The <i>Tekhne</i>-Logic Revolution. Rethinking the “Interobjective” Dimension of the Integral Theory. Consequences and Relevance to Education — Oak Academic Publishing
Research ArticleOpen AccessGoogle Scholar indexed
The <i>Tekhne</i>-Logic Revolution. Rethinking the “Interobjective” Dimension of the Integral Theory. Consequences and Relevance to Education
Ramon Llull University, FPCEE Blanquerna, Barcelona, Spain
1 Ramon Llull University, FPCEE Blanquerna, Barcelona, Spain
Wilber’s Integral Theory is a framework, widely used in different fields, aimed at unifying the premodern, modern and postmodern legacies and worldviews in one system. The subjective, objective and intersubjective dimensions of the Integral Theory correspond respectively to each one of the mentioned worldviews. This article reviews and explores in depth the interobjective dimension, necessary for a really quaternary integral approach, which has to include appropriately the human work and creativity. This is achieved trough understanding the interobjective character of the tekhne logic. Tekhne is the Aristotelian word to designate “productive science”. The study discusses the foundation of the interobjective at different levels (ontological, anthropological, cultural and psychological) and describes the evolutionary character of the tekhne logic. Finally the article explores the relevance of this characterization to the Integral Theory; but also to Metaphysics, Epistemology and especially to Education.
KeywordsIntegral TheoryHuman Evolution and DevelopmentEpistemologyArtsEducation
Beck, D. E., & Cowan, C. (2005). Spiral Dynamics: Mastering Values, Leadership, and Change. New York, NY: Wiley/Blackwell.
Bereiter, C. (2002). Design Research for Sustained Innovation. Cognitive Studies, 9, 321-327.
Bereiter, C., & Scardamalia, M. (2003). Learning to Work Creatively with Knowledge. In A E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merrienboer (Eds.), Unravelling Basic Components and Dimensions of Powerfull Earning Environments. EARLI Advances in Learning and Instruction Series. http://ikit.org/fulltext/inresslearning.pdf
Botella, L., & Gallifa, J. (1995). A Constructivist Approach to the Development of Personal Epistemic Assumptions and Woridviews. Journal of Constructivist Psychology, 8, 1-18. https://doi.org/10.1080/10720539508405238
Brown, A. L. (1997). Transforming Schools into Communities of Thinking and Learning about Serious Matters. The American Psychologist, 52, 399-413. https://doi.org/10.1037/0003-066X.52.4.399
Brown, A. L. (1987). Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms. Mahwah, NJ: Lawrence Erlbaum Associates.
Boyatzis, R., Goleman, D., & McKee, A. (2002). El líder resonante crea más. Barcelona: Plaza y Janés.
Bruner, J. S. (1984). Acción, pensamiento y lenguaje. (Recopilació d’articies de Bruner per J.L. Linaza). Madrid: Alianza Editorial.
Commons, M. L., & Richards, F. A. (2002). Four Postformal Stages. In J. Demick (Ed.), Handbook of Adult Development (pp. 199-219). New York, NY: Plenum Press. https://doi.org/10.1007/978-1-4615-0617-1_11
Damasio, A. R. (1994). Descartes: Emotion, Reason and the Human Brain. New York, NY: Grosset/Putnam.
Damasio, A. R. (2001). La sensación de lo que ocurre. Cuerpo y emoción en la construcción de la conciencia. Madrid: Editorial Debate.
Doak, C., Jambura, S., Knittel, J., & Rule, A. (2013). Analyzing the Creative Problem-Solving Process: Inventing a Product from a Given Recyclable Item. Creative Education, 4, 592-604. https://doi.org/10.4236/ce.2013.49085
Esbjorn-Hargens, S. (2005). Integral Education by Design: How Integral Theory Informs Teaching, Learning, and Curriculum in a Graduate Program. ReVision, 28, 21-29. https://doi.org/10.3200/REVN.28.3.21-29
Flavell, J. H. (1976). Metacognitive Aspects of Problem Solving. In B. Resnick (Ed.), The Nature of Intelligence (pp. 231-236). Hillsdale, NJ: Erlbaum.
Gallifa, J. (2016). Encomium on Dr. Howard Gardner’s Merits, Delivered by Dr. Josep Gallifa (pp. 19-30). Barcelona: Universitat Ramon Llull. http://www.url.edu/sites/default/files/honoriscausaURL_howardgardner_llibret.pdf
Gazzaniga, M. S. (2012). Quién manda aquí? El libre albedrío y la ciencia del cerebro. Barcelona: Paidós.
Giménez-Camins, C., & Gallifa, J. (2011). Espinalt’s Concept of Human Will and Character and Its Consequences for Moral Education. Ramon Llull Journal of Applied Ethics, 2, 121-149.
Giménez-Camins, C., & Gallifa, J. (2010). An Introduction to Carles M. Espinalt’s Psycho-Esthetics: A Psychology of the Mutual Influences between Form and Essence. Psychologia Latina, 1, 70-78.
González, M., López, J. A., & Luján, J. (1996). Ciencia, tecnología y sociedad. Una introducción al estudio social de la ciencia y la tecnología. Madrid: Tecnos.
Harari, Y. N. (2014). Sapiens: A Brief History of Humankind. New York, NY: Random House.
Helfrich, P. M. (2008). Ken Wilber’s AQAL Metatheory: An Overview. Castaic, CA: Wildfire Media.
Laloux, F. (2014). Reinventing Organizations: A Guide to Creating Organizations Inspired by the Next Stage of Human Consciousness. Brussels: Nelson Parker.
McClelland, D. C. (1973). Testing for Competence Rather than for “Intelligence”. American Psychologist, 28, 1-14. https://doi.org/10.1037/h0034092
Merleau-Ponty, M. (1945). Phénoménologie de la perception. París: Gallimard.
Murray, T. (2009). What Is the Integral in Integral Education? From Progressive Pedagogy to Integral Pedagogy. Integral Review, 5, 1-38.
Spence, D. (1994). The Rhetorical Voice of Psychoanalysis. Displacement of Evidence by Theory. Cambridge, MA: Harvard University Press.
Thomas, B. (2018). Integral Leadership Manifesto. http://integralleadershipmanifesto.com
Toulmin, S., Rieke, R., & Janik, A. (1984). An Introduction to Reasonig. New York, NY: Macmillan Publishing.
Vygotsky, L. S. (1980). Mind in Society: The Development of Higher Psychological Processes. Cambridg, MA: Harvard University Press.
Wilber, K. (1993). Spectrum of Consciousness. Wheaton, IL: Quest.
Wilber, K. (1995). Sex, Ecology and Spirituality. Boston, MA: Shambhala.
Wilber, K. (2001). The Theory of Everything. Boston, MA: Shambhala.
Wilber, K. (2001b). Eye to Eye: The Quest for a New Paradigm. Boston, MA: Shambhala.
Wilber, K. (2005). Introduction to Integral Theory and Practice IOS Basic and the AQAL map. AQAL Journal of Integral Theory and Practice, 1, 1-38.
Wilber, K. (2007). The Integral Vision: A Very Short Introduction. Boston, MA: Shambhala.
Zuhdi, U. (2014). Analyzing the Role of Creative Industries in National Economy of Japan: 1995-2005. Open Journal of Applied Sciences, 4, 197-211. https://doi.org/10.4236/ojapps.2014.44020