|
Research into, and using the Projective Differential has been published in several peer reviewed journals and doctoral dissertations. We are providing publication abstracts or full-text where possible. Publications are divided here between journal articles and dissertations. We will also be adding unpublished research papers.
|
|
Jog Your Right Brain (JOG): A case study in knowledge elicitation and evaluation |
Raynolds, Peter A., & Raynolds, Gennie H. (1992). Jog Your Right Brain: A case study in knowledge elicitation and evaluation. In: Proceedings of the International System Dynamics Conference. J.A.M. Vennix, J. Faber, W.J. Scheper, .A.T. Takkenberg (Eds.) Utrecht University, The Netherlands, 14-17 July, 1992, 53-562.ABSTRACTDuring the process of systems dynamics modelling of organizations, plans, policies or problems, R-Mode (so-called "right-brained") procedures, such as the JOG exercise, seem especially relevant (1) in the early phases, when an elicitation of ideas, variables, considerations and concepts having possible relevance is undertaken, and (2) during any of the modelling phases, when an unbiased evaluation is desired, perhaps in addition to more traditional "objective" L-Mode assessments. JOG is described, as it was employed with top and middle managers of a small US hotel chain, in developing a preliminary system dynamics model for a new corporate vision. |
|
Read more...
|
|
|
Educating the "More" in Holistic Transpersonal Higher Education |
Braud, William (2006). EDUCATING THE "MORE" IN HOLISTIC TRANSPERSONAL HIGHER EDUCATION: A 30+ YEAR PERSPECTIVE ON THE APPROACH OF THE INSTITUTE OF TRANSPERSONAL PSYCHOLOGY. Journal of Transpersonal Psychology, 38(2), 133-158.ABSTRACTThis article describes a holistic and transpersonal approach to higher education and presents the graduate psychology programs and practices of the Institute of Transpersonal Psychology (ITP) as an illustrative example of this approach, given its 30+ year history. The article describes ITP's transpersonal and whole-person focus, its experiential learning emphases, its foundational principles and their implementations, a unique six-facet project for assessing students' transpersonal qualities and transformative changes, and the use of internal and external evidential indicators of its educational effectiveness. The article also addresses issues of transpersonal assessment and research and presents a variety of views of transformative change and spirituality that are relevant to transpersonal psychology. This discussion is useful to anyone wishing to understand how experiential and transpersonal principles and practices might be applied in higher education in order to more effectively foster and serve the full range of human capabilities and potentials-treated in terms of the "More" described by William James. |
|
Read more...
|
|
|
|
|
