HUGH MARTIN is listed in Who's Who in the World. He has appeared on numerous talk shows, led seminars at many colleges and corporations, and spoken at numerous professional conferences and colloquia. Mr. Martin is president of the NASD-registered securities brokerage firm, Hugh Martin Securities, and of the SEC-registered investment advisory firm, Hugh Martin & Co. Hugh is also president and co-founder of the life planning and counseling firm, Whole Life Advisory. AMALIA KAYE MARTIN ('Kaye') is a gifted natural medicine practitioner and an instructor in nutrition and natural medicine at Baumann College.

AQAL, THE NEXT GENERATION?

How ADAPT Points the Way Toward
a Major Revision Of Ken Wilber’s
Model of Human Development

Hugh & Amalia Kaye Martin

PREFACE

ADAPT – The Next Generation of AQAL and ILP?

Is AQAL the best foundation for an Integral program of personal growth? This article proposes an alternative model called ADAP²T (All Dimensions, All Processes, All Participants, Together) that is more clear, more balanced, more differentiated, and more complete.

Are there four essential Dimensions, as in AQAL[1] – or really at least eight, as in ADAPT? Is there just one key Participant, as in AQAL – or at least seven, as in ADAPT? Are there nine basic Process categories, as in ILP[2] – or really at least 33, as in ADAPT? Is there just one form of Orchestration, or at least 12? Are both AQAL and ILP sufficiently complete and articulated to be of optimal use as tools for personal growth? And are they sufficiently integrated and coordinated to deserve the title Integral?

Ken Wilber is the Big Kahuna of Integral Theory. Everything Integral that we have today, we owe to him. However, as Ken once mused. . . When they lay me in the ground, the words I’d like engraved on my tombstone are, ‘He was right, but partial.’[3] As this study suggests, Ken may not have to wait for death to achieve his wish.[4] Wilber, AQAL, and ILP are each right, but partial. Their pronouncements in the field of personal growth are outstanding and impressive – but seriously limited, and significantly incomplete. Perhaps it’s time to give Wilber’s venerable and revered AQAL (and its ILP derivative) a new face-lift? Maybe we’re ready for Integral Operating System, The Next Generation?

Our purpose here is to reconsider, elucidate, refine, revise, expand and update Wilber’s admirable work – not to challenge, contest, bash, denigrate, debunk, replace, or supercede it.[5] Wilber is a Titan on whose shoulders all our efforts stand.

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-- provided proper attribution is given to Hugh & Kaye Martin and to Whole Life Advisory,
and provided that a copy of modifications and intended use
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You can also download this article as a Microsoft Word document:

• AQAL, The Next Generation? (2.8 MB, full text, no images).
• Part 1: The ADAPT Model (4.1 MB, with illustrations)
• Part 2: ADAPT vs. Wilber (3.0 MB, with illustrations)

Permission to download this article is granted, but as a courtesy, please notify us by email when you have done so.

View our companion articles:

• The Human Growth Continuum (the Dimensions of Growth)
• Processes of Human Development
• Arrays of Light (Wilber’s Tables from Integral Psychology)

TABLE OF CONTENTS

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Division 1: INTRODUCTION

OVERVIEW

When sailing to some distant port, we need four things – a map, a ship, some voyagers, and a navigator. Likewise, for an effective program of personal growth that will carry us through the journey of life, we need four Domains -- Dimensions (of the Growth Continuum), Processes (of growth), Participants (in the growth process), and ‘Together-ness’ (Orchestration of all four Domains). When all four Domains are complete and combined, they form an Integral Program we call ADAP²T (pronounced A’-Dapt)[6] – All Dimensions, All Processes, All Participants, Together.

In this study, we describe the major Features of ADAPT – giving examples showing how each Parameter manifests itself in real life. Then, we describe the potential Impediments that can disrupt each Parameter of growth – along with possible Resolutions. Detailed examples of each Impediment are shown in Appendix C.

Next, we show how ADAPT may be used to develop a revised model of human growth. After explaining why an accurate model is essential, and emphasizing our constructive intent, we show how comparisons between ADAPT and Wilber can highlight areas where AQAL may need re-examining, and perhaps revision. We conclude by outlining a series of steps for creating a revised and updated model of human development.

Parameter-by-Parameter comparisons between ADAPT and Wilber will be found in Appendix A. Of 140 different comparisons, we find that Wilber’s position needs re-examination in at least 73 instances. Of those 73, at least 50 Wilber positions may particularly be in need of revision.

The article consists of four Divisions -- some divided into several sections:

• Division 1: INTRODUCTION
  • Overview. This Overview that you are now reading.
  • How to Read This Study. Suggestions on how to get the most out of reading this article.
• Division 2. OUTLINE OF ADAPT. A description and overview of our proposed model of human growth, ADAPT -- what it consists of, how it works, and how it is manifested in real life.
  • Section D: The Dimensions of the Growth Continuum. The eight Features, or Dimensions, that define human growth.
  • Section PR: The Processes of Growth. The 33 basic methodologies, or Processes of growth, and their seven Themes of emphasis.
  • Section P: The Participants in Growth. The seven aspects of identity, or Participants, that partake in the growth process.
  • Section T: The Together-ness of Growth. The 12 types of ‘Togetherness’ (Orchestration/Guidance) – by which we weave together the diverse strands of life experience.
  • Section A: ADAPT -- Navigating the Growth Continuum. How Dimensions, Processes, Participants, and Together-ness can be combined to build a truly Integral growth program.
  • Section I: Impediments and Resolutions. All the Impediments that can cause the growth process can go wrong – and the Resolutions that can fix these Impediments. (Specific examples of each Impediment are found in Appendix C.)
• DIVISION 3. TOWARD A NEW MODEL OF HUMAN GROWTH. Why Ken Wilber’s model of human development may be due for careful re-examination. How we can begin the revision process.
  • Where Models Go Wrong. How deficiencies or distortions in Dimensions, Processes, Participants, and Together-ness can limit the effectiveness of the growth process.
  • Constructive Comparisons. The constructive and cooperative intent of our critique of Wilber, AQAL, and ILP.
  • Re-examining Ken Wilber (‘Re-examining’). A comparison of ADAPT’s positions on human growth to those of Ken Wilber – intended to shed light on Wilber’s perspective and to highlight areas in which Wilber’s model may need re-examination, refinement, or revision. (Parameter-by-Parameter comparisons will be found in Tables A1-3 of the Appendix.)
  • Creating a Revised Model of Human Growth. A step-by-step program for creating a revised and updated model of human growth -- using AQAL and ADAPT as a foundation.
• Division 4. APPENDICES. Important information you need to understand ADAPT, or any other model of human development. The Appendices (and footnotes) are intended not just as background material, but as important extensions of the main article – to be referred to and read as references occur in the text.
  • Tables A1-3: ADAPT and Wilber Compared (‘Comparisons Tables’). These three Tables are among the most important sections of this entire study. Here we show which Wilber positions may be in need of modification, and why. The three Tables that make point-by-point comparisons between ADAPT’s position on each Parameter of human growth, and that of Ken Wilber. Each Table contains the same comparisons, but organized differently for ease of study. The first Table is organized by Domain, the second by Divergence between the two positions, the third by our degree of Confidence in the validity of ADAPT’s position.
  • Tables B1-3: Wilber’s Processes. Three Tables that display the Processes as conceived by Wilber. The first two show, from a Actualization Growth perspective, how Wilber’s ILP methodologies correspond to ADAPT’s 33 Processes. The third shows, from a Restoration Growth perspective, how Wilber’s Pathologies and Treatments correspond to his Fulcrums.
  • Appendix C: Impediments to the Growth Process. A detailed listing of some typical potential Impediments that correspond to each Feature – with examples from real life.
  • Appendix D: Resources for Study (‘Resources’). Books and other resources useful for understanding and investigating ADAPT – as well as the comparable models of Ken Wilber, AQAL, ILP, and Integral Institute.
  • Appendix E: Glossary of Terms (‘Glossary’). Definitions of important terms, with the corresponding term from Wilber’s system, where available. In the main text, the first major occurrence of each term is Bolded, and other occurrences are Capitalized.
  • Appendix F: Homer’s The Odyssey. A brief synopsis of Homer’s classic work, to help the reader understand some of our illustrative examples.
  • Appendix G: Credits. Acknowledgment of sources for quotes and graphics.
  • Biographical Background. Background and qualifications of the authors, Hugh and Kaye Martin.

HOW TO READ THIS STUDY

This article will repay careful study. For it to be of most value to you, we suggest the following sequence of study:

• Download the MS Word version. To navigate easily around this study, download the MS Word version (see link before Table of Contents). In that version, you can hyperlink quickly between corresponding topics of each section -- and also notate you comments and emendations directly into the text. [Permission to download is granted, but please email us that you have done so.]
• Read the ADAPT section (in Division 2). Here we give an overview of the entire ADAPT model. Read over this section fairly quickly to get the major points and the general thrust.
• Read Impediments and Resolutions section (end of Division 2). Here we explain how each Feature of growth has corresponding potential Impediments (ways the growth process can go wrong). We divide those Impediments between those that can be resolved by Guidance, and those that require Therapy.
• Read Impediments Appendix (Appendix C). In the Impediments Appendix, we give detailed examples of the many of the ways the growth process can go wrong. Read the ADAPT section again – this time pausing at each Feature to the read examples of the corresponding Impediment/s in the Appendix. [In the MS Word version, click the letter/number of the ADAPT Feature to jump to the corresponding Impediments section.]
• Read the Constructive Comparisons section (in Division 3). Here, before beginning the comparisons between ADAPT and Wilber, we explain the limitations and qualifications on those comparisons.
• Read the Re-examining Ken Wilber section (in Division 3). Here, we show how the many Divergences between ADAPT and Wilber highlight places where Wilber’s positions may need re-examination.
• Read ADAPT and Wilber Compared Table (Table A1). Read the ADAPT and Impediments sections again – this time pausing at each Feature and Impediment to read the corresponding comparisons between ADAPT and Wilber in Table A1. At each entry, ask yourself a set of questions: Does the comparison accurately characterize the two positions? Which position appears more valid? Is there a third position that is more plausible? [In the MS Word version, click the name of the ADAPT or Impediments Parameter to jump to the corresponding comparison.]
• Read the Building the Next Integral Operating System section (in Division 3). Here, we outline a series of steps you can take to participate in the creation of a revised model of human development. Follow those steps carefully to integrate everything you have read up until now.
• Read the evidence. When available, read our companion study, The Fundamental Ken Wilber [scheduled for publication January 2008]. Here, we quote passages from Wilber’s writings to illustrate Wilber’s position on each Parameter.
• Draw your conclusions. Summarize what you have discovered. From your own perspective, what model of human development makes the most sense? What model is the most usable? How might you apply these insights to your own profession – and to your own life? If you have downloaded the MS Word version, please send us the file with your comments and emendations.

Explanation of Our Number System, Hyperlinks, Terminology, and Graphics
Numbering. Parameters are designated with letters/numbers in the most intuitive manner. The four Domains of growth are designated with their first letters – Dimensions (D), Processes (PR), Participants (P), and Together-ness (T). The number after the letter/s indicates which Feature within a Domain (i.e. the Dimensions are D1 through D8). A lower-case letter after a number indicates a sub-parameter. Impediments are indicated with the letter I, followed by a letter indicating the type of Impediment -- either A (Actualization) or R (Restoration) -- hence, IA or IR.
Summing up, for example, the letter/number IA-D6a means: Impediment/ Actualization – Dimension 6 [Vectors & Directions], sub-parameter ‘a’ [Quadrants]. That is, an Actualization Impediment for the Vectors Dimension, Quadrants category.
The numbering system of this article will also be used in future studies on ADAPT, AQAL, and related topics.
Hyperlinks. In the MS Word version of this study, the letter/number of each parameter is hyperlinked to the corresponding Impediment in Appendix C. The name of each parameter is hyperlinked to the corresponding Wilber comparison in Appendix A1.
Terminology. The following terms of description and comparison occur throughout this study. Generally, a Feature represents any characteristic of ADAPT designated by a letter/number. An Impediment is any Feature of growth which is deficient or malfunctioning. A Parameter can be either a Feature or an Impediment. Divergence is the degree to which ADAPT’s position on a given Parameter differs from Ken Wilber’s (12 levels of Divergence, ranging from complete agreement to substantial difference of opinion). Confidence is the authors’ degree of certainty in the validity of the ADAPT position (7 levels of Confidence, ranging from 95% to 60%). All other terminology is defined in the Glossary section.
Graphics. Graphics are used throughout this article as identification and navigation tools. The same graphic will be used in multiple places for the same or similar Parameters or topics. For example, the Life Cycle of the Butterfly will be used to indicate all references to the Transition Cycle.

Division 2:
OVERVIEW OF ADAPT

When sailing to some distant port, we need four things – a map, a ship, a set of voyagers, and a navigator. Likewise, in devising an effective program of personal growth, we need four Domains -- Dimensions (of the Growth Continuum), Processes (of growth), Participants (in the growth process), and ‘Together-ness’ (Orchestration of all four Domains). When all four Domains are complete and combined, they form an Integral Program we call ADAP²T – All Dimensions, All Processes, All Participants, Together.[7]

This section gives a brief overview[8] of each of those Domains. We first discuss each of the Dimensions, then each of the Processes, then each of the Participants, then each Mode of ‘Together-ness’– and finally, we put them all together in our ADAPT model. To conclude this section, we discuss all the Impediments to growth, along with the main Resolutions to those Impediments. For illustration, we use the metaphor of the nautical journey – drawing, where appropriate, on the adventures of Odysseus from Homer’s The Odyssey.[9]

Section D:
THE DIMENSIONS OF THE GROWTH CONTINUUM

A map shows what routes we can take and what destinations we can head for in any voyage. Each map has coordinates that show our position and indicate what we will find in different locations. The basic coordinates are latitude and longitude – but a more sophisticated map might include topography, climate, vegetation, ethnic populations, and so forth.

Our map can be a small map, showing the streets and by-ways of our local region. It can be a broader-range map, showing whole states, or countries, or continents. It can be just as broad, but even more detailed – showing the tallest mountains and the deepest canyons, the dry arid regions, the tropical jungles, the teeming cities seething with people. We will be examining the very broadest and most detailed map in the field of human growth. We call that map the Growth Continuum.

Growth is the journey we take across the turbulent seas and exotic lands of life. The Growth Continuum is a map of all the routes and destinations our journey of growth can take. The Dimensions are the coordinates that define different Features of our map. For Odysseus, Growth is the entire series of adventures he engages in throughout the course of The Iliad and The Odyssey. Odysseus’ Growth Continuum is the entire set of islands, kingdoms, open seas, and subterranean depths he visits in the progress of his journey.

In technical language, Growth is the process of moving and progressing along the Growth Continuum. The Growth Continuum is a field of eight Dimensions, which describes the various ways human growth can take place. The Dimensions are the Features that define different elements of that growth. The eight Dimensions of the Growth Continuum are: Stages, Transitions, States, Realms, Arenas, Vectors, Actualization/Restoration, and Coordination -- as described below:

D1: Stage growth

Stages are the ports of call in our life’s journey. They are the places where we stop off, take on fresh supplies, transact some business, deal with hostile natives, and then re-embark on our journey. Like Odysseus, we must outmaneuver the Cyclops, or extricate ourselves from the seductive wiles of Circe, before we can continue on our travels.

In technical language, Stages are the levels of development, maturity, enlivenment, or enlightenment through which we pass as we grow. Stages are generally periods of horizontal Translation – times when we are expanding and becoming better at activities we already know how to do. Likewise, they are periods of Assimilation – where we digest and metabolize the Discoveries of the previous Transition, turning them into established Traits. Stages occur at both the Individual and Collective Levels (including Cultural). (see P2)

Stage Growth occurs as we progress within each Stage of human development. Here, we meet and master the challenges presented by a particular Stage.

Ex: “As a toddler, I’m getting better and better at walking.”

D2: Transition growth

Transitions are the routes of passage our ship will take between one port of call and the next. They are ventures of exceptional risk and uncertainty – where we may lose our way, or encounter unexpected obstacles and dangers. Like Odysseus, our ship may be blown off course, thrashed with storms by some wrathful god, tempted by Sirens, or sent careening between two grim choices like the man-devouring Scylla and the boiling vortex of Charybdis.

In technical language, Transitions are the quantum leaps that take us from one Stage to the next. Transitions are generally periods of vertical Transformation – times when we are becoming something we’ve never been before. Likewise, they are periods of Discovery – periods when we encounter situations and insights we will assimilate during our next Stage of development.

Transition Growth occurs as we Transition from one Stage to the next. Here, we leave the familiar comfort of past (often-surmounted) challenges, and venture into the unknown territory of strange and daunting new challenges.

Ex: “So far, I’ve learned to crawl. Now, I’m getting up off all fours, taking the chance I might fall and hurt myself, and learning how to toddle.”

D1/2: The Developmental Sequence of Stages and Transitions

The developmental sequence is our entire life journey – from open sea, to port of call, to open sea again, until our ship reaches its final destination. Like Odysseus, we must sail from one island to the next, encountering many harrowing dangers and tempting diversions, before we finally touch land in our home country.

In technical language, the basic Developmental Sequence is a series of alternating Stages and Transitions – of Translation, followed by Transformation, followed by Translation, and so forth.

D1/2a: The Transition cycle

Transition occurs through a four-phase process we call the Transition Cycle:

1. Identification (‘embedding’[10]). Initially, the Self identifies with a particular Stage of development (manifests the initial Experienced Self -- see P1)

Ex: “I am a baby.”

2. Differentiation (‘dis-embedding’). Next, the Self transcends that Stage by dis-identifying with it (manifests the Observed Self).

Ex: “I am no longer the baby I was.”

3. Re-identification (‘re-embedding’). Then, the Self begins to identify with the subsequent Stage of development (manifests a new Experienced Self).

Ex: “I am now a toddler.”

4. Integration. Finally, the Self consolidates the new identification -- integrating the new Experienced Self with the old Observed Self.

Ex: “I’m a toddler with good feelings about the baby I used to be.”

D1/2b: Fundamental Developmental Sequence

For the internal Passages of Psyche, Body, and Spirit (see D4), the entire series of alternating Stages and Transitions may be called the Fundamental Developmental Sequence (FDS). All told, the FDS for internal Passages may be viewed as consisting of 38 distinct steps. (see Table B3) For the sake of clarity and simplicity, these steps are consolidated into 12 developmental Clusters, – consisting of 12 Stages, separated by 11 Transitions. Within those 12 Clusters, the seven central Stages are known in Eastern philosophy as the Chakras.

D1/2c: The Chakras

The Chakras may be viewed in two ways – both as a condensation of the FDS and as an integration of the three internal Passages (see D4). From a Western perspective, the Chakras are merely a consolidation, condensation, or simplification of the FDS into seven basic Clusters, or Stages. From an Eastern perspective, the Chakras are energy phenomena that manifest themselves simultaneously in all three internal Realms of Body, Psyche, and Spirit. At the Body level, the Chakras are experienced as seven nerve plexes located in ascending bodily regions from the base of the spine to the crown of the head. At the Psyche level, the Chakras are experienced as seven Stages of mental and emotional development. At the Spirit level, the Chakras are experienced as seven portals through which universal cosmic energy flows into our being. Thus, from an Eastern perspective, each Stage of development is simultaneously physical, psychological, and spiritual. (see D4, Architecture of Self)

Ex: “When my chiropractor gives me a sacral adjustment (base of spine), I experience increased physical stability (body), emotional grounding (psyche), and spiritual compassion (spirit). When he gives me an atlas/axis adjustment (top of neck), I experience improved eyesight (body), mental clarity (psyche), and spiritual exaltation (spirit).”

D1/2d: The Generation Cycle

In our journey, the Generational Cycle is the dynastic tradition of seamanship, combat, and leadership passed down from father, to son, to grandson. Each Generation continues the tradition, but each modifies it according to their position among Generations.

In technical language, a Generation is a biological period of life, normally about 20-25 years, between the time one is born and the time one first procreates. According to Strauss and Howe,[11] dynamic cultures repeatedly pass through a Generation Cycle consisting of four characteristic Generations:

• Prophetic. Conceives a new cultural vision and a new impetus for change.
• Reactive. Reacts against or detaches from the dominance of the Prophetics.
• Civic. Fills out and implements the vision of the Prophetics.
• Bureaucratic. Institutionalizes and standardizes what once was the Prophetic Vision.

After the four Generations are complete, the cycle repeats all over again – but at a higher level of development. A small number of great people influence, dominate, and typify each Generation.

Ex: “Between the Civil War and the 1950’s, America passed through four Generations: Franklin Roosevelt and Frank Lloyd Wright (Prophetics), Hemingway and Bogart (Reactives), Disney and John Wayne (Civics), Walter Mondale and the Four Freshmen (Bureaucratics). In the 1960’s, a whole new Cycle began with the Beatles and Bill Gates (Prophetics).”

The Generation Cycle may be considered the cultural equivalent of the Transition Cycle (D1/2a) for individuals. It is a plausible scenario for how growth takes place at the cultural level.

D1/2e: Collective Stages

Groups go through a sequence of developmental Stages very similar to individuals. Groups range in size and complexity from two-person relationships, to families, to teams, to workgroups, to communities, to whole societies and cultures.

Culture Passages

Culture Passages are the internal (cultural) and external (societal) phases of development that occur as mass populations progress through the Stages and Transitions of cultural development. Culture Passages follow a Stage-related growth path similar to individuals, but spread over eons of time. The Generation Cycle (D1/2d) is one possible description of how growth takes place at the Cultural level.

Spiral Dynamics

The Spiral Dynamics model is perhaps the most popular and influential contemporary system of Culture Passages. According to researchers Clare Graves and Don Beck, cultures have progressed in varying degrees through eight Stages of development[12] since the dawn of humanity.

Ex: “The vanguard of our culture is now progressing out of the multi-national, Wall Street, assembly-line mentality -- and into the autonomous entrepreneurship of Silicon Valley, or into the communalistic ecological sensitivity of the ‘green’ era.”

D3: State Growth

The States are the supremely illuminating moments in our journey when we commune with the gods. Like Odysseus, we receive from time to time visitations, edicts, and guidance from Athena, from Hermes, from Poseidon, and from Zeus.

In technical language, the States are the higher levels of consciousness experienced by mystics and translucents. Ken Wilber identifies the four higher States as: Nature Mysticism (Psychic), Deity Mysticism (Subtle), Formless Mysticism (Causal), Non-Dual Mysticism. In a broader sense, Natural States are the four normal, non-induced States of consciousness – waking/gross, dreaming/subtle, deep sleep/causal, and nondual. Altered States are non-normal, often-induced States – such as meditative States, mystical experiences, drug-induced States, and near-death experiences. Peak Experiences are temporary Altered States of exceptionally-high significance. Such experiences only contribute to sustained growth when they are converted by assimilation to Permanent States or Traits.

A particularly controversial and ‘thorny’ issue, States may be viewed (among other things) as the highest Stages of growth (D1), as a separate Line of development (D5), as the defining feature of a separate Realm (D4), or as an independent Dimension (D3).

State Growth occurs as we increase our capacity to move fluidly among the higher States of consciousness.

Ex: “Even when I’m not meditating, I feel heightened awareness and increased connection with the supernatural.”

D4: Realm growth

The Realms are the planes or spheres of existence in which our journey takes place. Like Odysseus, our journey may take us from everyday reality, through a series of magical islands, down into the underworld of the dead, into contact with the divine world of the gods, and then back to everyday, material reality again.

In technical language, Realms are the major spheres of human experience in which growth and development can occur – everyday Life, the Psyche, the Body, and the Spirit. Corresponding to these Realms, there are four major paths of human growth (called Passages) -- one external and three internal – each of which contains their own series of Stages and Transitions through which growth takes place. (see also P3d)

Realm Growth occurs as we grow simultaneously and differentially in all four Realms of consciousness. (See D5, Differential Growth) The Realms, with their corresponding Passages, are as follows:

D4a: Life Passages

Life Passages are the external phases of accomplishment or Achievement that occur as we progress through the biological Life Cycle.

Ex: “In my Life Passages, I develop through various Stages along my bodily life cycle – from infancy, through childhood, through adolescence, and on through various phases of adulthood.”

D4b: Psyche Passages

Psyche Passages are the internal phases of mental Maturation that occur as we progress through the Stages of psychological Development.

Ex: “In my Psyche Passages, I develop my cognitive abilities from preconceptual and intuitive, to concrete and then formal operations, and finally to polyvalent logic.”

D4c: Body Passages (experienced)[13]

Body Passages are the internal phases of physical Enlivenment that occur as we awaken and connect the Energy Centers of our body.

Ex: “In my Body Passages, my attention proceeds from Base Chakra needs for food and comfort to the Brow Chakra higher-thought functions of my central nervous system.”

D4d: Spirit Passages

Spirit Passages are the internal phases of spiritual Enlightenment that occur as we ascend through the Stages and States of spiritual Development.

Ex: “As Christians and Jews, we honor the Spirit Passages of life with seven sacraments – ranging from Baptism, Communion, and Confirmation To Marriage, Confession, and Ordination – and finally to Extreme Unction at death.”[14]

The arrangement of the internal Realms may be called the Architecture of the Self. In the evolutionary process of increasing complexity, the Realms of Self were developed sequentially – first Body, then Psyche, then Spirit. However, as we see it, each new Realm was added to the existing ‘architectural’ structure as an additional mode of functionality. That is, the seven Chakral regions – originally only physical – took on psychological and spiritual functions as humans evolved. (Literally, a case of ‘transcend and include’!) The Self, then, is much like an old building that has been retrofitted – first with indoor plumbing, later with electricity, then with telephone, and finally with internet.

This Multiple-Functionality, or ‘Retrofit,’ configuration means that growth takes place simultaneously and in parallel in all three Realms. That is, in our view, we grow simultaneously in the Realms of Body, Psyche, and Spirit – within each of which there are a set of corresponding and parallel Stages and Transitions. This conjoining of Realms and Stages is best summarized and visualized using the Eastern version of the Chakras (D2d).

Ex: “When my partner and I do Tantra, we feel a surge of Kundalini from the base of our spine to the crown of our head. We experience all seven Chakras in each of three ways -- through physical arousal, emotional bonding, and spiritual communion.”

D5: Arena growth

Arenas are the various types of life improvement we may engage in, in the course of our travels. Simultaneously, our journey may be a way to develop our seamanship, a means of advancing our naval career, a merchant venture promising possible profit and enrichment, a way to enhance our health and well-being, and a source of pleasure and enjoyment.

In technical language, Arenas are the various areas of our life where growth takes place.

Ex: “I live my everyday life in approximately ten Arenas – ranging from my career, to my finances, to my health, to my marriage.”

Within each Arena, there may be various Lines of development or Lines of inquiry.

Ex: “The Ethics & Morality Arena of Spirit Passages has two Lines – one for moral principles (values), the other for moral perspective (inclusiveness).”

Each Line may be investigated by a variety of Studies.[15]

Ex: “Wilber’s Ego/Self Line includes Studies by Sullivan, Erikson, Graves, and Kegan.”

At each Stage of life, and within each Arena, we grow by encountering certain key Issues. These challenging Issues must be addressed and resolved to transition successfully to the next Stage.

Ex: “In the Life Passages Realm, a major Issue for Young Adults is becoming economically and emotionally self-sufficient.”

Ex: “In the relationships Arena, I used to experiment and ‘play the field’ as an unattached teenager. Now that I’m a Young Adult, the Issue of finding a lifetime partner is becoming important to me.”

Arena Growth occurs as we grow within the various Arenas of each Realm. Arena Growth is a prime example of the phenomenon of Differential Growth. That is, in different Arenas, growth takes place at differing rates – resulting in people who are more advanced in one Arena than in another:

Ex: “I’m growing fine in the Career Arena – but need to catch up in the Relationship Arena.”

For each Realm, Arenas are characterized differently – either as spheres of action, or types of experience, or themes of development, or aspects of personal evolution. Each Realm has its own set of Arenas – the major ones being as follows:

D5a: Life Arenas

The counseling and coaching professions often explicitly address at least ten Life Arenas:

• Individual Arenas -- 1) Education & Skills-Building, 2) Career & Calling, 3) Finances & Investments, 4) Health & Well-Being, 5) Recreation & Enjoyment.
• Collective Arenas -- 6) Relationships & Marriage, 7) Sexuality & Sensuality, 8) Family & Children, 9) Friendships & Community, 10) Society & Culture.

D5b: Psyche Arenas

The psychological Studies from the Tables of Ken Wilber’s Integral Psychology break down into nine separate Arenas:

1) Fundamental Needs, 2) Sexuality & Sensuality, 3) Affect & Emotions, 4) Ego/Experienced Self, 5) Leadership, 6) Cognition, 7) Art/ Aesthetics/ Creativity, 8) Ethics & Morality, and 9) Worldviews.

D5c: Body Arenas (experienced)

[under development]

These Arenas will most likely be drawn from the fields that employ them – alternative medicine (chiropractic, acupuncture, Chinese medicine); experiential, body-oriented therapies (Reichian, Gestalt, sensory awareness); and body-oriented spiritual practices (yoga, Tantra).

D5d: Spirit Arenas

[under development]

Wilber suggests as possible Spirit Arenas (‘Lines’): care, openness, concern, religious faith, and meditative stages.

An important aspect of Spirit Passages are Myths and Archetytpes. Myths are epic stories that convey foundational attributes of a culture. Archetypes are features of Myths that are expressive of common or collective human needs, instincts, or potentials. Archetypes and Myths are the products of an archaic Stage of cultural development. However, in our view, they also embody a subtle language that is potentially useful for describing, apprehending, accessing, and evoking many States of consciousness[16] – including the higher States.

D6: Vector and direction growth

We grow in four Quadrants and in four Vectors – but also in both Directions along those Vectors. Our growth is a cyclic flow between Polarities that goes through twin arcs of Evolution and Involution over the course of a lifetime.

D6a: Quadrants of growth

The Quadrants are the four perspectives from which our journey may be viewed. Our journey may be seen as an exciting personal adventure (UL), as an opportunity for enhancing our wealth and position in life (UR), as a means of spreading the beliefs and values of our home culture (LL), and as an effort to open trade relations with remote nations (LR). Our voyage will be the most successful if it achieves all four types of objectives.

In technical language, the Quadrants are four basic perspectives, or aspects of existence, from which any growth experience can be viewed – internal/individual (upper-left), internal/external (upper-right), internal/collective – i.e. cultural (lower-left); and external/collective – i.e. societal (lower-right). Quadrant Growth occurs as we maximize our growth by addressing all four perspectives.

Ex: “My financial achievements (upper-right) affect my external circumstances, but also my internal state of pride and confidence (upper-left). In addition, they affect my accepted role in society (lower-right), and the respect accorded me by a materialistic culture (lower-left).”

D6b: Vectors of growth

The Vectors are the four paths our journey may take. Like Odysseus, we may take a journey individually, or as part of a crew of intrepid sailors. We may journey through internal worlds (magic islands, dead spirits, gods) and external worlds (our return to home and family in Ithaca).

In technical language, Vectors are four fundamental paths of growth. That is, growth occurs in both Individual and Collective Participants (P2) – and occurs in both the Internal Realms (Body, Psyche, Spirit) and the external Realm (Life Passages) (D4). Vector Growth occurs by fully exploring all four paths in our growth process.

Ex: “I’m working on my assertiveness and self esteem (Psyche Passages – internal/ individual). At the same time, I’m developing a budget and cutting back on expenses. (Life Passages – external/ individual).

The matrix below illustrates the relationship between Quadrants and Vectors:

D6c: Directions of growth/Polarities

Our life journey proceeds simultaneously in two Directions. Like Odysseus, we venture outward to explore islands of magic and enchantment, then inward to experience the cave of the Cyclops – upward to commune with the gods, then downward to plumb the depths of the underworld.

In technical language, growth proceeds in two opposite Directions – ascending and descending (or, outward and inward). Thus, in each Realm of development, we actually evolve toward two opposite states of consciousness, or Polarities:

Ex: “As I grow up, I develop psychologically in two very different, but complementary ways. I become more mature mentally and emotionally. At the same time, I slough off false identities, and become progressively more authentic.”

D6d: Cyclic flow

The Growth Continuum, then, is best characterized -- not as an upward spiral, a rocket-like trajectory, or a ladder-like climb -- but as an oscillation or cyclic movement between Polarities. In the growth process, we embrace, actualize, and integrate both Polarities and all intervening Stages – moving fluidly up and down the developmental column in a rhythmic ebb and flow.

Ex: “We grow like a great oak tree – spreading its branches, extending its roots, and expanding its trunk – as the cyclic flow of nutrients invigorates each part.”

D6e: Evolution/Involution.

Our life journey traces the twin arcs of Evolution and Involution. We first venture outward to unknown seas and exotic lands. Later, we return home with the treasures we have found and the knowledge we have gained. Like Odysseus, we have our Iliad of fame, glory, and conquest – followed by our Odyssey of returning home to reclaim our birthright.

In technical language, the full course of our existence follows a cyclic pattern, consisting of two great arcs we call Evolution and Involution. In the ascending, generally-earlier arc of our life, we evolve in all four Realms toward Achievement, Aliveness, Maturity, and Enlightenment. During the descending, generally-later arc of life, we ‘involve’ toward Fulfillment, Grounding, Authenticity, and Compassion.

Ex: “In my earlier life, I felt driven toward career success and social prominence. Now I seek deep relationships and meaningful accomplishments.”

This aspect of Evolution/Involution may also be called Inter-Passage Growth (see P3d).

D7: Actualization & Restoration growth

In our life journey, Growth is the process of exploring all parts our world, using all the resources available to us. Actualization Growth is the normal progress of our journey – from one port of call to the next, until we finally sight our destination, or until we complete our explorations. Restoration Growth is getting back on track when our ship has been blown off course, or damaged by storms or battles. It’s the time when we set in for repairs before resuming our normal journey.

In technical terms, Growth is the process of moving progressively along the Growth Continuum – exploring all 8 Dimensions, engaging all 7 Participants, making use of all 33 Processes, with the assistance of all 12 Modes of Guidance & Orchestration. We call this process Actualization of our Human Potential – or Actualization, for short. Growth can be of two types – Actualization Growth and Restoration Growth.[17]

D7a: Actualization Growth

Actualization Growth (or Human Potential growth) is the growth that takes place in basically healthy people. Actualization Growth is ‘growing forward’ – actualizing qualities for which we have an innate potential, by moving progressively to higher and higher Stages of development – in a broader and broader range of situations.

Ex: “As I grow, my mind becomes clearer, my emotions flow more freely, my body feels more alive, my capacity for deep reflection increases – and all the while, success comes to me more easily.”

Actualization often occurs through a four-phase process we call the Actualization Cycle (really, a version of the Transition Cycle):

1. Recognition. We become aware that a significant opportunity for growth exists.

Ex: “ If I can land this job, it will raise me from flunky to manager status.”

2. Engagement. We make a conscious effort to meet, face, or confront the challenge offered by that growth opportunity.

Ex: “Even though I’m scared stiff, and the competition is huge, I’ll go all out to land this job. I’ll prepare in any way I can to maximize my chances.”

3. Breakthrough. We succeed, win, or prevail. We master, surmount, or otherwise resolve the challenge favorably.

Ex: During the interview, I won him over with my enthusiasm, my responsible demeanor, and my well-rehearsed knowledge of his industry.”

4. Integration. We assimilate the Breakthrough into our personality and self-image.

Ex: “Now that I’ve succeeded in this interview, my self-confidence has increased. I find it easier to meet young ladies and to speak up when I have an opinion.”

Actualization can be implemented through Guidance & Orchestration. Guidance is the process of choosing and directing our activities through all the alternatives offered in the life journey.

Ex: “When my friend offered me dope, I had to decide whether to have fun for the moment, or keep my life on track for future happiness.”

Orchestration is the process of knitting together, coordinating, and unifying all the Dimensions, Participants, and Processes, and Modes of Together-ness that comprise the growth process.

Ex: “I need to balance and coordinate all the activities that keep my life going – my studies, my after-school job, my social life, and my connection with family. I’m happiest when they all work together.”

Guidance & Orchestration often facilitated by a Counselor, Coach, Coordinator, Orchestrator, or Guide – using any of our 33 Processes (see PR1-7 -- limited use of PR6). Guidance & Orchestration is the primary growth mode used by Parents in the original growth process, Child-Rearing.

D7b: Restoration Growth

Restoration Growth[18] (or Therapeutic Growth) is the growth that takes place in people with ‘problems.’ Restoration growth is ‘ growing backward’ – revisiting past Stage/s to resolve Impasses, so that normal, forward-directed growth can resume.

Ex: “Before I could open up my feelings, I needed to release some deep emotional blocks that kept me distant and aloof.”

Restoration often occurs through its own four-phase process called the Restoration Cycle (another version of the Transition Cycle):

1. Resurrecting. We become aware of the situation that created an Impasse – uncover it, recollect it, bring it to the surface.

Ex: “Through dreamwork, bodywork, and talk therapy, I’ve gradually become aware of a brief but traumatic abandonment episode in my early childhood.”

2. Confronting. We recognize, accept, face, own up to any deep-seated problems – and make the conscious decision to deal with them.

Ex: “With the support of my partner and my therapist, I’ve summoned up the courage to go back and deal directly with my fears.”

3. Re-experiencing. We relive that situation – revisit it, bring it to life, experience it through memory.

Ex: “In a series of sessions, I went back into that painful experience – reliving it again and again, releasing my anguish through anger and tears, until the sting finally began to fade.

4. Re-integrating. We come to view the situation from a healthier, more mature perspective – reinterpret it, unhook from it, place it in context. Often, we try to replace that memory with a healthier, ‘relived’ version of the same experience.

Ex: “Now that I have access to its source, my Shadow Self is dissolving, and my deep sense of alienation has begun to fade. To offset that early trauma, I now try to live in close communion with others.”

Restoration Growth often facilitated with the assistance of a trained, licensed therapist or healing professional – such as a clinical psychologist, psychiatrist, or doctor -- using Conscious Development Processes (#6/27-31) such as Body Therapies, Psychotherapy, and Psycho-biologic Techniques.

Both Actualization Growth and Restoration Growth can occur at both the Individual and Collective Levels (see P2).

Actualization and Restoration (along with Limitations and Impasses) are discussed at length in the Impediments and Resolutions section, page 43. Examples of each Impediment that pertains to Actualization and Restoration are outlined in Appendix C.

D8: Coordination Growth

The map of our journey has numerous major coordinates and other Features – Stage-like ports of call, Transition-like sailing routes, Realms in which the journey will take place, Arenas of activity, Vectors and Directions of travel, and alternate routes in case of mishap. Coordination growth is the combining and integration of all these factors to produce a successful voyage.

In technical language, Coordination growth is the weaving together and harmonizing of all Dimensions of the Growth Continuum into a balanced, unified, consistent whole.

Ex: “It’s important to me to balance my material achievements with physical vigor and psychological maturity.”

Coordination Growth is the Dimensions aspect of Together-ness (Guidance/ Orchestration). (see also P4, esp. Assimilation/ Integration, and the Orchestrators of Section T)

Through luck, diligence, trial-and-error, and inspired intuition, we coordinate and weave together the diverse strands of our development – the challenging Stages we confront, the harrowing Transitions we pass through, the entrancing States we explore, the colorful Realms we inhabit, the busy Arenas where we conduct our life, the Vectors and Directions we travel, the Impediments we ultimately hope to overcome. The multi-dimensioned fabric that results is our life.

Section PR:
THE PROCESSES OF GROWTH

Every sea-going voyage needs a ship. There are numerous kinds of water-borne vessels – rowboats, and tugs, sloops and yawls, battleships and cargo barges, ocean liners and racing craft. Different kinds of ships and boats have been developed for different purposes – short hauls and long voyages, shallow sloughs or roaring cascades, fast travel or big payloads.

The Processes are the sailing vessels, and other means of transit, that carry us along the channels, coastlines, trade routes, and open seas of our growth. For Odysseus, the main vehicle is his trusty sailing ship. But other, more subtle ‘vehicles’ that facilitate his journey include: the clever trickery that enables him to escape from Cyclops’ cave, the miraculous potion that neutralizes Circe’s wiles, the ghoulish rituals that allow him to enter the World of the Dead, the prayers and offerings that invoke the blessings of the gods.

In technical language, the Processes are all the methods and techniques that move us along the Growth Continuum. Over the course of centuries, humankind has developed at least 33 different Processes[19] of growth. These Processes fall into seven distinct Themes of emphasis – ranging from very fundamental to very sophisticated. The Process Themes are: Foundational, Physical World, Socio-Cultural, Formal Investigation, Self-Expression, Conscious Development, and Comprehensive – as described below:

PR1: Foundational

Processes that are fundamental to all other Processes of growth. Four Processes: 1) Natural Nutrition, 2) Natural Medicine, 3) Nurturing & Bonding, and 4) Family Dynamics.

Examples from Nurturing & Bonding (#1):

• Younger children: “We always keep our babies physically close – using baby slings, kiddie backpacks, and frequent on-demand holding.”
• Older children: “We take our kids with us everywhere – to restaurants, plays, concerts, shopping, weekend outings, vacations. They rarely behave badly, because they always feel welcome and accepted.”
• Adults: “As they grow up, our kids always strive for a stable, intimate, long-term relationship with one lifetime partner.”

PR2: Physical world

Processes that engage us with material reality. Four Processes: 5) Sensory Experience, 6) Physical Activity, 7) Life Experience, and 8) Natural Environment.

Examples from Life Experience (#7):

• Younger children: “Except where necessary for safety, we avoid anything confining -- cribs, playpens, high chairs – so Baby can roam and explore at will.”
• Older children: “When life challenges come up, we let our son handle them himself – getting his car fixed, collecting a debt, baking cinnamon rolls on Mother’s Day.”
• Adults: “We consciously involve ourselves in unfamiliar situations, so we don’t get stuck in a rut. We like meeting people outside our social circle, hiking off the trail, and traveling to exotic locations.”

PR3: Socio-cultural

Processes that engage us with groups of people – from pairs to whole cultures. Six Processes: 9) Skills, 10) Habits & Programming, 11) Responsibility, 12) Enterprise, 13) Service, and 14) Acculturation.

Examples from Acculturation (#14):

• Younger children: “When traveling, we like to visit local ethnic churches – Mexican, black, Hawaiian --because their faith is so natural and spontaneous.”
• Older children: “After high school graduation, my older son toured Europe on a shoe-string -– using money he’d earned himself during the school year.”
• Adults: “When our youngest was only one year old, we exchanged homes with a family in France – living in their home, making friends with their neighbors, and driving their camper van to remote corners of the country.”

PR4: Formal investigation

Processes that engage our thinking and reasoning powers. Six Processes: 15) Structure & Order, 16) Explanations, 17) Technologies, 18) Logic & Reasoning, 19) Planning & Orchestrating, and 20) Sciences & Proofs.

Examples from Planning & Orchestrating (#19):

• Younger children: “Before we enrolled my little girl in her first school, we rehearsed her first day with her. We showed her the classroom, introduced her to her teacher, explained what to expect, and promised to pick her up afterward.”
• Older children: “Our teenager has to plan out all his chores and homework, so he’ll be free on the weekend for band practice and a sleep-over.”
• Adults: “Before we travel to the Northeast, we’ll plan how to hit all the sights – historic battlefields, Cape Cod plays, Penobscot Bay islands – without exhausting ourselves, and still staying within budget.”

PR5: Self-expression

Processes that enable us to express our inward reality in outward form. Six Processes: 21) Language & Communication, 22) Recorded Experiences, 23) Humor & Fun, 24) Stories & Literature, and 25) Expressive Arts, and 26) Archetype & Myth.

Examples from Expressive Arts (#25):

• Younger children: “Eensy, beensy spider crawls up the water spout. The girls’ little fingers trace the ups and downs of a tiny insect beset by bad weather.”
• Older children: “When our middle daughter swung over the stage on a thin cable crying ‘I can fly!’, she really was Peter Pan.”
• Adults: “When my wife directs the school play, she coaxes and cajoles a great interpretation out of each young performer. Her work of art is the transformation that takes place in children themselves.”

PR6: Conscious development

Processes explicitly designed to promote growth, resolve problems, and facilitate enlightenment. Five Processes: 27) Body Therapies, 28) Introspection, 29) Psychotherapies, 30) Psycho-Biologic Techniques, and 31) Spiritual Practices.

Examples from Introspection (#28):

• Younger children: “When the kids at school made fun of our daughter’s braces, she shared her feelings with Mom. Mom gave her sympathy and comfort, as well as a clearer perspective on why some kids actinsensitive.”
• Older children: “Every night, our older son works in his big, leather-bound diary. He emerges from his room purged and content.”
• Adults: “Our older daughter shares her tumultuous dreams of battles and panicky flight with Mom. Mon understands, because she herself has lived through such dreams, and come out whole.”

PR7: Comprehensive

Processes that combine and integrate many growth Processes. Two Processes: 32) Holistic Experiences and 33) Integral Programs.

Examples from Holistic Activities (#32):

• Younger children: “When our little girl attends Ranch Camp, she’s immersed in a whole world that addresses her physical, emotional, spiritual, and life needs.”
• Older children: “When our son attended a liberal arts college, academics was just part of becoming educated as a whole person.”
• Adults: “At her month-long Esalen retreat, our older daughter is experiencing everything from group process, to yoga, to African dance – all the while earning her keep by harvesting veggies from the lush, organic garden.”

Within each general Process, numerous Modalities have emerged -- particular approaches through which growth may be implemented. Each Modality may be applied using specific methods, or Techniques.

Section P:
THE PARTICIPANTS IN THE GROWTH PROCESS

The Participants are all the voyagers who take part in our life journey. The voyagers are the crew that maintain the ship and keep it moving in the right direction. They are the passengers who are transported to distant destinations. They are even the stowaways and saboteurs –intent upon disrupting the voyage and doing it harm. In a less direct fashion, voyagers include the backers who plan and finance the voyage, the dock handlers who load and unload cargo, even the well-wishers who wave white hankies as the vessel sets off for sea.

In technical language, the Participants are the seven aspects of identity, or Self, that partake in the growth process. The seven major Participants (or Selves) are: the Experienced/Observed, the Individual/Collective, the Personae, the Functional, the Impediment, the Generational, and the Witness[20] [21] -- as described below:

P1: The Experienced/Observed Self

The Experienced/Observed Self is the hero of our journey – the captain of our ship, the central character of our story, the adventurer who undergoes challenges and hardships, our Odysseus.

In technical language, the Experienced Self is the observing, subjective, inside, I-Self -- the Self that identifies with our current Stage of development. The Observed Self is the detached, objective, outside, Me-Self -- the Self from a prior Stage of development that we have transcended, or otherwise ceased to identify with.[22]

Ex: “I’m a cool, hip, savvy teenager. I used to be a fat, awkward, confused grade-school kid.”

The Experienced/Observed Self is the central Participant in the growth process, through the mechanism of the Transition Cycle (D1/2a).

P2: The Individual/Collective Self

In our journey, the Individual Participants are those who display their own identity, who make their own decisions, who bear the consequences of their own actions – like Odysseus, or his wife Penelope, or his son Telemachus. The Collective Participants are those who respond and act from some level of group consciousness – like the impetuous crewmen of Odysseus’ ship, or the collection of evil suitors who attempt to usurp his kingdom.

In technical language, the Individual Participant is any aspect of Self, experienced individually.

Ex: “As a Loyalist Enneagram type, I take pride in following orders carefully and pleasing my boss.”

A Collective Participant is any aspect of Self, experienced Collectively.

Ex: “As a Loyalist Enneagram type, I belong to that great group of public servants who keep the wheels of society turning.”

P2a: Collective Participants

Collective Participants in the growth process include every human group from two-person relationships, to families, to teams, to workgroups, to communities, to whole societies and cultures. (see D1/2e)

Ex: “I’m a group kind of gal. Sometimes my identity is entwined with my husband, sometimes with the family, sometimes with my workgroup, and sometimes with the community.”

Human groups follow a stage-related growth sequence very comparable to that of Individuals.

P2b: Cultures

Among Collective Participants, the ones most commonly studied from an Integral perspective are Cultures. At every Stage of Cultural development, Participants identify with and are shaped by their Culture. (see D1/2e)

Ex: “I’m just a farm boy living a country life not much different from olden times. But after I go to college, and go to work for a big city corporation, I’ll become part of the modern age.”

P3: Personae & Types

On our journey, the Types and Personae are the distinctive ‘characters’ we find aboard ship – the forceful leader, the dutiful helper, the reclusive thinker, the cooperative mate, the jokester, the conciliator, the rebel.

In technical language, Types are categories of personality that recur in human populations with some degree of consistency. The Persona (or Role) is a special variety of Type. The Persona is our ‘public face’ -- the set of attributes and behaviors we construct to enable the Self to play a part in the drama of existence. In other words, the Persona is the Self’s way of engaging in Life Passages.[23] Personae & Types include Gender Types, Enneagram Roles, Birth-Order Types, and various personality categorization systems like Jungian and Myers-Briggs. Even though the various Personae and Types within a given class are ‘horizontally’ equivalent, some may undergo Stage-like development.

P3a: Gender Types

Gender Types are the attitudes and modes of behavior that originate from one’s sexual Gender. The primary gender types are male and female. The two sexes generally have different modes of engaging with the world. Generally speaking, Males engage in Translation primarily through Agency (self-preservation), while Females engage primarily through Communion (self-adaptation).[24]

Ex: “We’re a liberated couple, but the two of us still handle issues differently. My husband tends to work independently to get things done. I work with others to obtain the best solution for everyone.”

Males engage in Transformation primarily through Eros (ascent, creativity), while Females engage primarily through Agape (descent, compassion).[25]

Ex: “When my husband changes, he’s driven primarily by inspiration. When I change, I’m moved primarily by concern for those dear to me.”

P3b: Birth-Order Types

Birth-Order Types are personality profiles that derive from the order of one’s birth among siblings. The major Birth Types are First Child (independent, dominant, self-centered), Middle Child (weak identity, insecure, misfit), Youngest Child (passive, cooperative, adored).

Ex: “As the eldest son, I usually get my way. My young sister usually goes along with me, and I love her for it. My middle brother is very accomplished, but is frustrated by all the recognition I get.”

P3c: Enneagram Roles

The Enneagram is a particular system for categorizing (‘typing’) Personae. An Enneagram Roles, [26] or ‘Enneagram Type,’ can be viewed as the fundamental cluster of attributes by which the Self manifests its public character. Normally, a person will manifest a Dominant Role and one or more Contributing Roles.

Ex: “I’m predominantly a principled, idealistic Reformer – but I’m supported in that Role by strong characteristics as an ambitious Achiever and a meticulous Investigator.”

P3d: Inter-Passage Growth

The Persona serves a key function in a form of development called Inter-Passage Growth. Inter-Passage Growth describes the arc the Self passes through over the course of a lifetime -- from internal growth, to external, and back to internal.[27]

Ex: “ I began life as a dreamy, clueless kid. Over the years, I learned to cope and make my way in the world. Now I’m ready to turn my attention again toward internal awareness – but with heightened insight and wisdom.”

The three phases of Inter-Passage growth are as follows:

1. Internal Orientation (immature Essence).[28] Initially, the infant and young child is focused entirely on its internal needs, urges, and desires. Lacking an effective Persona, the child is relatively helpless regarding the challenges of everyday life.

Ex: “In my early years, I feasted on the physical pleasures and emotional delights of life – but had little ability to take care of myself.”

2. External Orientation (Persona). External orientation emerges in order to equip us to confront and cope with a variety of real-life situations. As we mature, our Self develops a Persona, or Role, that allows us to ‘play a part’ (really, a whole series of Personae and a whole set of parts) in the drama of existence. Maximum external-orientation generally occurs by mid-life, when our greatest level of worldly success is attained.

Ex: “As I matured, my attention turned increasingly toward external concerns – first school grades and social popularity, then career success, then power and prestige.”

3. Internal Orientation (mature Essence). Once that Persona has served its purpose, the Self moves back again toward Internal Orientation. Role dissolution takes place (often through mid-life crisis) -- breaking down the artificial Persona, and allowing the Self to return home to its authentic nature, or mature Essence.

Ex: “Now that I’ve achieved success in my career and raised some outstanding kids, my attention is turning inward again – especially toward psychological fulfillment and the ultimate significance of my life.”

Thus, we begin life narcissistically-focused on the internal Passages of Body, Psyche, and Spirit. Increasingly, we direct our attention to experience-rich, external Life Passages. Finally, we return to wisdom-filled, internal Passages in the latter trimester of life. The result is a peculiar U-shaped Pattern of development -- where internal growth is initiated early in life, then apparently abandoned, then resumed much later. (see also D4)

P4: The Functional Self

On our voyage, the Functional Selves are the members of the crew described by their occupational assignments – the captain, the officer, the cook, the carpenter, the sailmaker, the gunner, the helmsman, the lookout.

In technical language, the Functional Self is the Self that represents fundamental human abilities we may utilize and identify with while performing a particular function. All told, we can experience at least ten Functional Selves (listed from lowest to highest): Autonomic/ Instinctive, Programmed, Volitional, Identity, Defensive, Emotional, Creative, Rational, Navigational, and Assimilative/ Integrative.

Ex: “I seem to have different identities at different times, depending on which situation I’m engaged in. Sometimes I’m my will, sometimes I’m my emotions, sometimes I’m my thinking brain. Sometimes I’m only a programmed robot following conditioned routines -- and sometimes I feel like the grand observer and orchestrator of all these identities.”

The Functional Selves do not undergo Stage-like development, but can themselves be considered Stages with which we identify.

P5: The Impediment Self

On our voyage, the Impediment Self is the grumbler, the plotter, the saboteur, the mutineer, the stowaway. The Impediment Self is the misfit who causes our journey to go wrong. It is the hidden demon in our basement that ‘comes back to haunt us.’ For Odysseus, the Impediment Self is the jealous crewman who unlooses the bag of adverse winds; the vengeful god Poseidon, angered by the blinding of his son Cyclops; the rapacious suitors, brought up without fathers to guide them.[29]

In technical language, the Impediment Self is any disattached, distorted scrap of identity produced by Impediments to the growth process.

Ex: “Normally, I’m a loving, caring, supportive wife – who always keeps the household running smoothly, with everyone satisfied and content. Then at times, some minor comment will send me into a seething rage I can’t explain.”

The Impediments that pertain to the various Participants are discussed in the Impediments & Resolutions section and in Appendix C.

P6: The Generational Self

In our story, the Generational Selves are the lineage of voyagers from one Generation to the next that take part in a series of journeys. Crafty Odysseus (Gen 3, Civic), harkens back to the heroes of old (Gen 1, Prophetic), defends his ineffectual father (Gen 2, Reactive), and inspires his dutiful son (Gen 4, Bureaucratic).

In technical terms, the Generational Self is the aspect of Collective identity that participates in the Generational Cycle (D1/2d) – just as the Experienced/ Observed Self (P1) is the aspect of Individual identity that participates in the Transition Cycle (D1/2a).

Ex: “I identify with all those of my GI Generation who, like me, risked their lives in World War II to make the world safe for democracy. I revere the great patriarchs like Churchill and Roosevelt, whose vision inspired us to make great sacrifices.”

P7: The Witness

In our journey, the Witness is the all-seeing, all-knowing observer of our journey – the gods above, the author of our story, Homer himself.

In technical language, the Witness is the all-pervasive Seer or I-I-Self. It is our Transcendent Self -- our Essence, True Self, or True Nature. The Witness observes, enfolds, includes, and smiles down on the other, more limited aspects of identity.

Ex: “When I see people squabbling over petty victories and trivial gains, I reflect how small is the ego of humankind, in comparison to the vast Consciousness that rules the universe.”

Section T:
‘TOGETHER-NESS’
(Guidance & Orchestration of the Growth Process)

In our journey, ‘Together-ness’ is the process of guiding and orchestrating our journey. Guidance is the job of the Navigator – the process of keeping our ship and our voyage on course. Orchestration is the job is the Captain – the process of coordinating all elements of our voyage to produce a smooth-running, successful journey. Guides and Orchestrators are the alert steersmen, the clever navigational aids, the solicitous guides, and the instructive life situations that help coordinate and direct our life journey. For Odysseus, the main Guide is his divine counselor and companion, the goddess Athena, who appears in time of need. But there are other Guides and Orchestrators as well -- the wailing prophecies of Tiresias in the land of the dead, the thoughtful assistance of aged Mentor to Odysseus’ son Telemachus, and the instructive examples of harmonious kingdoms like Pylos, Sparta, and Phaecia.

In technical language, ‘Togetherness’ is the process of Guidance and Orchestration that integrates and coordinates all the Domains to produce a successful growth experience. Guidance is the process of choosing and directing our activities through all the alternatives offered in the life journey.

Ex: “When my son has money to spend, he must decide between the immediate pleasure of a fat, juicy pizza – or the long-term satisfaction of a car that will get him to school and social events.”

Orchestration is the process of knitting together, coordinating, and unifying all the Dimensions, Participants, and Processes, and Orchestrators that comprise the growth process.

Ex: “To keep my family running smoothly, I must put hot food on the table, see that everyone gets to school or work, take care of errands and bills, face the challenges of my own job – and still make private time for nourishing my soul.”

Guides and Orchestrators are the role models, leaders, teachers, counselors, coordinators, integrators, ‘mentors,’ and instructive life situations that facilitate Together-ness. Guides and Orchestrators are of three kinds – those provided by our society and culture (5 types), those we chose ourselves (5 types), and those we develop inside ourselves (2 types). Over the course of a lifetime, we will have the most opportunity for growth when we make use of all 12 types. The 12 major modes of Guidance/Orchestration are as follows:

COLLECTIVE & SOCIETAL GUIDANCE/ORCHESTRATION

Collective and Societal Guidance/Orchestration (‘Collective Guidance’) is the guidance in the growth process provided by the society and culture we grow up in. The five Modes of Collective Guidance are: Parents, Society/Culture, Holistic Growth Situations, Growth Centers, and Authorities – as follows:

T1: Parent/s

Parents are the original, the most influential, and (ideally) most beneficial Guides of our growth journey. Our Parents have potentially the greatest understanding of our needs, the greatest opportunity to have an impact on us, the greatest authority over our lives, the greatest identification with our concerns, and the greatest motivation to help us grow. Parenting (in its optimal form) can be seen as ‘nature’s way’ to provide every person with an Integral Life Guide.

Ex: “My Dad was there for me at every major life Transition. His experience and wisdom always helped guide me along the way.”

T2: Society/Culture

As we mature and move out into the stream of life, we receive guidance from the examples of those around us. Our society and culture provides us with a set of role models, a series of lessons on living life, a process of behavioral reinforcement, and a ready-made system of values to conduct our activities by.

Ex: “When I go out on the playground, I learn to make friends and to protect myself from those that might harm me. I learn teamwork and cooperation – but also holding my own when I don’t want to be pushed.”

T3: Holistic Growth Situations

A Holistic Growth Situation is a cluster of experiences that offers many opportunities for growth in a single integrated activity. For children, such situations include backyard gardening, building projects, amateur theater productions, and family backpacking. Later in life, the repertoire of such situations may expand to include liberal-arts college life, self-sufficient travel, and stimulating work environments.

Holistic Growth Situations have several features in common. They each have an over-arching theme or purpose. They each cover a broad range of Processes, Dimensions, and Participants. They are all deeply experiential. They’re all readily adaptable to an Integral approach. By combining numerous interrelated growth experiences into one comprehensive activity, Holistic Growth Situations leverage our time and effort to produce deep and lasting change.

Ex: “When we work together in the family garden, we learn practical skills of growing things – but also biological science, good work habits, and division of effort. Along the way, we have time for some lighthearted play and lots of internal reflection.”

An increasingly popular type of Holistic Growth Situation is called Place-Based Learning. In this approach, learning arises not just from studying books and other media – but from a rich environment that is structured to produce many interrelated lessons.

Ex: “At school, we first study our biology book to get the concepts. But then we go outdoors to observe what we’ve learned in the real world around us.”

T4: Growth Centers

A Growth Center is a Holistic Growth Situation where people gather together with the explicit intention of developing a particular aspect of growth. Over the course of centuries, at least five types of Growth Centers have developed: the monastery (or modern Meditation Center), the school or university (currently, the creative grade school and the liberal arts college), the health retreat (at present degenerated into beauty spas and fat farms), intentional communities (from Pilgrims, to Amish, to counter-culture communes), and the Growth Center per se ( Esalen-like Growth Centers). A Growth Center is particularly effective at guiding growth since it controls and orchestrates every aspect of the growth environment – thus directing each life activity toward the desired form of development.

The one Growth Center experience common to almost everyone is the school. A creative grade school or high school offers not only academics – but a myriad of activities and relationships for building character, social skills, and non-academic abilities.

Ex: “I attend a very creative elementary school. All our academic subjects use hands-on experience to convey abstract concepts. The extra-curricular activities -- like art, drama, computers, sports, nature study, and big-city field trips – all emphasize individual involvement and personal creativity. They believe in growing the whole person.”

T5: Authorities

Authorities are people whose exceptional knowledge and wisdom is preserved and disseminated through books, art forms, and other media. Authorities on the growth process may include philosophers, self-help gurus, novelists, artists, and filmmakers – anyone whose work pertains to, sheds light on, or contributes to our growth. Because their work is often of high quality, and is readily available, such people are particularly valuable in the growth process.

Ex: “I didn’t get much from home or school. But when I discovered Thoreau, a whole world opened up for me.”

PERSONAL AND INDIVIDUAL GUIDANCE/ORCHESTRATION

Personal and Individual Guidance is the guidance in the growth process we receive from Guides who we choose ourselves, and who work personally with us. The five Modes of Individual Guidance are: Partner/Spouse, Therapist, Spiritual Guide, Other Growth Professionals, and Integral Life Guide – as follows:

T6: Partner/Spouse

A long-term partner or spouse is a special person we choose to share our journey through life. As the relationship progresses, the couple develops (optimally) a deep mutual understanding, a steadfast and compassionate commitment, and an abiding sense of trust – all of which enables them to support and guide each other’s growth over the course of a lifetime. After parenting, the long-term or life-long partner or spouse is probably the most influential, and potentially most beneficial, mode of mutual Guidance and Orchestration.

Ex: “In Jane Austen’s Price and Prejudice, Lizzie works through her aloof pride, and D’Arcy confronts his snobbish prejudice. When they finally resolve their character flaws, they’re ready for a happy marriage.”

T7: Therapist

A Therapist is a professional practitioner -- such as a psychologist, psychiatrist, or counselor – who is trained to help people grow. Such assistance is especially appropriate for deep-seated Restoration Impediments.

Ex: “My counselor has helped me work through some painful hidden memories that had distorted my view of the world.”

T8: Spiritual Guide

A Spiritual Guide is a counselor, pastor, or master with extensive personal experience navigating the higher realms of consciousness – often through prayer, meditation, yoga, Tantra, or other spiritual practices. Such assistance is highly important for maintaining a consistent and diligent spiritual practice.

Ex: “I’m much more consistent and effective in my meditation and contemplation now that I attend the Zen Center twice a week.”

T9: Other Growth Professionals

Other Growth Professionals are practitioners such as teachers, educators, social workers, medical professionals, social activists, religious counselors, even managers and bosses – members of any profession that endeavors to help people grow. Such people are especially valuable as advisors, because they often have real-life experience beyond the narrow confines of psychology or spirituality. In some cases, their contribution to growth will be limited to knowledge and skills they can impart from their own field of expertise. In other cases, however, they may be just as effective (or more effective) at promoting growth as the best professional Therapists (T7) or Spiritual Guides (T8).

“When my college literature professor first introduced me to Moby Dick, I began to recognize that reality functions at multiple levels.”

T10: Integral Life Guide

The Integral Life Guide (or, Whole Life Counselor) is a Growth Professional who is intimately familiar with ADAPT model (or some equivalent), and fully capable of applying it. These Coordinators help us weave ‘Together’ all the diverse strands of Dimensions, Participants, Processes that make up the growth process. Often they will draw on all the other forms of Together-ness discussed in this section. By definition, such people (optimally) provide the most complete and comprehensive program for navigating the Growth Continuum.

Ex: “My Integral Counselor deals equally with the three Internal Passages of Body, Psyche, and Spirit. That focus is balanced with comparable attention to the everyday concerns of Life Passages. When it’s going well, all four Realms weave together into a seamless whole.”

INTERNAL GUIDANCE/ORCHESTRATION

Internal Guidance is the Guidance we provide for ourselves. After absorbing and internalizing the modes of Guidance discussed above, we become progressively more independent, more self-sufficient, more self-regulating, more autonomous, more mature. The two Modes of Internal Guidance are Internal Navigator and Witness – as shown below:

T11: Internal Navigator

The Internal Navigator is the Guide we form within ourselves – by internalizing all the Dimensions, Participants, Processes, and Modes of Together-ness. Progressively, we learn to serve as our own navigator – to move freely and spontaneously among all the spheres of growth with less and less assistance.

Ex: “Over the years, I’ve thoroughly explored many of the Dimensions, Processes, and Participants – using various forms of Guidance and Orchestration. By this point, I’ve internalized all those external Guides, and am increasingly able to navigate my own course.”

T12: Witness

Beyond all the societal and personal Guides, beyond even the Internal Navigator, the great presence of the Witness informs, enfolds, illuminates, and extends all strands of our experience, and all facets of our growth. From an Eastern perspective, that presence may be termed Spirit. From a Western perspective, the Witness is called God.

Ex: “When I enter the higher States of consciousness, I see my whole life as a piece – and the right answers seem so simple.”

Section A:
ADAPT: NAVIGATING THE GROWTH CONTINUUM

lifetime of voyages to remote and exotic parts of the globe requires an overarching perspective, a Master Plan for exploration. Such a Master Plan subsumes all voyages and explorations under a comprehensive set of concepts, policies, or objectives. In earlier times, objectives might have included establishing trade routes and inter-national relationships, evangelizing primitive peoples, conquering foreign nations and establishing tributary states, founding settlements and colonies, and locating new sources for minerals or luxury goods. Or, the objectives might have been pure exploration and investigation – discovering new lands, charting oceans and coastlines, or finding new plant and animal species.

ADAPT is the Master Plan for our journey through life. The Growth Continuum is like a map of the world – with the Dimensions as coordinates defining trade routes and ports of call to exotic destinations like Ceylon, or Madagascar, or the Bahamas, or the Outer Hebrides. The Processes of Growth are the steamships and sailing vessels that carry us to our destinations. The Participants are the crew, the passengers, and even the stow-aways on those voyages. The Guide is the navigator who helps chart our passage. We ourselves are the captains of our own ship, and bear final responsibility for our ultimate destination.

An accurate map, a sound ship, a entourage of eager voyagers, a skilled navigator – these are the four elements of a successful voyage. In the same way, the Dimensions, the Processes, the Participants, and Together-ness are the essential components of an effective growth program. A truly Integral growth program combines all of these – woven together in a seamless, dynamic whole. The Integral model of human growth is thus best summarized by the acronym ‘ADAP²T’ (pronounced A’-Dapt):

AD = All Dimensions. All 8 Dimensions of the Growth Continuum.

AP = All Processes. All 33 Processes of Human Growth.

AP = All Participants. All 7 Participants in the growth process.

T = Together. The Dimensions, Processes, and Participants not experienced as diffuse, disjointed entities – but coordinated together at a deep, experiential level using all 12 Modes of Orchestration.

Section I:
IMPEDIMENTS AND RESOLUTIONS

[A detailed summary of many of the major Impediments to growth will be found in Appendix C.]

Impediments are all the ways our journey can go wrong. Our journey can encounter two levels of Impediments – Limitations and Impasses.

Limitations are all the obstacles, delays, and diversions that may impede our journey from its true course. For Odysseus, the Limitations Impediments are all the factors that keep him from returning home. They are the adverse winds that blow his ship off course, the connivings of his rebellious crew, the mind-numbing stupor of the Lotus Eaters, the huge stones thrown by angry Laetrygonian giants attempting to sink his ship, the enticing songs of the Sirens, and the treacherous channel between the blood-thirsty Scylla and the yawning vortex of Charybdis.

Impasses are the even more serious obstacles to our journey – obstacles that produce damage, injury, enchantment, captivity, or death. For Odysseus, the Impasse Impediments are imprisonment in the grisly cave of man-devouring Cyclops, the bewitching enchantments of Circe that turn his crew into animals, the soul-searing descent into the Underworld, the captivating charms of Calypso’s cave, the blasphemous crime of slaughtering the Sun God’s cattle, the storms of vengeful Poseidon that finally sink his ship and destroy his crew.

In our journey, each Impediment has its own corresponding Resolution. For Odysseus, the Resolutions include Odysseus’ clever stratagem to escape from Cyclops’ cave, the potion brought by Hermes to neutralize Circe’s charms, the cords that bind Odysseus to the mast so he won’t succumb to the Siren’s beguiling call, the healing hospitality of the Phaecians who nurse Odysseus back to health after his shipwreck, the Great Bow that slaughters the rapacious suitors, Athena’s pact of peace that placates the gods and heals civil strife.

In technical language, Impediments are all the ways the growth process can be diverted, distorted, neglected, split off, repressed, denied, ignored, or avoided. Actualization Impediments (also called Limitations, Guidance Impediments, or Human Potential Impediments) are overt difficulties or challenges faced by relatively healthy people. Restoration Impediments (also called Impasses, Therapeutic Impediments, or Pathologies) are submerged or subconscious difficulties suffered by people with ‘problems.’ Virtually every Feature of growth – every Dimension, Participant, Process, and Mode of Together-ness -- has potential Actualization Impediments which can limit its effectiveness. On the other hand, there are relatively few types of Restoration Impediment.

Resolutions are all the ways we overcome Impediments. Although there are a wide variety of Impediments, they may all be overcome through a limited number of Resolutions. For Actualization Impediments, the primary mode of Resolution is (as might be expected) Actualization. For Restoration Impediments, the primary mode of Resolution is Restoration.

In this section we describe Actualization Impediments and Restoration Impediments in detail – along with their corresponding Resolutions. Please refer also to Appendix C, where extensive examples of each type of Impediment will be found.

IA: Limitations in the Actualization Cycle

As discussed in the Actualization and Restoration section (D7), growth is the process of Actualizing our Human Potential in all four Domains – Dimensions, Processes, Participants, and Modes of Together-ness. Actualization can be limited or restricted if regions of our Human Potential remain unexplored, vacant, deficient, diverted, stultified, or distorted. Where Actualization fails to take place, we’re left with Un-actualized Potential, or Unrealized Opportunities – what we call Limitations. Just as Actualization takes place in a four-phase cycle, Limitations can occur at any of the four phases:

1. Recognition. We may fail to notice or attach sufficient importance to a significant opportunity for growth.

Ex: “ When my girlfriend asked for more commitment, I didn’t realize how much my response would affect our relationship.”

2. Engagement. We may choose to avoid the opportunity, or engage only tepidly in it.

Ex: “I realized how much commitment meant to her, but I was afraid to take the leap. Instead, I tried to placate her with half-hearted promises.”

3. Breakthrough. We may try to meet the challenge offered by the growth opportunity, but fail to do so.

Ex: When we moved in together, we found we really didn’t have much in common – and couldn’t stand each other’s hang-ups.”

4. Integration. We may have a breakthrough growth experience, but never integrate it into our identity – or we may integrate it improperly.

Ex: “Since developing a relationship proved to be so much fun, I decided to embark on a whole series of relationships. I’m in love with romance!”

The human personality is amazingly resilient and pliable. However, if such Limitations persist long enough, they become frozen, ossified, or petrified. Our identity is then atrophied or stunted – what we call Blighted. So long as the personality is not too Blighted, these Limitations can be counteracted by Guidance and Orchestration. Guidance & Orchestration can be facilitated by a Counselor, Coach, Coordinator, Orchestrator, or Guide – using any of our 33 Processes (limited use of Self-Conscious Development).

IR: Impasses in the Actualization Cycle

Beyond the normal Limitations in the Actualization process, there may be circumstances in which the Actualization Cycle is stymied, obstructed, blocked, or stuck. We call such situations Pathologies, Restoration Impediments, or Impasses. Impasses often originate in the earliest Stages of life – when the child is least defended and has the fewest tools for correct interpretation. Impasses can be created during any of the four phases of the Actualization Cycle, or through a combination of all four phases:

1. Recognition. At an early age, we may not have the discernment to recognize a growth opportunity – or may easily misinterpret it.

Ex: “ When the birth constrictions started (while I was in the womb), the pressure felt so violent it seemed like I was being assaulted.”

2. Engagement. We may not have sufficient volition to decide on a course of action, and may be swept along by circumstances.

Ex: “As I moved up the birth canal, I struggled for space and breath, while all the time feeling squashed and smothered.”

3. Breakthrough. We may not be able to handle the challenge – or may find it so traumatic we never want to face it again.

Ex: “I actually couldn’t get through the birth canal, so they ended up performing a cesarean to get me out. I never want to go through anything like that again.”

4. Integration. In our immature state, we may drastically misinterpret the traumatic situation, or exaggerate its significance, or draw mistaken conclusions.

Ex: “After that horrendous birth experience, they laid me on a cold operating table, and then put me away in a noisy nursery without my mom. Is that what I can expect from life?”

Painful or traumatic memories are often submerged deep within the subconscious – where we vainly attempt to isolate or expunge them. They often manifest themselves indirectly through pernicious and malevolent Sub-Personalities (Shadow Selves or Gremlins). These Sub-Personalities are mini-identities whose worldview was formed by these traumatic experiences, and who therefore have a very distorted view of life. The Sub-Personalities are those little voices inside that tell us that we’re no good, or that everyone’s against us, or that things will never work out. They therefore function as hidden saboteurs of healthy growth. Thus, they are the source of very formidable Impasses.

IRR: Resolutions for Impasses

Since Impasses are so deeply buried and so intransigent, they are generally not amenable to the Guidance form of Resolution. They require a comparatively intensive process of treatment called Therapy. Therapy is the process of restoring the Actualization Cycle to functionality, so that normal growth may resume again. Therapy often has its own four-phase process -- what we call the Restoration Cycle – consisting of Resurrecting, Confronting, Reexperiencing, and Reintegrating. (see D7 for explanation and examples)

Such Resolutions are often facilitated with the assistance of a trained, licensed therapist or healing professional – such as a clinical psychologist, psychiatrist, or doctor -- using Conscious Development Processes (#6/27-31) such as Body Therapies, Psychotherapy, and Psycho-biologic Techniques.

Division 3:
TOWARD A REVISED MODEL
OF HUMAN GROWTH

In this Division, we outline the steps needed to create a revised model of human development. We begin by explaining why the right model is essential. Next, we state some important caveats regarding the comparisons that follow. Then, we make detailed comparisons between ADAPT and Wilber -- to highlight potential areas of revision. Finally, we suggest a series of steps for revising the current model – using AQAL and ADAPT as a foundation.

HOW JOURNEYS GO WRONG

A good masterplan is the most important prerequisite for a successful journey. That masterplan is built from four components – the map, the ship, the voyagers, and the navigator. A less-than-successful voyage will result if any of the four components is deficient.

If our map is not correct or complete, the voyage may take the wrong course, or may embark on too arduous or circuitous a route. The captain may not be prepared for what he finds when he arrives at his destination – sheer cliffs, or searing heat, or hostile natives. Likewise, if the ship is not well-chosen, or well-maintained, it may not take him where he needs to go – over rocky shoals, through narrow inlets, over heavy seas, or across the doldrums where sails hang limp. Additionally, if the crew is inexperienced or uncooperative, if the passengers are unruly or overly demanding, or if an on-board saboteur is disrupting the operation, the ship’s progress will be impeded. Furthermore, if the navigator is misinformed, or confused, or incompetent, the ship’s course may not be well-plotted or well-steered. The navigator may fail to take into account perilous hazards, or may allow the ship to wander off-course, or may miss the destined port altogether.

WHY THE BEST MODEL IS ESSENTIAL

Let’s examine how ‘map,’ ‘ship,’ ‘voyagers,’ or ‘navigator’ can fall short in the field of human growth.

Inadequate map

An inadequate ‘map’ for the Growth Continuum may cause our growth to be limited or distorted. We may focus only on certain Stages of life, while neglecting others (D1). We might not understand how to get from one Stage to the next (D1/2a). We may mistake primitive or immature States for true enlightenment (D1/2e). We may emphasize breakthroughs and Peak Experiences at the expense of permanent transformation (D3). We may neglect the mundane but necessary reality of ordinary life activities (D4a). We might not recognize the commensurate physical transformations that must accompany all development at the psychological level (D4c). We may ignore certain key life Arenas – like career, or finances, or health (D5a). We might concentrate on contemplation and meditation, when we really just need to get a life (D5d). We might focus only on internal, personal issues – while disregarding the implications for the other three Quadrants (D6a). We may accentuate human potential, when we first need to resolve deep-seated personal problems (D7). We might not balance and integrate our various paths of growth, leaving ourselves lopsided and disjointed (D8).

Inadequate fleet.

An inadequate ‘fleet’ of Processes may limit our ability to address key issues of growth. Over the course of centuries, the 33 Processes have been developed to help people implement certain specific aspects of their growth. If a particular Process is missing, or deficient, or distorted during a person’s upbringing, that Process must be revisited (in some form) later in life and applied much as it should have been in the first place.

For instance, if we lacked adequate nursing and cuddling as an infant, we may need to fill that void with nurturing experiences later in life (PR1/3). If we were sheltered and over-protected as a child, we may need to summon up courage to face real-life challenges – like jobs and relationships (PR2/7). If we never learned appropriate habits of hygiene or school study, we may have to learn them properly by training ourselves all over again (PR3/10). If we never learned to plan and orchestrate , we may need to learn anew how to arrange our various life activities (PR4/19). If we grew up in a blighted environment with no opportunity of creative expression, we may need to rekindle the creative spark through art and music (PR5/25). If our home and community disparaged any conscious form of growth – like psychotherapy or spirituality – we may need to overcome our suspicions and seek appropriate assistance (PR6/29, 31). If our lives have always been filled with scattered activities and random experiences, we may need to knit them together through an Integral vision (PR7/33).

If our growth model lacks any of the 33 Processes, we may never be able to visit the deficient Processes, and the voids may never be filled.

Inadequate voyagers.

An inadequate ‘entourage’ of Participants may limit our growth to certain aspects of our Self, while ignoring or depreciating others. We may never recognize the characteristic Impasses – where the Experienced Self gets stuck at a particular phase of the Transition Cycle (P1). We may concentrate on our growth as individuals – but ignore the implications for our intimate relationship, or for the dynamics of our project team at work (P2). We might interpret certain behavior as inconsiderate or neurotic – when it is only typical of a certain Enneagram Role (P3). We might develop our creative Functions, while disregarding basic habit routines that simplify and streamline everyday life (P4). We might unrealistically expect the rebellious firebrands of the Prophetic Generation to behave like docile, compliant Civics (P5). We may never learn to cope with irrational outbursts and hidden insecurities caused by our inner ‘Gremlins’ (P6). We might never recognize any personal identity higher than the ego – and therefore remain bound to the material plane (P7).

Inadequate navigator

Without an adequate set of ‘navigators’ guiding our life journey, our efforts may take the wrong course, or be directed toward the wrong objectives. We may never recognize how crucial our role as Parents is, in the development of our children (T1). We may never situate ourselves is a community that shares our values and offers sound values for our family (T2). We may not make the effort to place our children (or ourselves) in the most ideal Holistic Growth Situations – especially in schools that endeavor to grow the whole person (T3, 4). We may live only in the moment – never availing ourselves of the wisdom provided by great Authorities of the past (T5). Likewise, we may never recognize how crucial it is to choose the right lifetime partner (T6). We may not know when we should avail ourselves of a good therapist or spiritual guide (T7, 8). We may never become aware that Guides exist who can help us integrate and orchestrate every strand of our growth (T10). And finally, we may not recognize when to relinquish external guidance, and begin to stand on our own two feet (T11, 12).

We are by no means suggesting that Wilber’s model lacks all the components described here -- or that AQAL or ILP would cause these particular distortions or deficiencies. However, we are saying this: Any model that is incorrect or incomplete is likely to produce gaps and misconceptions that can limit and distort the growth process. It is therefore crucial that we choose a very well-conceived model, and follow it diligently.

CONSTRUCTIVE COMPARISONS

In the next section and in Appendices A1-3, we offer some potentially controversial comparisons between our ADAPT model and Ken Wilber’s AQAL (and its derivative ILP). Before proceeding, please note some important caveats and qualifications:

• Refinement, not replacement. Our purpose here is to reconsider, elucidate, refine, revise, expand, and update Wilber’s admirable work – not to challenge, contest, bash, denigrate, debunk, replace, or supercede it.
• Personal growth only. ADAPT is a model of personal growth, while AQAL is a much more general model of the structure of reality. Our comparisons pertain only to Wilber’s application of the AQAL model to human growth.
• Incomplete information. Comparisons are tentative, subject to more detailed information, especially regarding the Processes offered through Integral Life Practice and Integral Institute.[30] [31]
• Complementary, not competitive. For illustrative and dramatic purposes, we have sometimes set ADAPT and AQAL (or ILP) against each other, as if in competition. In fact, the two models are valuable complementary endeavors striving toward a common goal of personal evolution.
• Provocative, not confrontive. To stimulate interest and discussion, we sometimes use language that is intentionally provocative. This is a rhetorical device, and no offense is intended.
• Simplified and abbreviated. For the sake of brevity and clarity, many points of comparison are simplified and schematized. For more detailed treatments of various topics, please refer to our publications in the Resources section.
• Collaborative effort. The ADAPT model presented here, along with the comparisons to the AQAL model, represent a working hypothesis intended to initiate dialog, not to proclaim a definitive conclusion. Any valid revision of Wilber’s model will ultimately require the collaborative efforts of many authorities on the Integral worldview.

RE-EXAMINING KEN WILBER

In this section, we venture into some very deep water. We suggest that many of Wilber’s basic concepts regarding human growth are due for serious reconsideration, and perhaps revision.

In our view, Ken Wilber’s AQAL model (and its ILP derivative) is highly impressive and extremely valuable – but not sufficiently inclusive, balanced, differentiated, clear, consistent, unambiguous, explicit, and correct for optimal usefulness in implementing a program for personal growth.[32] [33] The four Dimensions in the AQAL model lack significant elements we consider essential in our own nine Dimensions. Likewise, the one Participant named in the AQAL model does not highlight the most important entities discussed in Wilber’s own writings. Additionally, the nine Process categories (‘Modules’) of Wilber’s Integral Life Practice and their underlying Methodologies are somewhat sparse in comparison to our own comprehensive list of seven Process Themes and 33 Processes. Furthermore, Wilber offers only limited mechanisms for coordinating and orchestrating these diverse elements. We are no match for Wilber and his stellar array of colleagues – but we respectfully submit that the venerable AQAL Model (and its ILP derivative) is showing signs of age and is due for a face-lift – maybe even some reconstructive surgery.

ADAPT vs. Wilber: Comparing Positions

To substantiate these contentions, we make Parameter-by-Parameter comparisons of the correspondences and Divergences between Wilber’s position[34] and the ADAPT model. (These comparisons will be found in Tables A1-3, ADAPT and Wilber Compared.) The comparisons are offered – not as a way to ‘prove Wilber wrong,’ or to the tout the advantages of ADAPT – but as a way to highlight areas where Wilber’s positions might deserve further examination.

As you read through the comparisons, note the high number of Parameters on which ADAPT and Wilber diverge – and the degree of that Divergence (most easily seen in Table A2). Of the total 140 comparisons, our analysis indicates at least 73 comparisons where the two models have differing positions -- as against only 67 (categories 1 +2) in which they are in total or substantial agreement. In our view, all 73 divergent positions are especially deserving of further examination.

Note also the large number of comparisons in which the authors have a very high Confidence in the ADAPT position (most easily seen in Table A3). Of the 140 comparisons, the authors have a Confidence level of 90% or better on 107 of ADAPT’s positions. Of those, 57 are positions on which ADAPT and Wilber agree either explicitly or implicitly -- while 50 are positions where ADAPT and Wilber diverge. Therefore, there are (in the authors’ opinion) at least 50 positions where Wilber’s position is most in doubt.

Among all the comparisons, our investigation suggests at least 12 degrees of potential modification – ranging from total agreement with Wilber’s existing position to significantly differing conceptions. The degrees of Divergence are listed below, along with the number of instances of each:

1. Substantial agreement (55 instances). Wilber positions with which ADAPT is in total or substantial agreement. May include re-labeling or re-naming.
2. Rendering explicit (12 instances). Positions implicit in Wilber’s work, that are rendered explicit by ADAPT.
3. Consolidation of concepts/versions (2 instances). Concepts or versions scattered about in Wilber’s work – that are collected or consolidated by ADAPT.
4. Increased or broadened emphasis (4 instances). Wilber positions that receive significantly greater emphasis in ADAPT.
5. Restatement, reorganization, or simplification of concept (6 instances). Concepts that are restated or reorganized by ADAPT for greater completeness or clarity.
6. Differentiation (10 instances). Concepts that are differentiated into multiple levels or structures by ADAPT.
7. Expanded, extended, reinterpreted, or broadened conception, scope, role, array, or applicability (21 instances). Features whose scope or function is significantly expanded or extended by ADAPT.
8. Broadened or alternative methodology (3 instances). Occasions where ADAPT uses a significantly different or modified methodology for deriving and interpreting concepts.
9. Shift in emphasis or conception (4 instances). Occasions where ADAPT substantially shifts the emphasis from one concept or theme to another.
10. Elevation of role, status, importance, or validity (4 instances). Concepts whose significance, role or status in the development process is significantly elevated by ADAPT.
11. Added concept, Parameter, characteristic, or proposed Feature (17 instances). Concepts and Parameters introduced by ADAPT which have no parallel in Wilber.
12. Differing conception (2 instances). Substantially different or conflicting positions between Wilber and ADAPT.

Tables A1-3 compare ADAPT’s position and that of Ken Wilber on each Parameter of human growth. After each Parameter, we state the type of modification ADAPT proposes for Wilber’s system, then the nature of that modification. To help the reader weigh the alternatives, we indicate our percentage ‘degree of Confidence’ in the validity of ADAPT’s position.[35] For simplicity, we merely describe the differences between the two positions, without any attempt to defend or justify either one. Comments are necessarily abbreviated and simplified. For details, see our articles listed in the Resources section.

These Tables are important, not just for its specific comparisons, but for their general implications. The existence of so many Parameters that offer differing interpretations suggests strongly that the model is ready for serious reconsideration and reexamination. This study will have accomplished a major objective if the reader’s eyes are opened to serious possibility of an alternative model.

To reiterate, we are not proposing ADAPT as a definitive replacement for Wilber’s model. We are merely using ADAPT to reveal instances where Wilber’s model may need further examination. Furthermore, as stated at the beginning, our intention here is to reconsider, elucidate, refine, revise, reorganize, expand, and consolidate Ken Wilber’s admirable work – not to challenge, contest, bash, denigrate, debunk, replace, or supercede it. Ken Wilber is a Titan on whose shoulders all our efforts stand.

BUILDING THE NEXT
INTEGRAL OPERATING SYSTEM

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