We often remark how there’s too much theoretising but little “action research”.
I’d like to open discussion on the concept of micro-embodied relational practices that we can experiment with and expand into research topics.
There are other threads here that might be competing for the same concept turf, but I’m specifically thinking about the tiniest meaninful repeatable practices that we could all integrate into our daily lives and document observations.
Examples:
Smiling at strangers
Micro-cooperation challenges
Commitment honouring
Empathy mapping
and a whole host of relating practices like circling for example…
We do embodied check-ins but, to me at least, it seems superficial. Maybe we try and expand on it?
I like it. To respond, first I’m going to put a larger frame around it and then drill into the details.
The larger frame is my growing obsession to implement a “school of the future model” somewhere, somehow. Maybe here. Maybe elsewhere. Anyway, productive design work is happening right here, so I’ll attempt to apply the model here now. The module summary at the bottom of this post shows my schematic thinking. It’s sort of linear (leading from beginner-level Module 0 to advanced Modules 6-7). Also, the 2R branding in Modules 6 and 7 can be swapped out for some other branding if the 2R community in general lacks interest in the model. Just put in some other metatheoretical group or organization with white papers, practices, projects, etc. (I’ve hung out with a few of those.) In every case, my main interest has been, how to get beginners going on this? What is the point of entry? What is the developmental pathway that motivates the more advanced content? Modules 0 - 5 represent my current thinking about how to lead non-theoretical people to the world of meta perspective in a logical, organic sequence.
So … my impulse in response to the proposed action learning model is to think like an educational program manager and to take @Martin’s proposed activity and ask the question - where does it fit into the proposed sequence? Also, are there any prerequisites? What are the likely outcomes? How will it impact the overall course of learning?
A few ideas:
I like it for Module 1 as an experiential exercise in inner-outer phenomenology. The idea is to not take “self” for granted. Rather, to experiment in how “self” arises. If we go around intentionally smiling at people, or striking up conversations, or doing some other thing we don’t already do. does “self” feel different to us? How so? How about “other”?
I also like it for Module 3. The ideas would be to test the resonance of various worldviews through micro-practices testing. As we experience into various micro-relationships, are larger meta-views more confirmed or disconfirmed in the course of the practices?
In Module 4, there is lots of potential scope for applying these micro-practices to conflict resolution. At the levels of team-building or community formation, I dare say facility with a variety of such micro-practices is almost essential.
For Module 5, personal reflection on relational micro-practice outcomes also seems both fruitful and vital.
To sum up, thinking like an educational program designer, I love what @Martin is proposing here and see it as a critical practices theme or strand that runs up and down the proposed curriculum model. It seems vital to incorporate such micro-practices into both personal and community development sequences.
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Module summary:
Module 0: Ikigai-based orientation (what are the big questions?)
Module 1: Polarities - the seeds of thought and expression
I refer to Marcel who saw charm as a way of “being” disclosing itself (through presencing). There’s also flirting and seduction - are these not embodied practices?