Directions

Chapter 1 - Worldview

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Previous page: Dimensions - Directions - Next page: Hidden layers

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Back to Book content or directly to Main Page or Worldview

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Directions

Welcome to the directions page

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Dimensions are guiding metaphors for the complex reality that we are and our context is. They structure the totality of our world of experiences Direction provides the 'expansiveness' of your world model Hidden layers are fields created by the 'action' and 'evaluation' dimension. On top, all layers together create the third 'potention' dimension

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Core idea

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Where do the dimensions point to?

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As we represent them here, the 'directions' are the extremities of the dimensions we discussed the the previous page.

Directions are the arrows that define the dimension paradoxically: on the one hand they point in opposite directions, on the other hand they define a coherent reality.

First we limit ourselves to the action & evaluation dimensions because they are responsible for the creation of the hidden layers (see next page), which in turn creates the third potention dimension.

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Deep dive

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Created directions by the (first) action dimension

From "What is important to me" (AUTONOMY) to "What is important for us" (PARTICIPATION)

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From: AUTONOMY

Human autonomy refers to the ability of a person to make their own decisions and act independently. This means they can think for themselves and act on their judgment and free will rather than being controlled (or influenced) by others. For example, a person with autonomy can make decisions about their life, what career to pursue, and where to live. They can also make decisions about actions, such as what to do or how to spend their time. Having autonomy is important because it allows people to make their own choices and live their lives in a way that is meaningful and fulfilling to them. It also helps people to develop their sense of self and become independent and self-sufficient.

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To: PARTICIPATION

Human participation refers to the involvement of people in activities or processes that affect their lives or communities. Taking part can include decision-making, development or activities. Participation is essential because it allows people to have a say in the things that affect them and to be involved in shaping their own lives and communities. It also helps to build a sense of community and belonging and can lead to greater understanding and cooperation. People can participate by volunteering their time or resources, joining organisations, speaking up and expressing their opinions and ideas, and working with others to achieve common goals.

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Created directions by the (second) evaluation dimension

From "What has meaning to me" (COHERENCE) to "What is the meaning for us" (CONNECTEDNESS - INVOLVEMENT).

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From: COHERENCE

Human coherence refers to being logical and consistent or fitting together in a way that makes sense. It can apply to many things, including ideas, arguments, and explanations. For example, a coherent argument is well-organized and follows a logical progression, with each point supporting the main idea and leading smoothly to the next. A cohesive explanation is clear and easy to understand and presents information logically. Coherence is essential because it helps people to understand and make sense of complex information and ideas. It also helps to ensure that communication is effective and that people can follow and understand the presented thoughts and ideas. Many factors can affect a person's coherence, including their level of education, language skills, and emotional state.

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To: CONNECTEDNESS

Connectedness refers to the state of being connected or related to something else. It can include participating in activities or processes and working with others. It is essential because it allows people to be a part of something bigger than themselves and contribute to the success of a group or community. Connectedness can refer to the sense of belonging or attachment to a group or community. It can also help people develop new skills, connect, and feel a sense of accomplishment and purpose.

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The (third) potention dimension (created by the layers)

From "My competences" (COMPETENCES) to "The relevance of actions for the bigger situation" (RELEVANCE).

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This dimension only manifests itself in real life, through the creation of layers by experiences and learning! (See the Dimensional thinking and doing page)

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Examples

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Example: directions descibing human temperament

Helen E. Fisher investigated the 'Neural Correlates of Four Broad Temperament (directions - on two dimensions)'

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Directions of the action dimension

Autonomy: Analytical & Tough-minded

• Testosterone system
  • The Analytical/Tough-minded scale correlated with activation in primary areas of the occipital cortex, which mediates basic visual functions. These results are consistent with the prediction that this temperament dimension is influenced by testosterone.

Participation: Prosocial & Empathetic

• Estrogen and oxytocin system
  • Empathy is regularly associated with estrogen activity.

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Directions of the evaluation dimension

Coherence: Cautious & Social Norm Compliant

• Serotonin system
  • Serotonin helps send messages between nerve cells and affects mood and emotions.

Connectedness: Curious & Energetic

• Dopamine and related norepinephrine system
  • ... Support for the idea that the dopamine and norepinephrine systems are important physiological correlates of the Curious/Energetic temperament dimension. Extraversion, one of the Big Five traits that has been associated with high energy has also been associated with the dopamine system.

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Study Replication

The replication of the results in two separate studies indicates that the effects are reliable. The results show an association with a dopamine-rich brain region, as well as testosterone and estrogen influences documented in many other studies. Thus, one out of the four dimensions was directly associated with the predicted biological system, and the two sex hormone-based dimensions were associated with sex hormone structural and functional effects in the brain. Moreover, the Cautious/Social Norm Compliant dimension was associated with predicted regions based on behavior, and serotonin could certainly be involved.

Content Source
Neural Correlates of Four Broad Temperament Dimensions: Testing Predictions for a Novel Construct of Personality - Helen E. Fisher - PLOS One - 2013

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Example: directions descibing human cognition

Derek Cabrerra investigated how we construct systems through our experiences. The brain is very complex and simultaneously uses the following four rules to build thought structures of great intricacy.

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Directions of the action dimension

Autonomy: Distinctions

• Distinctions (identity - other) are made between and among things and ideas. How we draw or define the boundaries of a statement or a system of beliefs is essential for understanding. Whenever we draw a border to describe a thing, that same boundary defines what is not the thing (the 'other'). Distinctions are used to challenge existing norms, labels, and definitions and identify biases in the way information is structured.

Participation: Relationships

• Relationships (action - reaction) are defined between and among things and ideas. Without understanding how parts and wholes are related, we cannot understand much about anything, including a system. Relationships come in all types: causal, correlation, direct/indirect, etc. Systems thinkers use connections to show dynamical interactions between things and ideas, including feedback loops to show reciprocal relations.

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Directions of the evaluation dimension

Coherence: Systems

• Organising things and ideas into part-whole systems (part - whole) helps make meaning. Systems thinkers know that changing the way ideas are organised changes meaning itself. The act of thinking is defined as splitting things up or lumping them together. Systems thinkers constantly consider context by asking, "what is this a part of?" to see how things fit into larger wholes than is the norm.

Connectedness: Perspectives

• Perspectives (point - broad view) are taken and understood every time we make a distinction (including identifying relationships and systems). Systems thinkers use perspectives to rethink distinctions, relationships, and/or systems. They move beyond human or animal perspectives (i.e., "perspectives with eyes") by taking conceptual perspectives (i.e., seeing a phenomenon from the perspective of an idea or thing).

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Content Source
The global leader in systems thinking research, innovation, and impact (cabreraresearch.org)

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