CORD 465
Ron Purser, Ph.D.
"We can not only change; we can transform." --Tarthang Tulku
This experimental seminar arises in response to the lack of attention given to understanding the dynamics of transformational change in organizational and personal lives. Both "transformation" and "change" are labels that are now in good currency. But what do these terms really mean? This course will explore directly the nature and meaning of "transformational change." By directly, I mean that the format of this course will be that of an engaged inquiry into the nature of transformational change. We will not approach the subject in an abstract way, as if the knowledge related to this topic was stored in a textbook. Rather, we will use our own intelligence, knowing capacities and experience as research instruments, and as objects of the inquiry.
There is a tendency when embarking on a new journey to rely on a map of the foreign territory. But what if we are seeking out something truly fresh, new and creative? What if the territory has never been explored? Such is the case with our topic. Our inquiry must take on a spirit of adventure, of risk, and of abandoning our well-known labels, concepts, and theories. There is also a tendency when exploring something unknown to make comparisons to things or ideas we already know. So, when we come across or begin to touch the unknown, we say, "oh, this reminds me of...", or "this subject sounds similar to...." In academic circles, the sign of the learned person is one who can display how much knowledge one has accumulated. But all of these ways of knowing are based on the model that knowledge is a personal possession.
Organizational life today is now subject to a great deal of turbulence, confusion and conflict. A cursory examination of the press reveals daily downsizings, restructurings, and hyper-accelerated pace of change. The acceleration of the momentum of time within organizations is having reverberating effects. Employees are feeling more stressed, mentally strained, and challenged by the increasing demands and pressures of time. These pressures are felt in our personal lives, which, in turn, affect the quality of life in society as a whole. With these increasing stresses and pressures, people begin to lose touch with their experience. The result is a vicious negative spiral--lacking knowledge, poor decisions are made, life falls out of balance, and the negative effects of emotionality take over--frustration, anger, cynicism, dullness, apathy, different forms of escapism, or even mental and physical illness.
The type of knowledge within these entrenched patterns keeps organizations and people limited and stuck in endless cycles of repetition and sameness. New ideas are put forth, new theories and methods of change are tried, greater effort is exerted, but the knowledge embedded in these ways is too superficial to effect deep, fundamental and transformative change. While the labels and content of different methods may change from one year to the next (TQM, STS, Re-engineering, 360 degree feedback, label upon label), the structure of knowing is fundamentally the same. We now require a truly different way of knowing which can cut through the accelerated momentum of chaos and loosen the rigid structures that undermines creativity, promotes conflict and destructive emotionality, and spins into endless ways of wasting time.
In other words, we now need to change the ways that we change.
This seminar will be structured in accordance with the readings of the texts, exploring and examining topics which emerge from the inquiry, experiential practice of the exercises in the texts, sharing of insights and experiences that arise from exercises, and further exploration of the topics within the context of the unfolding inquiry. Thus, the format will take on the quality of ---
Each participant in the course is encouraged to start and keep a journal of their experiences of reading the texts and working with the exercises. There will be occasions where we will share and read from selected entries of our journals. The journal will serve as a bridge from one class session to the next. Outside of class, it is expected that you will set aside time to conduct and practice a number of the exercises. Your reflections and experiences related to the exercises should be recorded in the journal.
As an outgrowth of working with the texts and exercises in this course, you are asked to develop an essay paper which somehow, and in some way, examines an issue or topic from the perspective of the Time, Space and Knowledge (TSK) vision. For example, some fruitful subjects for exploration might be: How do theories of organizational change need to change if they are to embody a new vision of time, space and knowledge? What practices could be invented or created that would allow people to challenge their limits on knowledge? How does the notion of change as it traditionally has been thought of itself need to change in light of our insights and inquiry? What practices can we introduce to help people to counteract the accelerating momentum of linear time and onrush of new technology? Other papers might focus more on the personal dimensions of transformation. How does working with the TSK vision help you to become more flexible, adaptive and creative as a change agent/person? You get the idea? Make up your own questions and select your own topics. These are only examples.
Supplemental hand-outs and photocopies of other articles will also be distributed in class.
You should begin reading the two texts before the first class session. Here is the assignment:
Read in Love of Knowledge : Preface, How to Read This Book, Working With the Exercises, Introduction, Ch.1-"The Promise of Knowledge", Try out exercise 1 (p.9) and exercise 2 (p.15) record your reflections to share in class. This text will be referred to as "LOK."
Also read pages 279-294 in LOK.
Read in Dynamics of Time and Space , Preface, Introduction. This text will be referred to as "DTS."
It will be impossible for us to cover all of the readings and exercises in such a short amount of time. While numerous exercises will be assigned and practiced, it is important for your initial exploration to also pick three or four exercises that appeal to you--those that you feel drawn towards, and practice them repeatedly each week.
Some exercises have more than one part (A.B.C., etc.). It is best to do one part of the exercise first, before proceeding on to the next part.
As you are reading and reflecting on the text, you may think about certain events which come to mind that have relevance. Please make sure to make a note of these, so you can remember to share them in class.
Also, please make note of particular passages of the readings that speak to you or strike a chord. Similarly, also make note of those parts that seem particularly confusing, hard to understand, opaque. Can you allow your sense of not-knowing in these instances to touch you? Can you stay within the not-knowing rather than turning your reaction into a position? Can you ask questions?
10/12 (Th)
LOK--Part One: Patterns & Possibilities pp.1-89
Do Exercises 1-12. Pick three or four exercises which you like or are drawn to, and do these more frequently. Record notes and reflections on exercises and readings in journal to share in class this evening. Try to reflect on text in relation to things happening in your work and life.
10/21 (Sat)
DTS--Read Chapters 1-8 (pp.1-70). Pay particular attention to Ch.4-5-6.
LOK, Read "Taking a Stand" (pp.263-266).
Read text before exercises in Chapters 25 & 26 (in section called Transformations) before trying these Exercises in DTS--Ex. 2, 3, 4, & 5. Or, alternatively, read the text in the beginning of Ch. 27, and try Exercises 6, 7, 8, 9, 10. Please make sure to read the Commentary after each exercise, or before conducting the exercise. Record experiences in journal.
10/26 (Th)
DTS--Read Chapters 9-12 (pp.73-114).
Continue those exercises from previous weeks that appeal to you. Read beginning text in Chapter 27/28 , and try out these new Time exercises in DTS: Exercises 11, 12 & 13. Pay particular attention to Exercises 11 & 12 and record your observations in your journal. Read text before Exercise 13 in Chapter 30 Healing Time.
In relation to Exercises 11 & 12, read pp.193-208 in LOK.
11/2 (Th)
DTS---Read Chapters 13-16 (pp. 115-169).
LOK--Read "Visionary Realm" (pp.239-246)
Continue those exercises from previous weeks that appeal to you.
Return to Exercise 13A/B, do Exercises 14, 15, 16.
If you have additional time, explore some of the Exercises in LOK, under Exercises Series E (pp. 23, 41, 199, 317) and Series I (127, 221, 267, 277).
11/18 (Sat)
DTS--(Knowledge) Read Chapters 17-24 (pp.173-242).
LOK--Read, Touching the Limits (pp.249-254).
LOK--Read, Inexpressible Wonderment (pp.371-376).
LOK--Read, Knowing Implicit Illumination (pp.379-384).
Continue those exercises from previous weeks that appeal to you.
One week in DTS read text at beginning of Chapter 31 , and then do Exercises 17, 18(a,b,c), 19. Also do Exercise 47 in LOK.
The next week, read text at beginning of Chapter 32, and then do Exercises 20, 21, 22, 23, 24, 25.
Make-Up Class Day
(Date to be announced).
There is additional material in LOK worth reading, but due to the limited time of a 10 week quarter, these will not be formally assigned. If you wish to explore further, I recommend that you take a look at Parts Three and Four in LOK. Supplemental readings will be handed out which may be useful for your transformation essay project. Certain supplemental readings may be assigned to the whole class, or different individuals may take responsibility for reviewing different articles.
Grading is based primarily on depth of inquiry, keeping up with the readings, journaling, and reflection and sharing of experiences with the exercises. Grade is also reflected in the quality of knowledge developed and applied to the project.