4 Disclosing the systemic causes of the visible problems as inner

4 disclosing the systemic causes of the visible

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4 Disclosing the systemic causes of the visible problems as inner contradictions in the activity. Identifying obvious (visible) problems.
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The philosophical background of the Developmental Work Research methodology and the Change Laboratory Method 13
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14 In metaphysical (mechanistic) ontologies world is assumed to consist of unrelated things that have fixed properties and exist prior to and independently of their mutual relationships. The qualities that emerge in the external relationships between things are assumed to be a function of the properties of the relating things. In dialectical ontology world is assumed to consist of developing systems of interaction between complementary (and therefore contradictory) elements. The elements of a system mould each other in the internal relationships and have as elements of a system qualities that they do not have outside it. Different ontologies Tolman,1981
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15 Idea of intervention in metaphysical ontology Intervention is based on empirical generalizations concerning causal relationships between independent and dependent variables. It follows the logic of practical syllogism: It is known that A causes B B is needed Therefore A is implemented The intervention can produce a change but it does not produce development. The inner dynamics of the target system does not change.
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16 Intervention in dialectical ontology Means the mediation of opposites in order to enable their interaction and to overcome a contradiction within a system. A mediator is not completely a cause nor a consequence but unites two things in a process of co-evolution. It brings forth new qualities in the interacting things. A B C Ca Cb Legend: A & B = opposites C = mediator Ca&Cb = the qualities of the opposites within C
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17 Being apathetic or energetic are not students’ fixed inherent qualities or traits but qualities that they exhibits in specific systems of mediated interaction. Re-mediating the interaction brings forth new qualities in both teaches and students and can start a cycle of development in both.
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18 The foundational principles of formative Change Laboratory interventions The principle of double stimulation The principle of ascending from the abstract to the concrete Together these two principles contribute to the development of the practitioners’ transformative agency, that is, their capacity to break away from the given frame of action and to take initiative to transform it collaboratively.
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19 The principle of double stimulation
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20 Three layers of causality 1. Causal layer : Individuals base their actions on generalizations concerning causal relationships.
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