Robert KeganRobert KeganHarvard University Ph.D., 1976Harvard University Ph.D., 1976(Psychology and Education) (Psychology and Education)

ProfileProfile: :

Teach life span human development, adult Teach life span human development, adult development, to doctoral and masters level development, to doctoral and masters level psychologists and educators at the Harvard psychologists and educators at the Harvard Graduate School of EducationGraduate School of Education

Central interest is transformational learningCentral interest is transformational learningand adult development in the context of theand adult development in the context of theprofessions and organizational life.professions and organizational life.

Profile (cont’d):Profile (cont’d):

Kegan serves as educational chair of theKegan serves as educational chair of the

Institute for Management and Leadership inInstitute for Management and Leadership in

Education.Education.

He is a licensed psychologist and practicing He is a licensed psychologist and practicing

Therapist.Therapist.

His major work is His major work is The Evolving SelfThe Evolving Self whichwhich

he wrote in 1982.he wrote in 1982.

Theory BackgroundTheory Background

Kegan’s work is in the tradition of Piaget Kegan’s work is in the tradition of Piaget and subsequent neo-Piagetian theorists and subsequent neo-Piagetian theorists such as Kohlbergsuch as Kohlberg

Theory BackgroundTheory Background

“ “ I wanted to bring these things together I wanted to bring these things together and create a richer developmental and create a richer developmental psychology that was both powerfully psychology that was both powerfully descriptive from the outside, but also descriptive from the outside, but also powerfully descriptive from the inside powerfully descriptive from the inside — — the internal experience of being a growing the internal experience of being a growing person and thinking about the context and person and thinking about the context and support of development….”support of development….”

Theory BackgroundTheory Background

Kegan argues that people make Kegan argues that people make progressive qualitative shifts in how they progressive qualitative shifts in how they construct and understand the world construct and understand the world around them around them → a process that both → a process that both defines and influences identity, self-defines and influences identity, self-concept, and interpersonal relationshipsconcept, and interpersonal relationships

Theory Background Theory Background

similar to Piaget and Kohlberg, Kegan similar to Piaget and Kohlberg, Kegan argues that each progression in argues that each progression in development builds on and subsumes development builds on and subsumes earlier stagesearlier stages

That is, later stages cannot be achieved That is, later stages cannot be achieved until earlier cognitive stages have been until earlier cognitive stages have been fully developed fully developed

Theory BackgroundTheory Background

How does each stage development occur?How does each stage development occur?

““Each qualitative change, hard won, is a Each qualitative change, hard won, is a response in further recognition of how the response in further recognition of how the world and I are yet again distinct world and I are yet again distinct —— and —— and thereby more related.”thereby more related.”

Theory BackgroundTheory Background

Kegan uses Piaget’s work to develop the Kegan uses Piaget’s work to develop the nature of the subject-object relationship, nature of the subject-object relationship, – subject to us when we are controlled by it, or subject to us when we are controlled by it, or

identify with aspects of its meaning, identify with aspects of its meaning, – object to us when we can take a perspective object to us when we can take a perspective

on it and show responsibility for that on it and show responsibility for that perspective perspective → no longer captive→ no longer captive

Theory BackgroundTheory Background

Kegan wanted to bring together cognitive Kegan wanted to bring together cognitive development with his own sense that it development with his own sense that it held “a very fascinating phenomenon” → held “a very fascinating phenomenon” → the gradual complexity of mindthe gradual complexity of mind

… … Next: Kegan’s Developmental Theory…Next: Kegan’s Developmental Theory…

In In The Evolving SelfThe Evolving Self, , Kegan presents a model Kegan presents a model

of psychological development which consistsof psychological development which consists

of the following six “equilibrium stages”:of the following six “equilibrium stages”:

Stage 0: The IncorporativeStage 0: The Incorporative

BalanceBalance

Subject: reflexesSubject: reflexes Object: nothingObject: nothing

I am my environment: My environment is me

Stage 1: The Impulsive BalanceStage 1: The Impulsive Balance

Subject: impulses,Subject: impulses,

perceptionsperceptions Object: reflexesObject: reflexes

I am my impulse!!!

Stage 2: The Imperial BalanceStage 2: The Imperial Balance

Subject: needs, interests, desiresSubject: needs, interests, desires Object: impulsive, perceptionsObject: impulsive, perceptions

I am my needs

Stage 3: The Interpersonal BalanceStage 3: The Interpersonal Balance

Subject: interpersonal relationships, Subject: interpersonal relationships, mutuality mutuality

Object: needs, interests, desiresObject: needs, interests, desires

You are my mirror

Stage 4: The Institutional BalanceStage 4: The Institutional Balance

Subject: authorship, identity, ideologySubject: authorship, identity, ideology Object: interpersonal relationships, Object: interpersonal relationships,

mutualitymutuality

I AM

Stage 5: The Interindividual BalanceStage 5: The Interindividual Balance

Subject: “the interpenetrability ofSubject: “the interpenetrability of

self systems”self systems” Object: authorship, identity, ideology Object: authorship, identity, ideology

We Are

Helix Model of Evolutionary TracesHelix Model of Evolutionary Traces

we move back and forth in a struggle with we move back and forth in a struggle with lifelong tension (i.e. between the yearnings lifelong tension (i.e. between the yearnings for inclusion and exclusion); our balances for inclusion and exclusion); our balances are slightly imbalancedare slightly imbalanced

It is because each of these temporary It is because each of these temporary balances is slightly imbalanced that each balances is slightly imbalanced that each is temporary; each self is vulnerable to is temporary; each self is vulnerable to being tipped overbeing tipped over

Helix Model of Evolutionary TracesHelix Model of Evolutionary Traces

This model depicts a better way for the This model depicts a better way for the understanding the nature of our understanding the nature of our vulnerability to growth at each levelvulnerability to growth at each level

This model also recognizes the equal This model also recognizes the equal dignity of each yearning, and in this dignity of each yearning, and in this respect offers a corrective to all present respect offers a corrective to all present developmental frameworks which define developmental frameworks which define growth in terms of growth in terms of

Helix Model of Evolutionary TracesHelix Model of Evolutionary Traces

This model also recognizes the equal This model also recognizes the equal dignity of each yearning, and in this dignity of each yearning, and in this respect offers a corrective to all present respect offers a corrective to all present developmental frameworks which define developmental frameworks which define growth in terms of differentiation, growth in terms of differentiation, separation, increasing autonomy and lose separation, increasing autonomy and lose sight of the fact that adaptation is equally sight of the fact that adaptation is equally about integration, attachment and about integration, attachment and inclusion. inclusion.

Inter-individual (5)

Institutional (4)

Interpersonal 3)

Imperial (2)

Impulsive (1)

Incorporative (0)

Psychologics favouring inclusion

Psychologics favouring independence

Helix of evolutionary traces

SummarySummary

Notions About Development: Notions About Development:

Development is evolutionary motion Development is evolutionary motion Focuses on the changes in the way people differentiate Focuses on the changes in the way people differentiate between their sense of self and their environment--between their sense of self and their environment--boundary issues boundary issues Development is a life long process of differentiation and Development is a life long process of differentiation and integration integration Movement to make meanings, resolve discrepancies, Movement to make meanings, resolve discrepancies, preserve and enhance personal integrity preserve and enhance personal integrity Movement out of "embeddedness"Movement out of "embeddedness"

Critiques - PositiveCritiques - Positive

does not discount previous theories, does not discount previous theories, instead builds on them using new instead builds on them using new knowledge, techniques and knowledge, techniques and applicationsapplications

Critiques - PositiveCritiques - Positive

Practical uses in counseling/teaching Practical uses in counseling/teaching —can show eff—can show effective empathy when ective empathy when we can relate to where a client is we can relate to where a client is developmentally instead of projecting developmentally instead of projecting our own level on them.our own level on them.

Critiques - PositiveCritiques - Positive

lifespan: adult development lifespan: adult development → we → we talk about maturity levels and talk about maturity levels and demands/rigours of life and demands/rigours of life and acquisition of wisdom with age → acquisition of wisdom with age → perhaps a credible claim that this is perhaps a credible claim that this is indeed developmentalindeed developmental

Critiques - NegativeCritiques - Negative

culture as a school is powerful, but it culture as a school is powerful, but it works against his assertion that works against his assertion that everyone has two insatiable needs for everyone has two insatiable needs for autonomy and inclusionautonomy and inclusion

Critiques - NegativeCritiques - Negative

Only relevant to the middle class in Only relevant to the middle class in developed countries developed countries → where does this → where does this leave people who are not subject to leave people who are not subject to modern life as we know it? modern life as we know it?

Are they capable of progression throughAre they capable of progression through

the stages even when some of their basicthe stages even when some of their basic

needs are not being met?needs are not being met?

Critiques - NegativeCritiques - Negative

Do all people the world over go throughDo all people the world over go through

the same stages? Or is this theory anthe same stages? Or is this theory an

artifact of western society? A goodartifact of western society? A good

organizing schema for modern G8 life?organizing schema for modern G8 life?

Critiques - NegativeCritiques - Negative

only a few can understand Kegan’s higher stage only a few can understand Kegan’s higher stage explanationexplanationonly 20-30% of adults reach stage 4 only 20-30% of adults reach stage 4 (Institutional)(Institutional)higher stage to lower stage communication — higher stage to lower stage communication — higher will not give attention to issues that higher will not give attention to issues that involve the subject of the lower stage personinvolve the subject of the lower stage person

Critiques - NegativeCritiques - Negative

miscommunication as a result of “not on miscommunication as a result of “not on the same wavelength”the same wavelength”development means to assist in moving development means to assist in moving persons along in their evolution between persons along in their evolution between stages and figuring out why blockers to stages and figuring out why blockers to their development existtheir development exist

Critiques - NegativeCritiques - Negative

gender: Demetrion points out that the gender: Demetrion points out that the “valorization of the autonomous’ self may be “valorization of the autonomous’ self may be interpreted as a bias towards male development interpreted as a bias towards male development which deprecates the emphasis on women” which deprecates the emphasis on women” ways of knowing and organizing their ways of knowing and organizing their experiences through connectednessexperiences through connectedness

Kegan response: autonomy does not mean Kegan response: autonomy does not mean separatenessseparateness

Critiques - NegativeCritiques - Negative

at what competency level does the at what competency level does the world operate at?world operate at?Putting people into molds?Putting people into molds?How can we recognize these How can we recognize these transitions? Are they situation transitions? Are they situation specific? Can one regress? Can one specific? Can one regress? Can one skip stages? skip stages?

Critiques - NegativeCritiques - Negative

What does Kegan mean by “ fully What does Kegan mean by “ fully evolved”?evolved”?

Is this too subjective a measurement? Is this too subjective a measurement?

Applications/ConclusionApplications/Conclusion

‘“‘“enhances our capacities to take another enhances our capacities to take another person’s perspective” and “increases the person’s perspective” and “increases the accuracy of our empathy”’accuracy of our empathy”’

question: “Are you imposing your current question: “Are you imposing your current way of making sense when it may not be way of making sense when it may not be the (student’s) way of making sense?”the (student’s) way of making sense?”

Applications/ConclusionApplications/Conclusion

helps to “have a more accurate sense of helps to “have a more accurate sense of what the (student’s) growing edge is and what the (student’s) growing edge is and supporting that growth when it wants to supporting that growth when it wants to occur”occur”

Applications/ConclusionApplications/Conclusionquestions in scaffolding/bridging change:questions in scaffolding/bridging change:

– ““what are the biggest risks for the person what are the biggest risks for the person making these kinds of changes?”making these kinds of changes?”

– ““how can I create a relationship that serves as how can I create a relationship that serves as a bridge from where they have been to where a bridge from where they have been to where they are going” they are going” → not where I want them to → not where I want them to be ( Brophy goals, facilitator, scaffolding)be ( Brophy goals, facilitator, scaffolding)

Applications/ConclusionApplications/Conclusion

groups/challenge: tuning into groups/challenge: tuning into each other, cooperating with one each other, cooperating with one another → acknowledge another → acknowledge perspectives beyond their own; perspectives beyond their own; received where they are but received where they are but drawn into more complex drawn into more complex experiences experiences

Applications/ConclusionApplications/Conclusion

Kegan seeks to resolve what seems like a Kegan seeks to resolve what seems like a contradiction between the goals of ‘self-contradiction between the goals of ‘self-directed learning’ and the many “practical” directed learning’ and the many “practical” reasons that adults return to schoolreasons that adults return to school

– ““educate for the order of mental educate for the order of mental complexity that enables it”complexity that enables it”

Applications/ConclusionApplications/Conclusion

–satisfy the need for “growth” satisfy the need for “growth” with the development of with the development of various skills to function various skills to function more effectively in the “real more effectively in the “real world”world”

Applications/ConclusionApplications/Conclusion “ “Kegan believes that if schools and districts are Kegan believes that if schools and districts are going to change fundamentally, their leaders will going to change fundamentally, their leaders will need to too”need to too”

“ “ more than inloading new skills… It’s going to more than inloading new skills… It’s going to require that everyone in a school system… be require that everyone in a school system… be supported to keep growing and developingsupported to keep growing and developing””

Applications/ConclusionApplications/Conclusion

“ “If wanting to change and If wanting to change and actually being able to are so actually being able to are so uncertainly linked… why should uncertainly linked… why should we expect that even the most we expect that even the most passionate school leader’s passionate school leader’s aspiration to improve instruction aspiration to improve instruction or close achievement gaps is or close achievement gaps is going to lead to the changes going to lead to the changes actually occurring”actually occurring”

Applications/ConclusionApplications/Conclusion

professional development of teachers — professional development of teachers — need to be trained to meet the students need to be trained to meet the students where they are at in their development and where they are at in their development and help them evolve into higher stageshelp them evolve into higher stages

ActivityActivity

Questions/DiscussionQuestions/Discussion

“When we see that we are not made up by the other's experience, we then have the capacity not to take responsibility for what is now genuinely and for the first time not ours. And as a result, we can get just as close to the other's experience (even the other's experience of how disappointing, enraging, or disapprovable we are!) without any need to react defensively to it or be guiltily compliant with it. “

    Robert Kegan 

Source: In Over Our Heads : The Mental Demands of Modern Life, Page: 127

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