Module: Introduction to the Practice in Dialectical Thinking
Session: Introduction
Chapter Headings:
- Dialectical Thinking Has To Do With A Stance And The Tools
- Distinguishing Between What Is Actual And What Is Real
- Thinking Precedes Acting
- Table Of Thought Forms
- Table Of Questions About Thought Forms
- Cognitive Interview Evaluations
- Thought Form 1 Is About Unceasing Change
- Four Moments Of Dialectic With Seven Thought Forms Each
- Assigning Weights To The Articulation Of A Thought Form: Fluidity Index
- People Are Disproportionately Thinking In One Quadrant Or Moment Of Dialectic
- Thought Forms As Mind Openers
- Cognitive Interview Coding Example
- Ways To Learn Thought Forms
- Dialectical Thinking Is In Search Of Truth
- Four Moments Of Dialectic Emerge From Formal Logic
- Critical Thinking
- Constructive Thinking
- Transformation Thought Form 22, Limits Of Stability
- The Four Quadrants of Dialectic
- Uncovering Hidden Implications: The Example of “I have changed”
- Visual Depictions: Visualizing the Moments of Dialectic
- Homework and Future Applications
- The Actual World And The Real World
- The World Of Empirical Science
- Making The Effort
- Cognitive Development Formal Logic To Dialectical Thought
- Critical And Constructive Thinking
Topics: Dialectical thinking is/as
- a way of positioning oneself toward the world; Epistemic Position, Stance
- an attempt to render the four quadrants of dialectic in thought; the nature of the four moments of dialectic, absence and negativity, preservative negation
- a mental realization of the four quadrants of dialectic based on thought forms; dialectical thought forms as thinking tools, the four classes of thought forms, the 28 individual thought forms
- a method of opening one’s own and others’ minds; thought forms as mind openers
- a method of text analysis and text evaluation; the Cognitive Behavior Graph, Fluidity Index, Phase of Dialectical Thinking
Introduce listening for thought forms in interviews and more unstructured conversations and discussions using the “Table of Questions about Thought Forms” in section B3 of the Dialectical Thought Form Manual (DTFM).
Introduce challenging interlocutors and each other to adopt more in-depth thinking than formal logic has to offer using the “Thought Forms as Mind Openers” in section B4 of the DTFM. As a guide, the instructor can lead students to reflect on how, from a single TF, many different challenge questions can be developed, either for self-reflection or for prompting an interlocutor to “think more deeply.”
Practice in dialectical thinking about the structure of one’s own thinking and that of collaborators: a formal, linear way of taking successive steps from beginner to expert; progressive exercises for meta-thinking.
Simple: recognize the four classes of thought forms (4 TF classes CPRT) as they derive from the four moments of dialectic.
Identify others’ TFs: Analyze and classify pictures and texts using the four classes (4 TF classes CPRT).
Once the analytical task has been accomplished, the experiences made become the basis of a progression of the thinker to reflect- and use tasks, each of which can be simple, medium, or complex.
Reflect on own TFs: Reflect on a problem using the four classes.
Reflection tasks are concerned with self-reflection and are pursued alone or in a group, while Use tasks involve communication via speech or text.
Use in speech and texts: Ask questions, describe and illuminate using the four classes.
Listening in terms of the four moments of dialectic is the most important capability in dialectical thinking, and the above (and following below) processes clarify the nature of the four moments of dialectic and their associated thought forms, as well as their function in deep-thinking dialog.
Summary
Explore the concept of “thought forms,” which represent various modes of thinking that encompass process, context, relationship, and transformation. Through these thought forms, argue for the importance of recognizing the interconnectedness of these different modes of thought, thereby enabling a more comprehensive and nuanced understanding of the world. Emphasize that dialectical thinking is not simply about analyzing information but also about searching for truth through critical and constructive thinking. Ultimately, the seminar seeks to equip participants with a toolkit for more complex and insightful thinking.
Main Themes
Dialectical thinking as a stance and a set of tools: This thinking style goes beyond static logic and embraces transformation, change, and the interconnectedness of things.
The four moments of dialectic: Process, Context, Relationship, and Transformational System. These moments provide a framework for analyzing and understanding complex phenomena.
Thought forms as mind-openers: These specific thinking patterns, categorized under the four moments, help us see situations from multiple perspectives and ask deeper questions.
Moving beyond meaning-making towards truth-seeking: Dialectical thinking acknowledges the subjective nature of meaning but also strives for a more objective understanding of reality.
References to Measuring Hidden Dimensions Volume 2, Figures and Tables (Laske, 2009; MHD V2)
- Fig. 2.5 Four Eras of Adult Cognitive Development (MHD V2; p. 70)
- Fig. 5.3 Dimensions of Cognitive Development (MHD V2; p. 150)
- Fig. 6.1 The Four Quadrants of Dialectic (MHD V2; p. 172)
- Table 6.1 Characteristics of the Four Classes of Thought Forms (MHD V2; p. 200)
- Table 11.5 Thought Form Selection Sheet for Donald’s Cognitive Interview (MHD V2; p. 338-348)
- Fig. 11.3 Donald’s Cognitive Behavior Graph (CBG) (MHD V2; p. 349)
Manual of Dialectical Thought Forms Section B (p. 589-624)
- Table B1 Table of Thought Forms with Contrasts (p. 590)
- Table B2 Detailed Table of Thought Forms (p. 591-594)
- Table B3 Table of Questions about Thought Forms (p. 595-609)
- Table B4 Thought Forms as Mind Openers (p. 610-617)
- Figure B5 Thought Form Selection Sheet (p. 618-619)
- Figure B6 Thought Form Coding Sheet (p. 620-621)
- Figure B7 Cognitive Behavior Graph (p. 622)
- Figure B8 Interview Agreement (p. 623-624)
Module: Introduction to the Practice in Dialectical Thinking
Session: Text Analysis
Chapter Headings:
- Looking At A Transcribed Interview Text
- Dialectical Thinking And Dialectical Listening Are Inseparable
- The Thought Form Selection Sheet
- Bit Number 1 From The Example Coding Sheet
- Any Text Can Be Analyzed For Dialectical Structure
- Assigning Thought Forms
- The Case Study Cohort Method
- Seeking Consensus In A Cohort
- Process Thought Form 1
- Process Thought Form 2
- Assigning Weights To Thought Forms
- It Is A Choice How The Speaker Articulates A Situation
- Constraints Imposed By The Interviewer
- The Function Of The Cognitive Interviewer Is To Let The Client Shine
- Probing For Classes Of Thought Forms
- Staying Very Close To The Train Of Thought Of The Interviewee
- Empirical Inquiry Using An Empirical Method Called The CDF Method
- Separating Content From Structure
- A Case Study Combines Interviewing, Text Analysis, and Discussion
- Evaluating Bit Number 16
Topics: Dialectical thinking is/as
- a method of text analysis and text evaluation; the Cognitive Behavior Graph, Fluidity Index, Phase of Dialectical Thinking
- an adult developmental assessment tool; cognitive interviewing, semi-structured interview protocol, the Three Houses, scoring an interview transcript, providing feedback
Practice dialectical thinking in analyzing different texts, such as, interview fragments, excerpts of policy documents, or theoretical texts. Create a Cognitive Behavior Graph (CBG), summarizing moves in thought in the text. As group members, provide feedback to interviewees or authors.
Practice in dialectical thinking about the structure of one’s own thinking and that of collaborators.
Simple: recognize the four classes of thought forms (4 TF classes CPRT) as they derive from the four moments of dialectic.
Identify others’ TFs: Analyze and classify pictures and texts using the four classes (4 TF classes CPRT).
Exercising complex tasks: Recognize individual thought forms in speech and text in terms of the compact table of thought forms (28 TFs).
Identify others’ TFs: Analyze a structured interview using the compact table of TFs (28 TFs).
Analyze a structured interview, working from its transcript, following these steps:
Select interview fragments, also called “bits,” unified by a clear, logical, and convincing base concept whose implications they unfold.
First determine the class or classes of TFs involved in the interview fragment, then select a cogent TF within the class.
If more than a single TF apply, determine the relative weight or degree of clarity of each, between 1 and 3 maximally. Then justify your selection and weighting decision.
For an entire interview, select 30 cogent text fragments, and use your evaluation outcome to formulate a “cognitive profile” of the interviewee in the form of a CBG, Cognitive Behavior Graph.
Write a report meant to give feedback to the interviewee regarding their present fluidity in using TFs, following the compact table of TFs.
References to Measuring Hidden Dimensions Volume 2, Figures and Tables (Laske, 2009; MHD V2)
- Fig. 11.1 The Three Houses of Employees and Managers (MHD V2; p. 333)
- Table 11.5 Thought Form Selection Sheet for Donald’s Cognitive Interview (MHD V2; p. 338-348)
- Fig. 11.3 Donald’s Cognitive Behavior Graph (CBG) (MHD V2; p. 349)
Module: Introduction to the Practice in Dialectical Thinking
Session: Structured Dialog
Chapter Headings:
- Three Different Ways To Learn Dialectical Thinking
- Using DTF in Cognitive Interviews
- Using DTF in Discourse
- Using DTF in Text Analysis
- Practicing Interviewing
- The Cognitive Interview Protocol
- Self House
- Organizational House
- Task House
- Transitioning Between Houses
- A Situation Is Viewed Differently on the Four Floors of the Organizational House
- The Art Of Fully Engaging Adults
- A Cognitive Interview Is About Engaging Adults
References to Measuring Hidden Dimensions Volume 2, Figures and Tables (Laske, 2009; MHD V2)
- Fig. 11.1 The Three Houses of Employees and Managers (MHD V2; p. 333)
Topics: Dialectical thinking is/as
- an adult developmental assessment tool; cognitive interviewing, semi-structured interview protocol, the Three Houses, scoring an interview transcript, providing feedback
Interviewing based on the Dialectical Thought Form Framework (DTF):
Instructor explains and models cognitive interviewing.
In between sessions, participants practice their dialectical thinking in listening to others and probing others’ thinking by use of semi-structured interviewing in the Task House. One participant interviews a group member on his or her professional work, the other two participants observe and listen. Interviewee, interviewer, and observers share their experience and draw conclusions for improving interviewing.
Do a Case Study:
A case study is the interviewing of a client followed by a systematic analysis of the associated cognitive interview transcript in terms of DTF, the Dialectical Thought Form Framework.
The compact table of TFs (28 TFs) is used to evaluate thought form use per class and the degree of articulation of TFs in each class for each of the Three Houses. Such an analysis results in a cognitive behavior graph (CBG) which gives visual evidence of what TFs have been used in which of the Three Houses at what point in real time.
In a case study, what counts for the student is the process of working it out, the mental processes that generate dialectical practice.
For the interviewer, the study trains dialectical listening, or listening to the thought form structure of a person in real time, the best way of absorbing thought forms by recognizing them in another person’s speech flow.
For the interviewee, the process provides opportunities for reflecting on their own thinking. Correctly prompted and challenged by the interviewer, the interlocutor is forced out of their adherence to logical models and has to find ways of dealing with transformation.
Through the cognitive interview, the interviewer learns how to lead a conversation in which the interlocutor’s concepts are closely followed and potentially challenged in terms of how deeply they engage in a topic, in contrast to how broad the topic can be spread.
Module: Introduction to the Practice in Dialectical Thinking
Session: Unstructured Dialog
Chapter Headings:
- Four Classes Of Thought Forms
- Process
- Context
- Relationship
- Transformation
- Introducing the Thought Form Table
- Movement Into More Complexity
- Procedural Emphasis: Pointing To
- Applying Dialectical Thinking to a Practical Example: E-Learning
- Bring More Details to the Concept by Starting From a Logical Basis
- Applying the Quadrants to E-Learning: Examining e-learning through each quadrant
- Upper Left: Theoretical Learning (individual intention)
- Lower Left: Knowledge Culture (collective understanding)
- Upper Right: Practical Knowledge (application of theory)
- Lower Right: Knowledge Systems (societal impact)
- Four Aspects
- Look At Each Of These Four Quadrants In Terms Of Four Moments
- Wilber’s Aqal Help In Taking Into Account All The Aspects Of The Content
- Distinguishing The Topic From The Base Concept
- Wilber Quadrants Can Be Thought About In 28 Thought Forms
- Applying Dialectical Thought Forms to a Real-World Problem: Multi-Channel Customer Service
- Using The Table Of Thought Forms Systematically For A Problem Formulation
- Context Thought Forms
- Moving Beyond Context
- Relationship Thought Forms
- A Conversation About How Participants Use Dialectical Thinking
References to Measuring Hidden Dimensions Volume 2, Figures and Tables (Laske, 2009; MHD V2)
- Table 6.1 Characteristics of the Four Classes of Thought Forms (MHD V2; p. 200)
Manual of Dialectical Thought Forms Section B (p. 589-624)
- Table B1 Table of Thought Forms with Contrasts (p. 590)
Topics: Dialectical thinking is/as
- a mental realization of the four quadrants of dialectic based on thought forms; dialectical thought forms as thinking tools, the four classes of thought forms, the 28 individual thought forms
- a method of opening one’s own and others’ minds; thought forms as mind openers
Practice listening for thought forms in interviews and more unstructured conversations and discussions.
Practice challenging interlocutors and each other to adopt more in-depth thinking than formal logic has to offer.
Practice in dialectical thinking about the structure of one’s own thinking and that of collaborators:
Use in speech and texts: Ask questions, describe and illuminate using the four classes.
Listening in terms of the four moments of dialectic is the most important capability in dialectical thinking. Practice to clarify the nature of the four moments of dialectic and their associated thought forms, as well as their function in deep-thinking dialog.
Summary
Dialectical thinking is a way of thinking that goes beyond logic. Introduce four classes of thought forms – process, context, relationship, and transformation – and then apply these to a real-world business problem. Discuss how the Wilber quadrants, a logical framework, can be used to organize different aspects of a situation. Encourage the participants to apply these thought forms systematically to the real-world problem to gain a deeper understanding. Focus the discussion on how different aspects of a situation are interconnected and interdependent, and how thinking dialectically can help to resolve complex problems by considering the whole picture, including the process, context, and relationship of the situation.
Main Themes
Dialectical Thinking: Focus on understanding and applying dialectical thinking, a method that considers processes, contexts, relationships, and transformation in a holistic and integrated manner.
Wilber Quadrants as a Starting Point: Use Ken Wilber’s AQAL framework (All Quadrants, All Levels) as a foundation for exploring a topic comprehensively, acknowledging individual, collective, internal, and external perspectives.
Thought Forms: Introduce a set of 28 thought forms categorized by process, context, relationship, and transformation, serving as a detailed lens for examining any subject.
Case Study: Utilize a real-world business problem to illustrate the practical application of dialectical thinking and the thought forms.
