Sublime

As Argyris also says, defensive routines are “self-sealing”—they obscure their own existence. This comes in large measure because we have society-wide norms that say that we should be open and that defensiveness is bad. This makes it difficult to acknowledge defensive routines, even if we know that we are being defensive. If Tabor’s corporate super

the choice between analytic and holistic modes of thinking, he gives control to the learner. This is very different from what usually happens in curriculum design for schools. Curriculum reformers are often concerned about the choice between verbal and nonverbal experimental learning. But their strategy is usually to make the choice from above and

The sociologist George Herbert Meade called this “the interiorized other.” That is to say, we have a kind of interior picture, a vague sense of who we are, and of what the reaction of other people to us says about who we are. That reaction is almost invariably communicated to us through what other people say and think, but soon we learn to maintain

je peux me décentrer de mon ego à mon groupe, mais je ne peux pas encore décentrer mon groupe. Mon groupe est le seul groupe dans l'univers. Je ne peux pas encore passer de l'état sociocentrique et ethnocentrique à un état véritablement mondocentrique, universel ou global -à un état décentré, universel, pluraliste. Mais je m'en rapproche, lentement

As Argyris also says, defensive routines are “self-sealing”—they obscure their own existence. This comes in large measure because we have society-wide norms that say that we should be open and that defensiveness is bad. This makes it difficult to acknowledge defensive routines, even if we know that we are being defensive. If Tabor’s corporate super

Enneagram author and teacher Marylin Vancil describes this development in a helpful way. She refers to this as the “adapted self,” the self we believe we must be in order to survive and have our needs met.