Piaget defines intelligence as adaptation, or the ability to maintain a balance between stability and change, or, in his own words, between assimilation and accommodation. When people assimilate the world to their current knowledge, they impose their order upon things. This momentary closure is useful to build "invariants " that lend existence to the world, independent of immediate interaction. In accommodation, people become one with the object of attention. This may lead to momentary loss of control, since fusion loosens boundaries, but allows for change. I choose the domain of perspective-taking to illustrate how this alternation between assimilation and accommodation punctuate individuals ' interactions with the world. I show that the ability to move away from one's own standpoint, and to take on another person's view, requires the construction of cognitive invariants: a recasting of the world's stabilities that transcends any given viewpoint. I conclude that separation is a necessary step toward the construction of a deeper understanding, and that adopting a "god's eyes view " is by no means contrary to situating one's one stance in the world.

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The first part of this paper examines the differences between Piaget’s constructivism, what Papert refers to as“constructionism, ” and the socio-constructivist approach as portrayed by Vygotsky. All these views are developmental, and they share the notion that people actively contribute to the construction of their knowledge, by transforming their world. Yet the views also differ, each highlighting on some aspects of how children learn and grow, while leaving other questions unanswered. Attempts at integrating these views [learning through experience, through media, and through others] helps shed light on how people of different ages and venues come to make sense of their experience, and find their place—and voice—in the world. Tools, media, and cutural artifacts are the tangible forms, or mediational means, through which we make sense of our world and negociate meaning with others. In the second part of this paper, I speak to the articulations between make-believe activities and creative symbol-use as a guiding connection to rethink the aims of representations. Simulacrum and simulation, I show, play a key role besides language in helping children ground and mediate their experience in new ways. From computer-based microworlds for

We present Picture This! a new input device embedded in children’s toys for video composition. It consists of a new form of interaction for children’s capturing of storytelling with physical artifacts. It functions as a video and storytelling performance system in that children craft videos with and about character toys as the system analyzes their gestures and play patterns. Children’s favorite props alternate between characters and cameramen in a film. As they play with the toys to act out a story, they conduct film assembly. We position our work as ubiquitous computing that supports children’s tangible interaction with digital materials. During user testing, we observed children ages 4 to 10 playing with Picture This!. We assess to what extent gesture interaction with objects for video editing allows children to explore visual perspectives in storytelling. A new genre of Gesture Object Interfaces as exemplified by Picture This relies on the analysis of gestures coupled with objects to represent bits. Author Keywords Video, gesture object interfaces, children, play, storytelling.

This paper proposes a lifespan developmental model of critical moral consciousness and examines its implications for education in childhood, adolescence and adulthood. Mature moral consciousness, central to negotiating the challenges of the 21st century, is characterized by a deepening lifelong integration of moral motivation, agency and critical discernment. The paper describes the evolution of moral consciousness through three levels; pre-critical consciousness (pCC), transitional critical consciousness (tCC) and critical consciousness (CC) and eight chronologically ascending psychosocial themes. It focuses on the ®rst two periods and operationalizes the role of education in cultivating the four dimensions of moral motivation: a moral sense of identity, a sense of responsibility and agency, a deep sense of relatedness on all levels of living and a sense of meaning and life purpose. The paper proposes a re-envisioning of education in the direction of integrating mind and heart, developing both moral motivation and critical discernment and integrating these into optimal consciousness.

Regularitics in the world give rise to regularities in the way in which we deal with the world. That is to say, we fall into routines. I have been studying the phenomena of routinization, the process by which institutionalized patterns of interaction with the world arise and evolve in everyday life. Underlying th;.s evolution is a dialectical process of internaiization: First you build a n;odel of some previously unarticulated emergent aspect' of :m existlug routine. Armed with an incrementally more global view of the interaction, you can often formulate an incrementally better informed plan of attack. A routine is not a plan in the sense of the classical planning literature, except in the theoretical limit of this process. I am implementing this theory using running arguments, a technique for writing rule-based programs for intelligent agents. Because a running argmnent is compiled into TMS networks it proceeds, incremental changes in the world require only incremental recomputa- tion of the reasoning about what actions to take next. The system supports a style of programming, dialectical argumentation, that has many important properties that recommend it as a substrate for large AI systems. One of these might be called additivity: an agent can modify its reasoning in a cls of situation by adducing arguments as to why its previous arguments were incorrect in those cases. Because no side-effects are ever required, reflexive systems based on dialectical argumentation ought to be les's fragile than intuition and experience suggest. I outline the remaining implementation problems.

In this paper, we discuss what appears to be one critical variable in successful organizational transformation: the ego development stage of the CEO and his or her senior advisers. In ten longitudinal organizational development efforts, the five CEOs measuring at the late Strategist/Leader stage of development supported 15 progressive organizational transformations. By contrast, the five CEOs measuring at pre-Strategist stages of development supported a total of 0 progressive organizational transformations (no change in two organizations; a three stage regression in one organization; and three stages of progressive development in two organizations). The progressively transforming organizations became industry leaders on a number of business indexes. The three organizations that did not progress developmentally lost personnel, industry standing, and money as well. (Since the publication of this article, another major study of ego development has been conducted and reported by

Even though intuition is recognized as imperative in strategic thinking management literature is surprisingly silent on the issue. This inquiry thus provides an historical and hermeneutic review of philosophical, psychological and management theory on intuition. It reveals that philosophers conceive intuition as rational while psychologists tend not to. Philosophers do so primarily because intuition is anchored in Ideas, Forms and Archetypes, which are perceived as a priori laws governing and conditioning all existence. The argument is that intuition is the ontological foundation for any normative theory of rationality. Implications for the rationality debate are discussed. Three levels of intuition are discerned and contrasted with analytical thinking. The first and second levels correspond to intuitions from the personal and collective unconscious experience respectively. They can be either introverted or extraverted. The third level corresponds to what some philosophers call the non-dual, integral state of mind. An empirical study including personal interviews with 105 Norwegian top managers indicate that in strategic thinking more emphasis is put on intuition than analysis, especially in exploration of new terrain and technology. They define intuition primarily in accordance with level one. In describing its key features they focus on foresight, new ideas and synthesis. Finally Myers Briggs Type Indicator ® was applied, revealing that they have a strong personality preference for intuition.

The purpose of this study was to identify the leadership skills students believe they learned in co-curricular activities, to determine how those skills are used in the classroom, and to discover whether those skills enhance the academic experience for students. The results of this study provide information which can aid student affairs practitioners who are seeking ways to help students make the connection between the cocurricular and curricular leadership experiences. This study used a combination of qualitative research techniques including document analysis and group interviews. The qualitative nature of this study was guided by the need to allow the subjects explore their own perceptions, beliefs, observations, and understanding about their behavior and learning. Thirty-one student leaders from programs and organizations sponsored by the Division of Student Affairs (DSA) at Virginia Polytechnic Institute and State University (Virginia Tech) were interviewed over a period of one semester. Two cadres of three groups participated in four rounds each A round consisted of an e-journal, sent and responded to individually by the participants, followed by a group interview. E-journals and interviews were analyzed using a conceptually clustered matrix. This process produced a series of matrices correlating the iii various perspectives of the participants with either leadership practices, research questions, demographic data, or all three. The results of the study reveal that training programs for these student leaders tended to focus on three primary leadership practices and that the student leaders exhibited these same practices in their curricular experience. Reflection both during and after the study had a profound impact on the students' perceptions of whether or not th...

A learning-and-growth metric for strategy-focused organizations