In this paper we will discuss how the Immunity to Change (ITC) and the Constructivism Developmental Theory (CDT) can be used in service of personal and spiritual evolution. We will look at an ITC map and the data generated by it and then reflect upon this information. To do this we start by introducing the terms of ITC and CDT and how we can make use of them to support our developmental growth. Furthermore, we are going to explore my personal ITC map and how working with it, through the lens of CDT, has led me to an adaptive change, to my personal growth and evolution.
Immunity to Change is one of CDT ‘s (Constructivism Developmental Theory) most powerful tools and it can be used by anyone, regardless of their interests, be them personal or professional. It helps in uncovering the hidden commitments and motivations that stop us from achieving our goals. It brings to light our Big Assumptions and enables us to hold them as Object rather than just be ran by them. Using the ITC map reveals to us not only what has been holding us back but also gives us a chance to come up with clear, objective goals and actions that can lead to a developmental, adaptive change rather than a technical one.
CDT studies the way we make and understand meaning or knowledge that either In-Forms us or Trans-Forms us. It looks at HOW we perceive and see the world around us lieu of the WHAT is being perceived. Constructivist part of CDT posits that “persons or human systems are constitutive of experience. We constitute reality, we don’t just copy reality” and that “every single moment of your life you choose what you pay attention to and what you disregard” (Kegan, 2014). The Developmental part supports the idea that we constantly change on all le...
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...d more comprehensive. This new vantage point is both more simple and more complex as it enables us to see both the forest and the trees, all in one glance.
I am now ready to pursue another goal, that of writing a book of questions that can help us to pierce through the veil of ignorance and help us climb up on the ladder of evolution, from one Order of Mind to the next.
References
Garvey-Berger, J. (1999). Key Concepts for Understanding the Work of Robert Kegan
(Kegan, Robert. (2014, February 12). Week 4: An Overview of Constructive-Development Theory (CDT): The Evolution of our Epistemologies [T1]. Psychology 1034. Lecture from Harvard Extension School, Cambridge, MA.
Kegan, R., & Laskow Lahey, L. (2009). Immunity to change. How to overcome it and unlock the potential in yourself and your organization. Boston: Harvard Business Press.
People change over time, and no past history sets the future in stone. Developmentalists divide life into different segments based on age known as growth stages (Berger, 2009). Each stage affects the others causing development at every stage to build upon the other (Berger, 2009). Development does not follow a straight line, it instead moves up and down, back and forth, and it moves at different speeds (Berger, 2009). Although there are several theories of development, and it would be remiss to subscribe to only one; however for the purpose of this paper, I will focus on Erik Erikson’s Theory of Initiative versus Guilt; Industry versus Inferiority; and Identity versus Role Confusion. I also prefer to take an eclectic approach in the application of counseling theories and techniques; however for the purpose of this paper I will utilize three different therapies for each stage of development.
One of the major criticisms of Kellys Personal Construct Theory is that he finds it hard to explain why constructs are laid down in the first place and why one would rigourously defend the threat to a core construct. What kick starts the Construct system into defending itself when motivation is clearly and explicitly lacking in his theory?
Te first theory is Constructivism. Constructivism is known that human are meaning makers. We are not neutral with respect to the world. We actively interpret the world and make meaning of something. By interpreting images to mean something we compel and impose its meaningful use. As humans we look at three cause such a physical causes, psychological causes and spirtual cuases. The second thoery is on Development. While we evolve in mental complexity through out lives we have adaptive balances or stages of mental complexity. Starting at infacy to late adulthood. There are six order of conciousness which are zero to five. We will be discussing only he stages two through four. We make meaning different depending of which order of conciousness we are in. The two places of grow are slow or very slow. One will never move backwards. The last thoery is Holding Enviroment which consist of three components. The three components are confirmation,contradiction and continuty. Confirmation is described as holding on, support and encourgement. It appeals to our yearning for belonging. Contradiction is described as letting go, challenege and setting limits. It appeals to our yearning for agency,acheivement and autonomy. Continuty is described as staying out, remaining in place and being there. It appeals to our need for stability and predictability. '' A healthy holding enviroemnt provides an ingenious blen of support and challene and attends to the relationship between a persons mental capacity and the demands placed upon her by the cultural curriculum '' (Kegan;
The Immunity to Change Map is an examination of our current actions, thoughts or behaviors that prevent us from developing into a better version of ourselves. This process is not a simple exercise in divulging our behavioral aspirations. The ITC map is an in-depth methodology that highlights several aspects of understanding the issues behind an individual’s lack of success in reaching developmental goals. Once the improvement goal has been established, it is important to identify the counterproductive behaviors that work against the goal. The next step is an acknowledgement of the related personal stresses or issues, called a “worry box.” The worry box are the related fears that keep us from moving forward. Defining the “hidden competing commitments” is next in the process. Kegan and Laskow Lahey (2009) explain hidden competing commitments as items that that aid in our self p...
Theories abound around how people develop emotionally, intellectually, socially and spiritually. This essay will examine the theories of five leaders on the subject of development.
“It is not the strongest of the species survives, nor the most intelligent that survives. It is the one that is most adaptable to change.” – Charles Darwin
Part three of the textbook “Immunity to Change” has four chapters. The first chapter in part three is chapter eight and it explains unlocking potential as it relates to overcoming immunities. The authors state that there are three ingredients necessary in unlocking a person’s immunity to change. The first ingredient is the gut: the need, desire or visceral feelings that drive a person’s motivation which is why the ingredient is called gut. In other words, this is the ingredient that reveals if a person has the stomach to endure what they imagine will be the motivation or unpleasantness of the change being sought. The second ingredient is head and heart because this ingredient simultaneously engages thinking and feeling. The immunity to
In today’s ever changing world people must adapt to change. If an organization wants to be successful or remain successful they must embrace change. This book helps us identify why people succeed and or fail at large scale change. A lot of companies have a problem with integrating change, The Heart of Change, outlines ways a company can integrate change. The text book Ivanceich’s Organizational Behavior and Kotter and Cohen’s The Heart of Change outlines how change can be a good thing within an organization. The Heart of Change introduces its readers to eight steps the authors feel are important in introducing a large scale organizational change. Today’s organizations have to deal with leadership change, change in the economy,
Constructivism represents a paradigm shift form education based on cognitive theories. This concept assumes that learners construct their own knowledge on the basis of interaction with their environment. (Gagnon & Collay, 200?) The role of the teacher as a constructor of the learning experience to ensure authentic curriculum and assessment which is responsive to the skills, needs and experiences of the learner, within established curriculum framework and with the reference to the achievement of literacy, numeracy, retention and attainment of outcomes. Krause, Bochner and Duchesne (p.157) comment that “as learners interact with their environment, they link information learned through experience to previous knowledge, and so construct new understandings and knowledge.” Constructivism then inturn encourages Teachers and Learning Managers to recognise the value of prior knowledge and experiences that each child brings with them into the classroom, and help them (the students) build on their understandings of the world by providing appropriate learning experience plans.
Applefield, J M, Huber, R, Moallem, M 2001, ‘Constructivism in theory and practice: Toward a better understanding’, High School Journal, vol. 84, issue 2, p35, 19pp
There are many theories that help explain the journey of human development. Theorists, such as Sigmund Freud, Erik Erikson, Jean Piaget, and Lawrence Kohlberg, are among the most renowned theorists in identifying the different stages of human development from a cognitive, social, and emotional perspective. This paper is aimed at the works of Erik Erikson’s view on human development. Erikson’s psychosocial theory emphasized the impact of society and culture in an individual’s development. His psychosocial theory encompasses eight distinct stages of development (Matthews, In Class Discussion, September 2, 2015). He believed that individuals must find their own sense of regulation as a result of the interplay urges of the individual, and the nature of social influences. At each stage, individuals learn to handle new instincts and ways of understanding the self as well as others, to create a balanced sense of self-regulation (Batra, 2013).
Throughout my live, my behavior towards change has evolved into a more mature acceptance of the inevitable. As an adolescent, I failed to contemplate the reasoning behind changes that occurred within my life. I neglected to seek the deeper meaning of why modifications were being implemented. However, as an adult, I consider the rationale and possible outcome of the change taking place. I have grown to realize that the success of each individual situation depends on the attitude it is approached it with (Blais & Hayes, 2011).
Rhinehart Neas, Linda M., ed. "Constructivist Theory: Pros and Cons." Bright Hub Education. N.p., 6 Jun 2012. Web. 31 Jan 2014. <, eds. "Constructivist Learning Theory: Pros & Cons." Bright Hub Education. N.p., 6 Jun 2012. Web. 31 Jan 2014. . >.
We must first look at the need for a constructivist approach in a classroom, to do this we think back to our days in primary school and indeed secondary school where textbooks we like bibles. We were told to take out our books, look at the board, and now complete the exercise on page z. This approach in a class is repetitive, the teacher holds authoritarian power and learning is by no means interactive. “In a traditional classroom, an invisible and imposing, at times, impenetrable, barrier between student and teacher exists through power and practice. In a constructivist classroom, by contrast, the teacher and the student share responsibility and decision making and demonstrate mutual respect.” (Wineburg, 2001) This approach focuses on basic skills and strict adherence to the curriculum. Children are being forced to learn through repetit...
Lutz, S., & Huitt, W. (2004). Connecting cognitive development and constructivism: Implications from theory for instruction and assessment. Constructivism in the Human Sciences, 9(1), 67-90. Retreived from: http://www.teach.valdosta.edu/whuitt/brilstar/chapters/cogdev.doc