Human Development II

Jennifer Nelson White

LST 1

PART I

Within the research of macro-developmental learning sequences Jean Piaget,

Robert Kegan, and Kurt Fischer are the three researchers I find provide
structure for my own action research in human development and
transformational learning. All three researchers worked towards learning
about the processes we use to construct meaning within our habitats and
relationships. They all theorized that through these processes we construct
learning systems that follow developmentally through stages with more and
more complex abilities. All three also recognized that the complexity of
these processes did not occur in isolation but were influenced and guided by
the entirety of our human experience.
Jean Piaget did not want to describe human development but explain it. He
was looking for a genetic epistemology, the origins of our knowing that
would heal the rift between religion and science. Influenced greatly by James
Mark Baldwin he set out to find processes of self- organization from nature to
human biology to evolution (Stein, 2015). His research had its roots in
dynamic evolutionary processes being of hierarchical organization (Stein
2015).
Over a period of years Piaget set up a research design of naturalistic
observation and semi-structured qualitative interviews. He was employed at
the Binet Institute to translate test questions into French and found it
compelling to research why children answered test questions incorrectly.
Compiling developmental analysis Piaget found dynamic adaptive processes
at work such as schemas defined by Piaget as 'a cohesive, repeatable action

sequence possessing component actions that are tightly interconnected and

governed by a core meaning', and equilibration, the force between the organism
and the environment that pushes the organism in developing and using new
schemas.
Piagets theory works on the premise that when we use existing schemas in a new
learning situations we are assimilating what we know to the new situation. However
if this does not work we are then in disequilibrium and need to accommodate to the
new learning and change our schemas. These processes work through a
developmental hierarchy in increasingly more complex learning sequences or
stages.

Piaget defined four hierarchical human developmental stages: Sensory

Motor; Pre-Operational; Concrete Operational; Formal Operational. Each stages

moves the human from infancy to adolescence/adult with an increasing complexity
of schemas. Within each stage there are also a number of sub-stages. As we move
through and into new stages Piaget defined processes that not only looked to the
mechanics of learning but how we become knowers (Zak, 2015).
In his quest to understand universal knowledge Piaget wrote about the moral and
social aspects of human development. In her paper Piagets Social Theory Rheta
Devries argues that even though Piaget did not study these aspects systematically
he did speak about the development of the child and when he did he spoke about
the process of cognitive, social, moral, and affective development. Piaget thought
this development moved as a process from anomy (not able to regulate),
heteronomy (regulation by following rules and others), and autonomy (selfregulation). This process was contingent, Devries points, out on two types of
parent/child relationships. The heteronomous relationship of coerced obedience to
follow authority for authoritys sake and thus never allowing the child to learn to

follow a self-regulated morality. Or In contrast the cooperative relationship between

parent/child one building in layers self- regulation in intellectual and moral
development. This then leading to cooperative social relationships.
Kurt Fischers Dynamic Skills Theory also follows a series of stages in a human
development learning sequence. His focus on variability and universality has him
building on Piagets path creating a clearer and clearer applied science. With the
further development of sciences in biology, genetics, and psychology Fischer found
what develops in humans in all domains are units he noted as skills. Skills being an
integrative construct of human knowledge, behavior, and biology. He found that
domain specific skills have universality in humans. We move from the level 1 of the
construct Piaget coined sensory motor to representations to abstractions. In
hierarchical complexity we construct clusters of related skills. Fischers hierarchies
similar to Piaget, constructed four tiers with thirteen sub levels of development
within the four tiers. Level one is reflexes, two is actions, three is representations,
and four is abstractions. These tiers move up with age and complexity of skill
development. They also overlap between each tier with the top level of each tier
being the bottom level of the next. These levels signify a set of potential human
skills. Within each tier the potential skills can be manipulated into sets from one
single set at the first tier to creating a connection of sets called mapping. Moving
up the tiers individuals can now create systems of mappings and continuing in the
more and more complex skill development being able to create a systems of
systems across domains.
A key to Fischers model is the designation of optimal and functional performance
at each tier. Optimal functioning is the highest potential of performance at each
level and functional performance is the minimum. When entering higher levels

many remain at the functional performance level dipping down until feeling
comfortable with the new skills knowledge base. As the tiers gain more complex
skill development the gap size between levels increases with age. This is an
important variability to take into account. To reach optimal potential Fischer
suggests scaffolding support for new skill learning. Part of Fischers research
looked at how emotion played a part in variability and the effects on optimal and
functional performance variability.
Robert Kegans model follows a learning sequence stage development pattern as
well. Kegan looked at psychological growth as the unselfconscious development of
successively more complex principles for organizing experience. (Kegan, 1994).
Kegan also believed the learner to be an active organizer of principles that are used
in cognitive abilities, emotions, and relations to others. The principles within his
learning sequence are First Order of Consciousness- independent elements
( young childrens way of organizing ego-centric not logical but based momentary
feelings and immediate perceptions), Second Order of Consciousness
Instrumental Mind- durable category ( later elementary through adolescent years
able to organize elements and properties logical thinking), Third Order of
Consciousness Socialized Mind- cross categorical (understanding the relationship
between durable categories, abstract thinking), Fourth Order of Consciousness
Self-Authoring Mind- systemic ( ability to use durable categories in a systemic
manner self- authorship), Fifth order of Consciousness Self Transforming MindSystem of systems ( dialectic between ideologies). Kegan sees developmental
learning as a sequence of processes developing a wider and wider scope of abilities
to transform ones perspectives of self and others.

Within the learning structure Kegan points to the ability of the learner to change the
very form of the container or perspective he/she is in. To transform by creating a
larger container that is more complex and able to deal with multiple stimuli and
demands. When someone is able to move from a way of thinking that is a part of
themselves to the ability to step back and view this way of thinking outside of self
this transforms the person and creates a connecting path to a more complex
learning pattern. Kegan calls this subject/object shift.
Jack Mezirows theories on adult learning bring, I feel, all three researchers theories
together into a learning sequence he refers to as transformational experience. I feel
the steps and process are definitely a sequence of learning in adulthood. He
defines transformation (as) a movement through time of reformulating reified
structures of meaning by reconstructing dominant narratives. This process has
definite steps that adults learn through: (Mezirow, 2014)
-

A disorienting dilemma
Self examination with feelings of fear, anger, guilt, or shame
A critical assessment of assumptions
Recognition that ones discontent and process of transformation are shared
Exploration of options for new roles, relationships, and actions
Planning a course of action
Acquiring knowledge and skills for implementing ones plans
Provisional trying of new roles
Building competence and self-confidence in new roles and relationships
A reintegration into ones life on the basis of conditions dictated by ones new
perspective

Here I think we see where an individual pulled to learn is in disequilibrium and

needs to accommodate learning in order to move into a more complex system. To
do this she will need to reflect and learn about her assumptions. Mezirow defines
the process of collecting assumptions in clusters Habits of Mind which are most
times unconscious. To open to personal learning paths creates spaces of

vulnerability and a path that enables an awareness of old patterns to the ability of
scaffolding new ideas and action plans.

I decided to write about developmental learning stages theories as I saw them

sequentially. Beginning with Piaget because I believe his to be the theory most
accessible to build on. His background in biology observing organisms creating
structures of more and more complexity lead him to Baldwins theories and beyond.
His structure of development and sequences of how we learn within our
environments by engaging with them is what I observed when working and teaching
those with multi-disabilities. Even though my students did not have a biology that
was considered normal when engaging in relationship I would observe increased
cognitive processes. Some very slow to develop but still would develop along the
lines that Piaget laid out in his model.
To me both Fischer and Kegan leap frog from Piagets findings and writings. Fischer
identifying skills as the building blocks of the learning sequences and being able
with new technology to be more specific about how skills cluster and what we need
to assist in developing more complex skill systems as well as how our emotions can
assist or hinder learning. He also includes observational behavior which gives even
more credence to his learning sequences for me.
Kegans model puts voice into the cognitive/psychological learning especially in the
adult levels. The interview stories in all of his books frame the learning of our lives
well. His newest book Immunity to Change is directly focused on adult learning and
the higher levels of complex processes. He describes our immunity to digging into
the roots of the transformational processes in learning. His longitudinal work I feel

provides solid evidence that stage theory learning sequences are valid and need to
be taught not just to a small group of interested individuals at the college level but
for all who are participants in this world who are going to grow to be the new
leadership. Which to me is where Jack Mezirow brings together the others in his
work. His emphasis to practitioners in learning and social science fields points to
the importance of learning and working in developmental transformational learning.

Part II
The competency I feel that is very important in social science and educational
leadership is the ability of leadership to recognize the importance of being open to
vulnerability as a key part of any transformational adult learning process. I will be
using Brene Browns definition of vulnerability for this paper. Vulnerability is
uncertainty, risk, and emotional exposure when we show up authentically in our

lives. For anyone who works in the fields of social sciences and education I believe
that, to be the most effective, a minimum understanding of ones levels of
vulnerability is key. Even more important is the self- understanding and availability
in learning about vulnerability across the domains of ones life. I believe when
leadership is willing to be authentic in self learning he/she is more able to move
developmentally into more complex relationships and thus more open to scaffolding
developmental transformational experiences for others.
I started my teaching career in a center based program for students with multiple
challenges and IQs below 70. Teacher training then was part general education and
part special education based on educational psychology and behavior modification
techniques. Much was learned theory in classes as many in center based programs
did not take student teachers and classrooms in integrated sites were few and far
between. So when I took my first job in 1985 I felt like I had been dropped in a
world I had no idea how to navigate. The theories I had learned in my educational
experience were not on the same path as those of my administrators and we butted
heads often. My 12 years in the public system brought me to this paper and work in
leadership today with the focus on vulnerability in leadership training. My
experiences working with those who face daily challenges so severe they are unable
to express themselves without aggression or withdrawal exposed my own need to
learn and transform through my awareness of my own vulnerability.
It was this awakening through years of experiences that connected skills sets to
more complex understandings of how leadership in my field and similar vocations
needed training and scaffolding in experiences/learnings working to bring about a
level of understanding in personal vulnerability. I will go even farther to say that I
believe without this type learning those in social sciences and education will always

be lacking in their ability to develop program relationships and in communities

where there is poverty and violence they will not be effective not be effective at all.
Sequence learning defined- is an inherent human ability that is an integrated part of
conscious and nonconscious learning of information or sequences of actions used in
everyday tasks and communications. Learning about self as a vulnerable human in
all domains of our lives takes root with a definite developmental learning sequence.
This sequence follows the learning stages of the theorists I have written about.
Beginning with an awareness of a need to learn a calling or a disorienting dilemma
begins a step processes of learning. From this aware of need, self- evaluative
processes begin, then re-storying and learning new skills, and finally an action plan
is sequenced before re-entering the domains of life. This is the sequence I am
developing for my dissertation curriculum and what I am writing about in the next
sections.

Part III

The CORE Leadership Transformational Process

I am in the process of developing a curriculum designed on the human development

theories of Piaget, Fischer, Kegan, and Mezirow based in the Integral Development
Model of Schieffer and Lessem. In this training curriculum I am working to expose
need and scaffold learning for potential leaders in the fields of education and social

sciences. My aim is to transform the awareness level of how their own vulnerability
can be a strength in creating relationships, team culture, and effective
program/projects in their vocational fields and their own lives.
In this curriculum I have developed a four stage learning process for opening our
learning to a competency of vulnerability. In Table I I have laid out the stages.
Descriptions of the stages follow each level.

Table 1: The Four Stages of Vulnerability Awareness:

Based on Robert Kegans Developmental Stages, In Over Heads: the of Mental
Demands Modern Life (Cambridge; Harvard University Press, 1994) pp 314-315; Jack
Mezirow Transformational Phases, The Handbook of Transformative Learning (San
Francisco, Jossey-Bass, 2012), PP 86-87. Seven Levels of Reflexive Participation
(Meridian University) 2014.

Developmental Stage
Transformational Phase

Subject

Object

Open ability to an
Recognizing Habit
of Mind

Identity w/ideas

subjectivity

experience that is

w/identity

potentially
uncomfortable.
Ability to
perceive a level
of vulnerability
and be
engaged, curious,
and open to
emotions from
self and others.
Ability to be
aware of a level
of thought
patterns that
create a habit

Stage I
As adults when we become aware of a new level of learning in our
development it is usually prefaced by a dilemma, problem, or situation
which causes us to be in dis-equilibration. In order to find balance again
there is a need to evaluate our ways of thinking and open to new
perspectives. To do this we need to try on other ideas and ways of

thinking. Recognizing that our old Habits of Mind (set of assumptionsbroad, generalized, orienting predispositions that act as a filter for
interpreting the meaning of experience), will not work creates a feeling of
vulnerability. Recognizing both the old Habit of Minds and becoming
aware of the sense of vulnerability one experiences is the first level of
learning. Moving to the next stage one must be open to this awareness
and be able to recognize his/her identity with past ideas and how that
worked in the situation that was presented.

.
Describing Habit
of Mind

Identity
w/ideas

subjectivity

Ability to be

w/identity

aware and
objectively
describe
cognitive and
emotional
experiences
regarding levels
of vulnerability
and thought
patterns in
words.

Stage II

After having a sense of opening to a vulnerable situation and an

awareness of thought patterns that may be Habits of Mind the ability to
describe in words these thoughts and feelings is the next learning
sequence stage. As a person begins this process they may have difficulty
putting into words their feelings. As they stay engaged in the process
their abilities have the potential to move from basic articulation to an
understanding.

From an identity with these thoughts to an open

awareness of what their identity means a part from these thoughts.

Expressing

objectivity w/

subjectivity w/

Ability to be

Subject

identity

system/organiza

aware of

Reframing of

assumption

tion identity

imaginal

Habit of Mind

structures
around a
vulnerable
situation.
Ability to
describe,
express, and
take
responsibility
for feelings and

actions within
the situation
Stage III

With an awareness and description of identity a part from habitual

thinking in a situation one can begin to observe objectivity imaginal
structures around openness in the vulnerable situation. An ability to
describe and express these structures in an open and willing manner
allows for a sense of responsibility for both feelings and actions in the
given situation. This has the potential for moving the individual to
objectively looking at more habits or assumption and recognizing a system
of thought patterns can exist outside of those that have been used in the
past.

Expressing

w/ system or

subjectivity w

Ability to

Objective

organization

multi system

describe in

Reframing of

identity

adaption

words the

Habit of Mind

vulnerable
movement from

personal,
cultural, and
archetypal
dimensions to
express how one
needs to be
vulnerable in
transforming
Habits of Mind
to Action
Creation
involving new
ideas and
behavioral
expressions.
Stage IV
Finally with the potential ability to imaginally structure other systems of
thought patterns and behaviors one becomes available to utilize more
than one structure for Action Creation Plans.

From this point one can

objectively view personal and cultural systems of identity organization

and put into words how the ability to be in a vulnerable state was an
important processes in the awareness of Habits of the Mind and system
organization.

Table II is how I am putting my learning sequence into the rounds of my CORE

Leadership Training curriculum. I am utilizing the Integral Development structure of
Schieffer and Lessem (2014) in my holistic training program. Starting from the
CORE essence students will work around the realms and rounds creating a portfolio
of developmental self-knowledge in order to create action plans in their personal
and vocational endeavors. For this paper I am taking the Southern Realm of
relationship with the natural world to show how I would use the learning sequence I
developed.

CORE TRAINING Southern HemisphereRealm of grounding in relationship to self, others, and the natural world.
Table II
STAGES
ROUNDS

III

II

IV

Round 1-

Awareness

Ability to

Ability to be

Ability to be

Core Essence

of need to

describe

aware,

aware,

be open and

awareness

describe,

describe,

be engaged

of opening

and express

vulnerability

in activities

to

feelings of

in

of

knowledge

vulnerability

relationship

knowledge

of self and

in self and

to the

of self

the

imaginal

natural self

awareness

structures in

and natural

of the

relationship

world in

emotions

with the

archetypal

there in.

natural self

dimensions

and the

and

natural

behavioral

world
Ability to

dimensions
Ability to be

Round 2-

Awareness

Ability to

Familial/Intim

to the ability

describe in

describe and

aware,

ate

to be open

words

express

describe,

Relations/Frie

and engaged

awareness

knowledge

and be

nds

in activities

and feelings

and feelings

vulnerable

grounding to

in our

of

the nature

the nature

natural

vulnerability

of ourselves

of self and

relationship

in our

in the life

intimate

to intimate

natural

cycles of our

others

others and

relationships

intimate

the natural

to intimate

relationships

world

others and

with others

the natural

and the

world.

natural self
in
archetypal
and
behavioral

Round 3-

Awareness

Ability to

Ability to

dimensions.
Ability to

Local

of natural

describe

describe and

describe and

Community/G

self and

levels of

express

express

roup

levels of

vulnerability

levels of

levels of

vulnerability

in

vulnerability

vulnerability

but still

relationships

through

in the

aware of the

with the life

imaginal

awareness

importance

cycles of the

structures in

of life cycles

to be

natural self,

the

in the eco-

opening

community,

awareness

system of

engaged in

and the

of life cycles

the natural

activities

natural

with the

self,

with the

world

natural self,

community,

natural self

community,

and the

and the

and natural

natural

learning of

world

world

life cycle

through

relationships

archetypal

with

and physical

community

realms

and natural
world
Round 4-

Awareness

Ability to

Ability to

Ability to

Regional

of natural

describe

describe and

express

self and

levels of

express

levels of

levels of

vulnerability

levels of

vulnerability

vulnerability

in engaged

vulnerability

in the

in learning

relationships

using

relationships

and

between the

imaginal

between the

engagement

natural self,

structures in

natural self,

with

the natural

the

natural

relationships

world and

relationships

world and

between the

local/regiona

between the

local/

natural self

l community

natural self,

regional

and the

ecosystems

natural

community

natural

and their life

world, and

in their

world in life

cycles

local/regiona

ecosystems

cycles with

l community

and life

local and

in their

cycles within

regional

ecosystems

archetypal

community

and life

and

ecosystems

cycles

behavioral

Awareness

Ability to

Ability to

realms
Ability to

and

describe

describe and

describe and

willingness

levels of

express

express

of the

vulnerability

levels of

levels of

natural self

in the

vulnerability

vulnerability

in

relationships

in the

in

relationship

between the

relationships

relationships

to the

natural self,

between the

between the

natural

natural

natural self,

natural self,

world

world, and

natural

natural

through

multiple

world and

world in

levels of

global

multi- global

archetypal

vulnerable

ecosystems

ecosystems

and

engagement

And life

and life

behavioral

with

cycles

cycles

realms

multiple

through

global

imaginal

ecosystems

processes

and life
cycles

Part IV
Every acquisition of accommodation becomes material for assimilation but
assimilation resists new accommodations ~ Piaget
In my learning sequence I began with what I believe to be the beginning of any
adult transformational learning or movement from one developmental layer to
another. I believe the first step to be the awareness of a need to learn outside of
current self- assumptions or Habits of Mind. This awareness can come through a
disorienting dilemma as Jack Mezirow has labeled or as Robert Kegan and Lisa
Laskow Lahey point to it may be occurring because there is a desire to accomplish a
goal or agenda and current levels of thinking or processing systems at hand are not
working. In these situations the person becomes aware that new learnings need to
be acquired. In these new learnings as adults we are challenged to change past
schemas to add on or view them using more and more complex schemas. An
individuals awareness level is crucial to the types of schemas that they will be
willing to work with and towards during and throughout the learning sequence.
With awareness there is usually push back by the learner from fear of the challenge
to change and or develop new schemas. To move to the next level in my sequence
these fears must be willingly opened up and looked at in a vulnerable state. Each
individual, as Fischer and colleagues suggest in The Science of the Individual
(2013), will have different challenges and levels of vulnerable feelings during this

process. It is important as a teacher/leader to scaffold and develop relationships

during this time so the feelings of vulnerability can be viewed as a strength and not
a weakness.
As the ability to be self- aware is strengthened so is the ability to voice this
awareness providing a larger space of vulnerability. This voicing then can be
scaffolded to the next level of describing the feelings of learning new paradigms. I
feel that Kurt Fischer is correct that individual learning processes need support
throughout the learning sequence and thus a close eye must be kept on the
relationship through the sequence. Sometimes the scaffolding can come from
internal energy but more than likely it needs to have external support in holistic
ways. I have always liked the visual of pulling up a scaffold not only to assist in
the climb get somewhere but as a visual for the teacher/leader as well. To learn to
crawl around on and view where to put up the next needed brick in the wall or go
back because one has broken loose and needs to be refitted or replaced.
When we are willing to be vulnerable in the awareness of a new learning sequence
we have the potential to move from Kegans idea of a socialized mind, where we are
shaped by our environment and look for our identity outside of ourselves, to the
next level of self- authorization and from here to self-transformation. The ability to
step back when brought to a transformational phase of life allows for a deep and
view our own eco-systems from past to present at work.

Here we can open

passages where assumptions as Kegan refers and systems of Habits of Mind as

referred by Mezirow, can be explored.
Opening passages to what was before unconscious is a difficult and challenging
point of learning. Fischer and Kegan both write about the adult stages of

development taking longer to work in and through more and more complex
hierarchical systems. The level of complexities that need to be addressed with new
learning in a transformational way reminds me of teaching toilet training. What
seems such a natural and simple process to those who have attained the skill find it
quite challenging to teach it to those we deem ready at a certain age. Though we
acknowledge our new learners are below our developmental level we still tend to
teach them from our level of reference, developmental tier, or stage. Often at the
beginning of this process we have not been able to step back from subject to object
reflection frustrating all concerned. This type of awareness needs to be brought to
the forefront of all learning through the stages sequences.
Once we are able to step back and see what once was subject as object we can
describe levels of vulnerability and Habits of Mind. Here we can then build from
many processes and skill sets but I will be using an imaginal process in my
curriculum to view the systems with which we create structure for our learning and
behaviors across domains. Here vulnerability is necessary to be able see patterns
willingly and how they may need to change in order to transform specific situations.
My last sequence of learning includes the skill sets stated above and then the ability
to step back objectively to story the sequences in archetypal, cultural, and
behavioral formats. Here creative approaches can be accessed to story plans for
new skill patterns.

At this stage it is very important to realize that Dynamic

structures exist only where relationships exits. ~ Kurt Fischer. We do live in a

vacuum our actions and learnings need to be able to move back into our life
structures and relationships. In my curriculum my Creative Action Plan is designed
to help support the core essence transformations for each individuals relationship
domains.

Part V

I read today in the New York Times a story of a long term teacher retiring after
having run- ins with his new principle over the validity of what he deemed important
content in his classes and after school club sessions.

This seventy-six year old

man believed in teaching to the child not a test and felt that this trend and the
profession of teaching was not where he wanted to be anymore. I am sure the
principal had similar feelings though not on the same path. The teacher
commented that those going into the teaching profession these days were just
there until something better came along. They no longer cared about curricular
changes or how many administrative bodies went through the school hall or had
passion for the profession. He said he now had to segment his teacher to chapters
of books not whole works and only one piece of the puzzle that was the student.
The argument over the purpose of schools, who is responsible for what segment of
life in the raising of children in our culture has become so segmented, outcome
oriented, and specialist ruled that I believe we have actually convinced ourselves
we can live segmented lives. Each segment having its own set of outcome based

rules and specialist attached to judge us on performance. However if we dont

want to trust our own eyes in our communities with increases in violence, drug
overdoses, and urban males dropping out en mass, the research in bio-genetics
and social sciences that back up Piaget, Kegan, Fischer, and Mezirow should open
our eyes. I have become more aware of research that supports the concepts that
our growth and learning is dependent on all developmental domains and that
emotions and relationships are keys to our abilities to deal with the increased
complexity of our society.
We grow and learn as a whole in the relationships within the domains we exist. I
hope to translate this understanding to those working in the leadership of human
learning and living. Each time I read a new article or delve more deeply into a
researcher or philosopher I now understand how important it is to be exposed to my
own learning sequences. My biases and fears need to be front and center in all new
learnings. I am taking Brene Browns Daring Greatly course and I dont think I have
read a chapter in her book that I have not cried through. These reflections after two
years involved in learning about our human development and transformational
abilities sees me now at the table with others in a vulnerable position that I know I
did not have when I started teaching many years ago. I now believe also that I did
not have the ability to have these openings at that time either.
Reflecting on my now exposed Habits of Mind and assumptions I am more aware of
how I need to grow preparing to find my first team for the mission of my
organization, The Dare to Dream Institute. I have a strong desire to move my work
forward creating teams that will be able to work in the neighborhoods of St. Louis,
Detroit, and Chicago. Individuals who can create teams and relationships that move
holistic education and community development plans forward.

My own fears of

no one will listen no one cares about your work are still very much a part of my
shame loop but the more I write down my ideas and share the more I feel my
reflexive ability getting stronger. I feel I am at the self-authoring stage suggested
by Kegan developing more skill schemas opening wider the black hole visible on
the other side.
I guess the next steps are just to keep doing what I am doing here at Meridian.
Keep learning and reaching out creating connections. I need to continue to develop
my root system and research muscles. I need to strengthen my arguments about,
developmental sequences and philosophies, holistic/integral development, and how
being open to vulnerability allows for the transformational process of adult learning
to occur.
As I wrote this paper the connections between Piaget, Keegan, Fischer, and Mezirow
really started to gel for me. Word, actions, emotions started to become familiar
and a structure started to form in my mind and body. I also have the connection
that the learning cannot be separated from the rest of your life. Each domain is
affected. I see learning patterns now in conversations I have with peers, teens, and
youth. I have also learned that you cannot unlearn a developmental sequence.
You can choose to not follow the learning path and use the schemas that are now
before you but once the door is open and the path seen the image remains.
I attend a choir in our local community and one of its members is a woman who just
retired from the profession of teaching kindergarten. She asked me how my course
work was going and had I decided on my dissertation topic. Knowing when most
people ask about subjects like that they do not really want to hear all the ins and
the outs, so I synthesized my response. I told her I was developing a curriculum for

educational leadership based on their own developmental processes and abilities to

open to vulnerability. I went on quickly to say that I thought this was crucial
especially for those working in areas of generational poverty and violence. I
expected the response of glad that is you not me- however, she looked me
straight in the eyes and said that is really important.

References
Brown, Brene. Daring Greatly. New York. Avery, 2012.
Devries, Rheta. Piagets Social Theory. University of Iowa Publications, 1989
Kegan, Robert. In Over Our Heads the Mental Demands of Modern Life. Cambridge:
Harvard Press, 1994.
Kegan, Robert. The Evolving Self. Cambridge: Harvard Press, 1982.

Kegan Robert., Laskow Lahey, Lisa. Immunity to Change. Boston: Harvard Business
Press. 2009.
Mezirow, Jack. Taylor Edward, Cranton Patricia. The Handbook of Transformative
Learning. San Francisco. Jossey-Bass. pp. 73-93. 2012.
Rose Todd L., Rouhani Parisa, Fischer Kurt W., The Science of the Individual.
International Mind, Brain, and Education Society and Blackwell Publishing. Vol., 7.
No.3, pp 152-158.
Taylor Edward Francisco. Jossey-Bass. pp. 73-93. 2012W., Cranton Patricia, and
Associates. The Handbook of Transformative Learning. San
Schieffer Alexander, Lessem Ronnie. Integral Development Realising the
Transformative Potential of Individuals, Organisations, and Societies. Burlington,
Gower Applied Business Research. 2014
Stein, Zak. Fola Module 2 Piaget, genetic epistemology, and the triumph of a
Method. YouTube, September, 2015.