LJMap.com < Languaging
Change
Scott Bristol's 'Values@Hand'.
-
Summary. "It is by
languaging that the act
of knowing, in the behavioral coordination which is language, brings forth a
world." Categorizing-generating objects that define a
linguistic domain, is not
a passive description of an external world, it is an explanation of our
cognitive, affective, and physical engagement in said world to others who
are engaged in the same domain. As we learn to cooperatively and
intentionally influence our
physical domain, languaging, via categorizing, takes on more specificity.
A domain of competence, a
specific area of expertise like teaching, medicine, or engineering,
establishes its own set of specific languaging categories that agents use to
trigger cooperation and achieve results.
Levels of Categorization
Three different levels of experience and categorization are used in
languaging: general,
basic, and specific.
Example of
physical
domain categorization:
- General: Plant
- Basic: Tree
- Specific: Sugar Maple
Example of
linguistic
domain categorization:
- General: Values
- Basic: Leadership Values
- Specific: Influencing
General Level experience and
categorizing represents an awareness of a large set of objects that we
know are similar in their functionality and in how we cooperatively use
them.
Basic Level experience and
categorizing is based on our gestalt-perception, sensorimotor programs, and
mental images (Lakoff
and Johnson, 1999, p26-30). It is the level at which we interact optimally
with the physical domain and has given us evolutionary advantage.
More specifically:
- The basic level is the highest level at which a single mental
image can represent the entire category. For example: ‘car’ or
‘tree’ is a basic term as opposed to the general term- ‘vehicle’ or
‘plant’. But at the specific level, we have more difficulty
immediately recognizing and naming all the different types of cars,
trees, values, etc.
- The basic level is the highest level at which category members
have similarly perceived overall shapes. For example a ‘chair’ and
‘car’ (basic), vs. ‘furniture’ or ‘vehicle’ (general) -which cannot
be assigned to an over all shape. At the specific level we begin to
differentiate according to shape and structure.
- The basic level is the highest level at which a person uses
similar motor actions for interacting with category members. We have
a specific motor action for what goes with a chair- we sit on it
(basic). No such action exists for the general term furniture. At
the specific level we begin to differentiate function, which is also
related to shape and structure.
- It is at the basic level at which most of our knowledge is
organized. We call this ‘common sense’ knowledge. But to be an
expert we have to integrate all specific level differentiation into
new wholes. This new complexity is called valid knowledge.
Specific Level experience and
categorizing is necessary for competence, such that the speaker can
use language to influence intentional change.
- A domain of competence is a large set of words that are used to
describe and influence other objects and behaviors. The shift from
basic to specific language also involves a shift from -
describing objects that are similar and different, to describing and
influencing causal relationships.
- Specific level experience can conflict with our day-to-day,
common sense, body-based, basic experience. One aspect of the
specific level experience has been explored in the western world
through the process of scientific experiment. A different aspect has
been explored in the eastern world through the intense
self-experiential activities of meditation and autonomic control.
- Our basic level experience often lies to us. The history of
medicine is full of discovery’s that were contrary to the ‘common
sense’ of the day. No one runs out of a theater today when a train
comes roaring at us on the movie screen. But this was quite common
when movies were originally introduced.
- Using valid knowledge to overcome the lies of our basic
level experience is what science and co-evolution is about.'
Valid knowledge', "simply mean's that one's own ego cannot
impose on the universe a view of reality that finds no support from
the universe itself" (Wilber,
1998, p.32). The physical domain has its limits and is
not totally pliant. And we no longer are totally limited by our genetic, basic
level experience.
- For specific language to prove causal it often is build around
the generation of 'valid knowledge'. Valid knowledge, from
the specific level of experience, when integrated into the social
culture creates a new level of ‘common sense’ that re-defines our
basic level experience. With the use of valid knowledge created by
physical science and mind science we are able to change and alter
our initial body-based experience. This is done by directly
changing our response to external stimuli through meditative
awareness, or through cultural learning.
An example of specific level categorizing within a domain of
competence-Psychiatry, is the Diagnostic and Statistical Manual of
Mental Disorders (DSM-IV-TR), as authored by over a 1000
professionals. It identifies at a specific level over 300 mental
disorders.
- General: Metal Disorder
- Basic: Depressed
- Specific: 296.0x Bipolar I Disorder, Single Manic Episode (DSM-IV-TR,p.388)
Implicit in this categorizing is that the science and logic of treatment is different for different specific disorders. Both the disorder (behavior) in relationship to different
treatments emerge to define different specific level experience and
categorization. Categorizing at the specific level emerges from the need
to influence, not a passive observation.
In order to influence change, within a
domain of competence
(Medicine, Engineering, Therapy, Coaching, etc) the practitioner needs
to engage at the specific level. Often when students enter a new
domain of competence they learn the basic level language that
heightens there awareness and description of difference. But it isn't
until they learn to engage at the specific level that they are
able to talk about and influence change.
- Models or categorizations that are organized according to “7
plus or minus 2” variables operate at the basic level. (G. Miller,
1956)
- Valid knowledge used by the expert, in whatever domain of
competence, is seldom dependent on only 2-9 variables. What this
means is that learning may start at 2-9 variables, but expertise and
the extension and creation of valid knowledge comes from the
complexity of being able to describe linguistically many different
variables (differentiation) while at the same time integrate them
into a whole that increases the efficacy of ones intentional
actions.(Csikszentmihalyi,
1994)
- Research in ethno-biology has shown that cross-culturally humans
appear to naturally classify, in their native language, up to 500
different variables within a domain of competence (Berlin,
1992).
In keeping with LJMap's mission:
- "The Life
Journey Map® is a values measurement tool and an educational
methodology for effecting meaningful change at the individual, group,
and cultural level".
A coach/consultant is not likely to be able to use values
measurement and methodology to influence change until he or she engages
the methodology at the specific level. LJMap recognizes that new
learners cannot move from the general level to the specific
level in one step. What is especial needed are examples and language
that links the basic level to the specific level.
Below are listed the terms, according to their level of categorizing, that are used and
defined throughout this web site. The purpose of these terms is help the learner,
coach, consultant, or client better understand how to use values to
effect meaningful change.
LJMap General Level
-
Values
-
World-view is
recognized as general classification of a set of values that influence
individual or group behavior and that explain similarities and
differences between cultures or sub-cultures.
LJMap Basic Level
'World-view' as a
general concept is differentially re-defined according
to LJMap's values measurement and mapping methodology as two
different
basic concepts: 'natural
world-view' and 'developmental
world-view'.
2) Natural World-view
3)
Developmental World View
LJMap Specific Level
Natural World-view: Value Maps and Measurements- Individual
- Values Table (Rank order)
- Filed of Meaning (Size/%)
- Priority Values (Size/%)
- Item Correlation
- Priority Score Correlation
- Bit Score
Natural World-view: Value Maps and Measurements- Group
- Values Table
- Shared Meaning (Ave%)
Developmental World-view: Value Maps and Measurements -
Individual
- Summary Map & Learning Wave
- Physical-Feeling-Thinking Map
- Conditional-Doing-Being-Career Map
- Field of Meaning Map
Developmental World-view: Value Maps and Measurements -
Group
- Summary Map & Learning Wave
- Physical-Feeling-Thinking Map
- Conditional-Doing-Being-Career Map
- Field of Meaning Map
Copyright 2005 by Scott Bristol