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Self-in-systems: A formal theory of the emergence of postconventional systemic thinking as object-self is found.

机译：系统中的自我：找到了一种后常规的系统性思维作为对象-自我出现的形式理论。

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摘要

A crescendo of voices calls us to recognize that the complexity and uncertainty of the world of the 21st century challenges us to understand how things are systemically related. The purpose of this study was to explore the capacity for systemic thinking: the capacity to consciously perceive and coordinate multiple interacting systems and reflect upon self as being in relation to systems. This study attempts to identify systemic thinking more precisely, and to explain how it develops. The source of data is the constructive developmental literature, which focuses on changes in the ways individuals construct meaning throughout the lifespan. This literature contains a variety of models indicating the capacity to see how systems are related may occur for a minority of adults during development. This study was exploratory and comparative. A meta-analysis of developmental literature across the lifespan was undertaken using grounded theory method, supported by ATLAS.ti qualitative data analysis software. Literature in the fields of systems thinking and systems intelligence also informed results. Development was explored in terms of self and systems relations rather than subject and object relations. Self-in-systems theory, presented here for the first time, proposes that perceptions of self are always perceptions of self-in-relation-to-systems. It is contended that the literature provides evidence that perceptions of self, systems, and the relationship between them differ among individuals in a manner that indicates a stage-like sequence of development. This development occurs through six levels as described by the self-in-systems (SIS) model of the development of systemic thinking. Although systems are first consciously perceived at the third level, which is conventional, systemic thinking was found to emerge at the postconventional fourth level. At the fourth level, an object-self emerges: a self perceived as always in relation to systems. The fifth level, also postconventional and characterized by a more complex form of systemic thinking, is followed by a sixth trans-personal and trans-systemic level. The SIS model may offer a way to integrate the literature on development across the lifespan. In addition, the model may indicate how to integrate the systems thinking, systems intelligence, and developmental literatures.
机译：越来越多的声音使我们认识到，二十一世纪世界的复杂性和不确定性使我们难以理解事物之间的系统联系。这项研究的目的是探索系统思考的能力：有意识地感知和协调多个相互作用的系统并反思与系统有关的自我的能力。这项研究试图更准确地识别系统思维，并解释其发展方式。数据的来源是建设性的发展文献，其着眼于个人在整个生命周期中建构意义的方式的变化。该文献包含各种模型，这些模型表明有能力观察少数成年人在发育过程中系统之间的关系。这项研究是探索性和比较性的。在ATLAS.ti定性数据分析软件的支持下，使用扎根理论方法对整个生命周期内的发展文献进行了荟萃分析。系统思考和系统智能领域的文献也为研究提供了信息。从自我和系统关系而不是主体和客体关系来探讨发展。首次在这里提出的系统自我理论提出，对自我的感知始终是对系统自我的感知。据认为，文献提供了证据，表明个体之间对自我，系统以及它们之间的关系的理解以指示阶段发展顺序的方式而不同。如系统思维发展的系统自我（SIS）模型所描述的，这种发展通过六个层次发生。尽管系统是在常规的第三层上首先有意识地感知到的，但是系统思维却在常规后的第四层上出现了。在第四级，对象自我出现：一种相对于系统而言总是被感知的自我。第五级，也是后常规的，其特点是系统思维的形式更为复杂，其后是第六级的超个人和跨系统的级别。 SIS模型可以提供一种方法，以整合整个生命周期中有关发展的文献。另外，该模型可以指示如何整合系统思维，系统智能和发展文献。

著录项

  • 作者

    Page, Steven W.;

  • 作者单位

    Fielding Graduate University.;

  • 授予单位 Fielding Graduate University.;
  • 学科 Developmental psychology.;Systems science.;Management.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 455 p.
  • 总页数 455
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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