Ib Ravn
Aarhus University, Department of Education, Faculty Member
- University teacher and organizational consultant with interests in group facilitation, self-determination theory, psychotraumatology, the history of money and banking and suchlikeedit
Research Interests:
Research Interests: Psychology and Ontology
Research Interests: Business, Psychology, Management Development, Meeting, Denmark, and 13 moreGroup Facilitation, Business and Management, Management Training, Intervention, Facilitation, Management Practice, Competency Development, Judgement, Meeting management, Design Based Research, Guidance and Counseling Intervention Programs, Transformative research, and Facilitator
Key empirical studies of the postulates of the single-distribution theory and the associated control-of-consumption approach are reviewed. The review is organized in terms of the six links possible between the four variables of the... more
Key empirical studies of the postulates of the single-distribution theory and the associated control-of-consumption approach are reviewed. The review is organized in terms of the six links possible between the four variables of the "Ledermann string" (availability, average consumption, proportion of heavy consumers, and prevalence of damage) presented in Part I. It is concluded that, on the whole, the available evidence is too inconsistent to support the control-of-consumption approach and that a more comprehensive understanding of alcohol abuse and prevention is needed.
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Research Interests:
Research Interests: Psychology and Philosophy
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Chaos and rigidity are often used to describe problematic psychological states. If they are to be avoided, how does one conceive of a normative alternative? A midway compromise between chaos and rigidity seems unsatisfactory. This paper... more
Chaos and rigidity are often used to describe problematic psychological states. If they are to be avoided, how does one conceive of a normative alternative? A midway compromise between chaos and rigidity seems unsatisfactory. This paper proposes that underlying chaos and rigidity are two dimensions of healthy human experience, those of stability (focus, routine, unity) and flexibility (exploration, novelty, diversity). Their union is possible, the optimal state of “flexstability”, a state in which individuals experience flexibility and stability simultaneously. Chaos can be now understood as flexibility without stability, and rigidity as stability without flexibility. These concepts may be arranged in a two-by-two “flexstability matrix” that suggests that normative psychological development navigates the extremes of chaos and rigidity and pursues the state of flexstability. The concepts of the matrix are applied to seven research areas in psychology: parenting styles, identity formation, development of mind, flow, creativity, emotional regulation and self-determination.
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This article attempts to clarify the meaning of "good" by linking it to a concept of wholeness derived from the process philosophy of David Bohm (1980a). Bohm draws a distinction between implicate order, which is... more
This article attempts to clarify the meaning of "good" by linking it to a concept of wholeness derived from the process philosophy of David Bohm (1980a). Bohm draws a distinction between implicate order, which is a domain of reality characterized by flux and potentiality, and explicate order, which is the Newtonian-Cartesian order of stable phenomena and actuality. This article proposes a model of human development whereby the emergence of explicate phenomena from the implicate order may proceed in two general directions: toward fragmentary order or toward holonomic order, whether in the individual or in the world. Fragmentary order compartmentalizes and oppresses human activity; holonomic order liberates and empowers people. Borrowing from the analogy of the hologram, this article suggests that holonomic order further enables people to see or experience a larger meaning or wholeness in each of the parts or segments of their lives; fragmentary order implies disconnectedness and conflict within and among people. In a fragmentary order, the categories of good and bad are dichotomized, and bad is suppressed. In a holonomic order, good and bad are seen as equally necessary, and pain, the experience of bad, is recognized as a symptom of an underlying malady, inviting us to learn and develop.
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Key empirical studies of the postulates of the single-distribution theory and the associated control-of-consumption approach are reviewed. The review is organized in terms of the six links possible between the four variables of the... more
Key empirical studies of the postulates of the single-distribution theory and the associated control-of-consumption approach are reviewed. The review is organized in terms of the six links possible between the four variables of the "Ledermann string" (availability, average consumption, proportion of heavy consumers, and prevalence of damage) presented in Part I. It is concluded that, on the whole, the available evidence is too inconsistent to support the control-of-consumption approach and that a more comprehensive understanding of alcohol abuse and prevention is needed.
Research Interests:
Purpose – The purpose of this paper is to call attention to the fact that conferences for professionals rely on massive one-way communication and hence produce little learning for delegates – and to introduce an alternative, the “learning... more
Purpose – The purpose of this paper is to call attention to the fact that conferences for professionals rely on massive one-way communication and hence produce little learning for delegates – and to introduce an alternative, the “learning conference”, that involves delegates in fun and productive learning processes. Design/methodology/approach – A typical full-day conference is analyzed. It has six hours of podium talk and twenty-five minutes for delegates to become involved. What model of learning can possibly lie behind this? The transfer model, which assumes learners to be empty vessels. An alternative view is that conference delegates are active professionals in search of inspiration, and they also want to share knowledge with their peers at the conference. A theory of the conference as a forum for mutual inspiration and human co-flourishing is proposed, as are four design principles for a learning conference: presentations must provide concise input; the conference host must in...
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Research Interests:
Chaos and rigidity are often used to describe problematic psychological states. If they are to be avoided, how does one conceive of a normative alternative? A midway compromise between chaos and rigidity seems unsatisfactory. This paper... more
Chaos and rigidity are often used to describe problematic psychological states. If they are to be avoided, how does one conceive of a normative alternative? A midway compromise between chaos and rigidity seems unsatisfactory. This paper proposes that underlying chaos and rigidity are two dimensions of healthy human experience, those of stability (focus, routine, unity) and flexibility (exploration, novelty, diversity). Their union is possible, the optimal state of “flexstability”, a state in which individuals experience flexibility and stability simultaneously. Chaos can be now understood as flexibility without stability, and rigidity as stability without flexibility. These concepts may be arranged in a two-by-two “flexstability matrix” that suggests that normative psychological development navigates the extremes of chaos and rigidity and pursues the state of flexstability. The concepts of the matrix are applied to seven research areas in psychology: parenting styles, identity formation, development of mind, flow, creativity, emotional regulation and self-determination.
Research Interests:
• Dette reformforslag er et oplæg til debat om det danske penge- og banksystem, udarbejdet af foreningen Gode Penge. • Som i alle andre moderne økonomier har vi i Danmark et pengesystem, der i vid udstrækning kontrolleres af private... more
• Dette reformforslag er et oplæg til debat om det danske penge- og banksystem, udarbejdet af foreningen Gode Penge.
• Som i alle andre moderne økonomier har vi i Danmark et pengesystem, der i vid udstrækning kontrolleres af private banker. Det er i sin kerne ustabilt, og det producerer finansielle bobler og kriser. Centralt for systemet er bankernes evne til at skabe nye penge.
• Mønter og sedler (kontanter) skabes af Nationalbanken, som alle ved, men kontanter udgør kun 5 % af pengemængden. Resten er indeståender på private bankkonti, såkaldte kontopenge. Kontopenge skabes af banker, når de yder kredit. Banker videreformidler ikke deres indskyderes penge til låntagere. Ved udlån indskriver banken de relevante cifre på låntagers konto, uden at penge overføres andetsteds fra. Banken skaber derved nye penge.
• Når et banklån afdrages, forsvinder pengene igen, dvs. de fratrækkes pengemængden.
• Når banker i opgangstider øger udlånet – i skarp indbyrdes konkurrence om fortjeneste og markedsandele – skabes der mange nye penge. I nyere tid har disse nyskabte penge primært bidraget til at presse prisen på boliger og finansielle aktiver i vejret.
• Bankernes pengeskabelse kan anses for at være hovedårsagen bag økonomiske bobler. Som regel sprænges de, når banker har skabt penge til så dårlige låntagere, at lånene ikke afdrages. Banker bliver nødlidende, og ‘interbankmarkedet fryser til’. Efterfølgende undlader banker at yde lån i samme omfang som tidligere, hvilket
reducerer pengemængden, og recession følger. Systemet er procyklisk og ustabilt: Det gør gode tider bedre og dårlige tider værre.
• Pengesystemet kan ses som et fælles gode på linje med vejvæsen og vandforsyning. Vi foreslår en pengereform, der fratager bankerne retten til skabe kontopenge og udvider Nationalbankens monopol på pengeudstedelse til også at gælde kontopenge.
• Et pengeskabelsesudvalg skal i regi af Nationalbanken periodisk vurdere samfundets behov for penge. Det kan skabe penge ved at kreditere statens konto i Nationalbanken, hvorefter nyskabte penge indgår i regeringens finanspolitiske råderum.
• Alle borgere og virksomheder tilbydes en ‘nemkonto’ i Nationalbanken. Herfra foretages betalinger direkte mellem konti, eventuelt via andre private udbyderes betalingsløsninger.
• Efter reformen skal banker formidle penge (som mange tror, de gør i dag), men kun de midler, som investeringsvillige aktører stiller til rådighed for dem. Banker skal altså kun kunne udlåne allerede eksisterende midler. De skal ikke skabe nye penge.
• Dette vil hæmme dannelsen af bobler, idet pengeskabelsen vil foregå i roligt tempo – i Nationalbankens regi, ikke i bankernes indbyrdes konkurrence om overlevelse.
• Efter reformforslaget vil lån og kredit forventes i højere grad at underbygge de produktive sektorer i stedet for at opskrue priserne på eksisterende aktiver som boliger og aktier.
• Nationalbankens pengeskabelse vil kunne bruges til at sænke gælden i den private sektor og hos husholdningerne og hjælpe os ud af det gældspres, det nuværende system skaber.
• Som i alle andre moderne økonomier har vi i Danmark et pengesystem, der i vid udstrækning kontrolleres af private banker. Det er i sin kerne ustabilt, og det producerer finansielle bobler og kriser. Centralt for systemet er bankernes evne til at skabe nye penge.
• Mønter og sedler (kontanter) skabes af Nationalbanken, som alle ved, men kontanter udgør kun 5 % af pengemængden. Resten er indeståender på private bankkonti, såkaldte kontopenge. Kontopenge skabes af banker, når de yder kredit. Banker videreformidler ikke deres indskyderes penge til låntagere. Ved udlån indskriver banken de relevante cifre på låntagers konto, uden at penge overføres andetsteds fra. Banken skaber derved nye penge.
• Når et banklån afdrages, forsvinder pengene igen, dvs. de fratrækkes pengemængden.
• Når banker i opgangstider øger udlånet – i skarp indbyrdes konkurrence om fortjeneste og markedsandele – skabes der mange nye penge. I nyere tid har disse nyskabte penge primært bidraget til at presse prisen på boliger og finansielle aktiver i vejret.
• Bankernes pengeskabelse kan anses for at være hovedårsagen bag økonomiske bobler. Som regel sprænges de, når banker har skabt penge til så dårlige låntagere, at lånene ikke afdrages. Banker bliver nødlidende, og ‘interbankmarkedet fryser til’. Efterfølgende undlader banker at yde lån i samme omfang som tidligere, hvilket
reducerer pengemængden, og recession følger. Systemet er procyklisk og ustabilt: Det gør gode tider bedre og dårlige tider værre.
• Pengesystemet kan ses som et fælles gode på linje med vejvæsen og vandforsyning. Vi foreslår en pengereform, der fratager bankerne retten til skabe kontopenge og udvider Nationalbankens monopol på pengeudstedelse til også at gælde kontopenge.
• Et pengeskabelsesudvalg skal i regi af Nationalbanken periodisk vurdere samfundets behov for penge. Det kan skabe penge ved at kreditere statens konto i Nationalbanken, hvorefter nyskabte penge indgår i regeringens finanspolitiske råderum.
• Alle borgere og virksomheder tilbydes en ‘nemkonto’ i Nationalbanken. Herfra foretages betalinger direkte mellem konti, eventuelt via andre private udbyderes betalingsløsninger.
• Efter reformen skal banker formidle penge (som mange tror, de gør i dag), men kun de midler, som investeringsvillige aktører stiller til rådighed for dem. Banker skal altså kun kunne udlåne allerede eksisterende midler. De skal ikke skabe nye penge.
• Dette vil hæmme dannelsen af bobler, idet pengeskabelsen vil foregå i roligt tempo – i Nationalbankens regi, ikke i bankernes indbyrdes konkurrence om overlevelse.
• Efter reformforslaget vil lån og kredit forventes i højere grad at underbygge de produktive sektorer i stedet for at opskrue priserne på eksisterende aktiver som boliger og aktier.
• Nationalbankens pengeskabelse vil kunne bruges til at sænke gælden i den private sektor og hos husholdningerne og hjælpe os ud af det gældspres, det nuværende system skaber.
This paper examines and critiques a highly illuminating typology of three banking theories. The typology was proposed by Richard A. Werner, and it identifies the financial intermediation theory, the fractional reserve theory and the... more
This paper examines and critiques a highly illuminating typology of
three banking theories. The typology was proposed by Richard A. Werner, and it
identifies the financial intermediation theory, the fractional reserve theory and the
credit creation theory.
Two experiments testing them are reviewed, as well as the explanation offered by Werner for retaining only the credit creation theory. Werner’s research is unique in that it tracks actual bank records during a loan transaction. Yet, his conclusion—that banks individually can create credit—downplays the key role of the collectivity of banks in enabling borrowers to use their credit for making payments.
Two neglected contexts for the three theories are proposed: one historical, involving monetary regimes, the other systemic, involving interbank clearing arrangements. It is found that the three theories are associated with different monetary regimes (relating to specie, reserves, and account money, respectively) and, despite Werner’s rejection of two of them, they all remain appropriate in proportion to the prevalence of the respective monies in the case at hand.
three banking theories. The typology was proposed by Richard A. Werner, and it
identifies the financial intermediation theory, the fractional reserve theory and the
credit creation theory.
Two experiments testing them are reviewed, as well as the explanation offered by Werner for retaining only the credit creation theory. Werner’s research is unique in that it tracks actual bank records during a loan transaction. Yet, his conclusion—that banks individually can create credit—downplays the key role of the collectivity of banks in enabling borrowers to use their credit for making payments.
Two neglected contexts for the three theories are proposed: one historical, involving monetary regimes, the other systemic, involving interbank clearing arrangements. It is found that the three theories are associated with different monetary regimes (relating to specie, reserves, and account money, respectively) and, despite Werner’s rejection of two of them, they all remain appropriate in proportion to the prevalence of the respective monies in the case at hand.
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Københavns Universitets tværfaglige satsningsområder har til formål at bringe forskere fra forskellige fakulteter og forskningsfelter sammen. Under satsnings-området ”Europa i forandring” nedsattes i efteråret 2005 en gruppe på ni... more
Københavns Universitets tværfaglige satsningsområder har til formål at bringe forskere fra forskellige fakulteter og forskningsfelter sammen. Under satsnings-området ”Europa i forandring” nedsattes i efteråret 2005 en gruppe på ni forskere, der skulle udvikle samarbejder inden for emnet ”Demokrati og mangfoldig-hed” - bl.a. gennem en faglig seminarrække.
Den vante akademiske form er først oplæg og så er ordet frit bagefter. Diskussionen er typisk komplet formløs. Den kan spontant udvikle sig i en meget spændende retning, men den kan lige så spontant køre direkte i grøften: nogle få monopoliserer den, den går i tomgang, folk bliver sårede eller ophidsede, man oplever at spilde tiden. Man er overladt til tilfældighederne: Bliver det en frugtbar diskussion eller ej? Vi oplever ikke, at vi kan gøre noget for at sikre, at det gør. Diskussioner er jo bare så uforudsigelige, ikke sandt?
Facilitering er et forsøg på at tilrettelægge og styre formen på diskussioner og møder, så et frugtbart resultat bliver mere sandsynligt. Indholdet kan man som facilitator ikke styre – det er jo hvad deltagerne sidder med i hovedet og har lyst til at sige. Men man kan som oftest stimulere dette indhold frem i en konstruktiv retning.
Vi afprøvede derfor en række andre måder at være kloge sammen på:
1. En anerkendende præsentationsrunde
2. Intellektuel speeddating
3. Brug 65 mio. kr. sammen på 20 minutter
4. Korte, provokerende oplæg
5. Lynrunder hvor alle kommer på
6. Tre minutter til tavs refleksion
7. Parvise møder
8. Stram facilitering af korte processer.
Den vante akademiske form er først oplæg og så er ordet frit bagefter. Diskussionen er typisk komplet formløs. Den kan spontant udvikle sig i en meget spændende retning, men den kan lige så spontant køre direkte i grøften: nogle få monopoliserer den, den går i tomgang, folk bliver sårede eller ophidsede, man oplever at spilde tiden. Man er overladt til tilfældighederne: Bliver det en frugtbar diskussion eller ej? Vi oplever ikke, at vi kan gøre noget for at sikre, at det gør. Diskussioner er jo bare så uforudsigelige, ikke sandt?
Facilitering er et forsøg på at tilrettelægge og styre formen på diskussioner og møder, så et frugtbart resultat bliver mere sandsynligt. Indholdet kan man som facilitator ikke styre – det er jo hvad deltagerne sidder med i hovedet og har lyst til at sige. Men man kan som oftest stimulere dette indhold frem i en konstruktiv retning.
Vi afprøvede derfor en række andre måder at være kloge sammen på:
1. En anerkendende præsentationsrunde
2. Intellektuel speeddating
3. Brug 65 mio. kr. sammen på 20 minutter
4. Korte, provokerende oplæg
5. Lynrunder hvor alle kommer på
6. Tre minutter til tavs refleksion
7. Parvise møder
8. Stram facilitering af korte processer.
Research Interests:
At opleve mening i arbejdslivet er en væsentlig brik i det psykiske arbejdsmiljø. Men hvad skal vi forstå ved begrebet? Eksisterende forskning har kortlagt respondenters opfattelse af, hvad der giver dem mening, og lister herover er... more
At opleve mening i arbejdslivet er en væsentlig brik i det psykiske arbejdsmiljø. Men hvad skal vi forstå ved begrebet? Eksisterende forskning har kortlagt respondenters opfattelse af, hvad der giver dem mening, og lister herover er blevet opstillet. Der savnes dog en teoretisk forståelse af begrebet, hvorfor det defineres her: Et fænomen giver mening, når man indser, hvordan det indgår i en større sammenhæng. Mening i arbejdslivet gives da af oplevelsen af, at man gennem sit arbejde indgår i en større sammenhæng. En konceptualisering med fi re delfaktorer udledes, der tilsammen skønnes at give mening i arbejdslivet.
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This article speculates that the benefits of competition may derive from the enjoyment and absorption of intrinsic competition, while the many negative effects of excessive competition, especially as seen in children and youth, may be due... more
This article speculates that the benefits of competition may derive from the enjoyment and absorption of intrinsic competition, while the many negative effects of excessive competition, especially as seen in children and youth, may be due to extrinsic competition, the pursuit of wins for their own sake. Twelve practical suggestions are offered for physical education teachers and coaches who wish to bring intrinsic competition to the fore and de-emphasize extrinsic competition.
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Abstract: The typical conference consists of a series of PowerPoint presentations that tend to render participants passive. Students of learning have long abandoned the transfer model that underlies such one-way communication. We propose... more
Abstract: The typical conference consists of a series of PowerPoint presentations that tend to render participants passive. Students of learning have long abandoned the transfer model that underlies such one-way communication. We propose an alternative theory of conferences that sees them as a forum for learning, mutual inspiration and human flourishing. We offer five design principles that specify how conferences may engage participants more and hence increase their learning. In the research-and-development effort reported here, our team collaborated with conference organisers in Denmark to introduce and facilitate a variety of simple learning techniques at 30 1- and 2-day conferences of up to 300 participants each. We present ten of these techniques and data evaluating them. We conclude that if conference organisers allocate a fraction of the total conference time to facilitated processes that engage participants in various forms of reflective conversation and knowledge sharing, t...
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There is very little research on organizational meetings. If we want to understand and improve our meetings, it is useful to distinguish types of meeting. Four types are proposed: 1. The autocratic meeting, where the leader speaks a lot... more
There is very little research on organizational meetings. If we want to understand and improve our meetings, it is useful to distinguish types of meeting. Four types are proposed: 1. The autocratic meeting, where the leader speaks a lot and decides most issues. 2. The parliamentary type with long formal speeches from many participants. 3. The collectivist-egalitarian type, where everyone chips in freely and concrete results are hard to come by. 4. The facilitated meeting, in which a facilitator guides and supports participants' contributions and ensures that results are produced.
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Educators and economists concerned with monetary reform face the extraordinary challenge of explaining to the public and its elected representatives not only what a reformed system would look like, but also how the current system works.... more
Educators and economists concerned with monetary reform face the extraordinary challenge of explaining to the public and its elected representatives not only what a reformed system would look like, but also how the current system works. Centrally, the point that in a modern economy money is largely created by commercial banks, as explained by the Bank of England recently (McLeay, Radia & Thomas, 2014b), is often met with incredulity: “What do you mean, created?” This paper introduces five easy-to-grasp analogies that educators and reformers may use to convey key moneycreation concepts to a lay audience. The analogies offered include (1) money as patches in an expandable patchwork quilt that covers a nation’s real assets, (2) the money supply as water in a bathtub with a faucet and a drain, (3) money understood as debt in a model economy run by schoolchildren, (4) the misleading concept of a bank “loan” explained by reference to gold that a London goldsmith could have lent, and (5) t...
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Med det formål at forbedre studiemiljøet og mindske frafaldet iværksatte vi et projekt, der omfattede de 260 nystartede studerende tilmeldt det første af fire semestre på kandidatuddannelsen i pædagogisk psykologi. Den bærende ide var... more
Med det formål at forbedre studiemiljøet og mindske frafaldet iværksatte vi et projekt, der omfattede de 260 nystartede studerende tilmeldt det første af fire semestre på kandidatuddannelsen i pædagogisk psykologi. Den bærende ide var facilitering af studiegrupper. En studerende tager rollen som facilitator og styrer en studiegruppes faglige og sociale aktiviteter på en måde, så alle deltagerne involveres. Vi gav en kort introduktion til facilitering i forbindelse med introdagene og hjalp med at danne studiegrupper. Vi tilbød derpå hele årgangen en todages workshop i facilitering. Ca. 1/3 af de studerende deltog, men med repræsentanter fra mere end ½ af studiegrupperne. Efterfølgende deltog 96% af de studerende ”hver gang” eller ”ofte” i disse studiegrupper. 57% af grupperne brugte facilitering ”hver gang” eller ”ofte”.
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Vi søgte at forbedre studiemiljøet på DPU ved at styrke samarbejdet i studiegrupperne. Til det formål trænede vi 17 studerende i facilitering. Disse studiefacilitatorer styrede derefter interaktion og peer learning i deres studiegrupper.... more
Vi søgte at forbedre studiemiljøet på DPU ved at styrke samarbejdet i studiegrupperne. Til det formål trænede vi 17 studerende i facilitering. Disse studiefacilitatorer styrede derefter interaktion og peer learning i deres studiegrupper. Virkningen på studiemiljøet var god; bl.a. tredobledes andelen af studerende, der følte sig som del af et større fællesskab på studiet. Omkring 500 nye studerende trænes hvert år i facilitering af studiegrupper på DPUs to største kandidatuddannelserBy strengthening cooperation between students in study groups, we tried to improve the study environment at the Department of Education at Aarhus University. 17 students were trained in facilitation and made responsible for interaction and peer learning in the study groups. The project had several positive outcomes, such as a tripling of the proportion of students who reported a sense of belonging to their degree programme. Some 500 entering students are now trained every year at DPU’s two largest degree ...
This paper presents an argument for enrichment of action research methodology. To the current state of action research, we add a constructivist epistemological argument, as well as a crucial inspiration from some futures-oriented planning... more
This paper presents an argument for enrichment of action research methodology. To the current state of action research, we add a constructivist epistemological argument, as well as a crucial inspiration from some futures-oriented planning approaches.
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Med det formål at forbedre studiemiljøet og mindske frafaldet iværksatte vi et projekt, der omfattede de 260 nystartede studerende tilmeldt det første af fire semestre på kandidatuddannelsen i pædagogisk psykologi. Den bærende ide... more
Med det formål at forbedre studiemiljøet og mindske frafaldet iværksatte vi
et projekt, der omfattede de 260 nystartede studerende tilmeldt det første af
fire semestre på kandidatuddannelsen i pædagogisk psykologi.
Den bærende ide var facilitering af studiegrupper. En studerende tager
rollen som facilitator og styrer en studiegruppes faglige og sociale
aktiviteter på en måde, så alle deltagerne involveres.
Vi gav en kort introduktion til facilitering i forbindelse med introdagene og
hjalp med at danne studiegrupper. Vi tilbød derpå hele årgangen en
todages workshop i facilitering. Ca. 1/3 af de studerende deltog, men med
repræsentanter fra mere end ½ af studiegrupperne.
Efterfølgende deltog 96% af de studerende ”hver gang” eller ”ofte” i disse
studiegrupper. 57% af grupperne brugte facilitering ”hver gang” eller
”ofte”.
et projekt, der omfattede de 260 nystartede studerende tilmeldt det første af
fire semestre på kandidatuddannelsen i pædagogisk psykologi.
Den bærende ide var facilitering af studiegrupper. En studerende tager
rollen som facilitator og styrer en studiegruppes faglige og sociale
aktiviteter på en måde, så alle deltagerne involveres.
Vi gav en kort introduktion til facilitering i forbindelse med introdagene og
hjalp med at danne studiegrupper. Vi tilbød derpå hele årgangen en
todages workshop i facilitering. Ca. 1/3 af de studerende deltog, men med
repræsentanter fra mere end ½ af studiegrupperne.
Efterfølgende deltog 96% af de studerende ”hver gang” eller ”ofte” i disse
studiegrupper. 57% af grupperne brugte facilitering ”hver gang” eller
”ofte”.
Research Interests:
In an attempt to formulate a coherent view of quantum reality, the theoretical physicist David Bohm has proposed a new concept of order to supplement the mechanistic Cartesian order of traditional physics. The "implicate" order is a... more
In an attempt to formulate a coherent view of quantum reality, the theoretical physicist David Bohm has proposed a new concept of order to supplement the mechanistic Cartesian order of traditional physics. The "implicate" order is a subtler and deeper order that emphasizes "unbroken wholeness in flowing movement," in contrast to the coarser and more superficial, "explicate" Cartesian order of distinct phenomena.
This dissertation attempts to develop a meaning for the idea of implicate order in the human world. First is offered an account of some evolutionary episodes in terms of implicate and explicate order which draws on compatible work in cosmology, embryogenesis, visual perception, brain memory, decision making and phenomenology.
Two important characteristics of the implicate order are then identified: in an implicate order, the whole is enfolded (or represented) in each of its parts; and all parts renders different perspectives of the whole. Using arguments from decision making, the study of "flow" in human consciousness, and a model of skill acquisition, it is suggested that these characteristics manifest themselves in the human world as the "unity experience" and the "diversity experience," respectively. The former is the experience that a given part of one's life reveals a larger wholeness or unity; the subject-object distinction is transcended and one becomes absorbed in the flow of whatever activity is pursued. The latter is a deep appreciation of the diversity of ways in which people may seek the unity experience. These experiences are proposed as general values: social and psychological conditions ought to be such that these experiences are enhanced in all people.
A two-by-two matrix of these experiences demonstrates the danger of pursuing one to the exclusion of the other. The experience of unity without diversity turns into absolutism, the insistence that one's chosen activities or beliefs are the only right one. The experience of diversity without unity becomes relativism, the excessive tolerance of and indifference to other people's pursuits. The good life lies in the simultaneous realization of both, unity-in-diversity. Lastly, it is suggested that this so-called unity-diversity matrix may be used as a personal compass the meaning of which is negotiated and calibrated in a community of users.
This dissertation attempts to develop a meaning for the idea of implicate order in the human world. First is offered an account of some evolutionary episodes in terms of implicate and explicate order which draws on compatible work in cosmology, embryogenesis, visual perception, brain memory, decision making and phenomenology.
Two important characteristics of the implicate order are then identified: in an implicate order, the whole is enfolded (or represented) in each of its parts; and all parts renders different perspectives of the whole. Using arguments from decision making, the study of "flow" in human consciousness, and a model of skill acquisition, it is suggested that these characteristics manifest themselves in the human world as the "unity experience" and the "diversity experience," respectively. The former is the experience that a given part of one's life reveals a larger wholeness or unity; the subject-object distinction is transcended and one becomes absorbed in the flow of whatever activity is pursued. The latter is a deep appreciation of the diversity of ways in which people may seek the unity experience. These experiences are proposed as general values: social and psychological conditions ought to be such that these experiences are enhanced in all people.
A two-by-two matrix of these experiences demonstrates the danger of pursuing one to the exclusion of the other. The experience of unity without diversity turns into absolutism, the insistence that one's chosen activities or beliefs are the only right one. The experience of diversity without unity becomes relativism, the excessive tolerance of and indifference to other people's pursuits. The good life lies in the simultaneous realization of both, unity-in-diversity. Lastly, it is suggested that this so-called unity-diversity matrix may be used as a personal compass the meaning of which is negotiated and calibrated in a community of users.