2005 and geared to educating professionals for the sake of becoming a 'master developmental coach or consultant'. In this chapter, I suggest that adopting this method or a suited variant of it would facilitate integral training and practical interventions in society and organizational work. See for yourself. Laske Chapter on Application of Bhaskar's Meld 2020   Read More...

In this essay, i make the case that a new theory of adult development is needed that is no longer a one-sidedly 'left-hemisphere' enterprise. By this annotation I refer to the bi-hemispheric structure of the human mind. Specifically, in this essay I assert that a theory of adult development fails for 2 main reasons: (1) exclusion of sense making as dialectical thinking, (2) failure to honor the intrinsic relationship between meaning making (ED) and sense making (CD), the first of which is mainly grounded in right-hemisphere experience while the second is anchored in left-hemisphere re-presentation of experience. 2020 ILR submitted to ILR rev1 OL Read More...