an overview of thinking processes in learning / training environments. developed by: Eric Bochene ℗2011 XoMoXnyc.com

1. Spiral
Dynamics®
&
Learning
An
overview
of
thinking
processes
in
learning
/
training
environments
developed
by:
Eric
Bochene
℗2011
XoMoXnyc.com

2. contents
• what is Spiral Dynamics?
• what has Tier ONE Consciousness brought us?
• what is the emerging Tier TWO Consciousness bringing us?
• Tier ONE learning preferences & delivery methods.
• Tier TWO learning preferences & delivery methods.
• common traps / where Learners & Learning Facilitators “get stuck”.

3. what is
Spiral Dynamics?

4. Spiral Dynamics Integral — or SDi — is a model that maps out and illustrates the major
developmental MEMEs over the course of human cognitive evolution.
And, it indicates two connected threads which shape the thinking process.
• LIFEdeal with on a day to— external environmental factors that the person
must
CONDITIONS
day basis.
• the ability to think about and deal— the various abilities and facing thethat form
THINKING CAPACITIES
with the external problems
skill sets
person.

5. meme |mēm|
noun Biology
an element of a culture or system of behavior that may be considered to be passed from one
individual to another by non-genetic means, esp. imitation.
DERIVATIVES
memetic |mēˈmetik; mə-| adjective
ORIGIN 1970s: from Greek mimēma ‘that which is imitated,’ on the pattern of gene.

6. As a working model, Spiral Dynamics is commonly illustrated via a color-coded chart overlaid on
an emergent spiral shape.
It is comprised of Eight Levels & Two Tiers.
• Tier ONE — levels levels 1—6. And these are the lower
consciousness
contains
. (base mentalities)
• Tier TWO —levels. levels 7 & 8 and are the HIGHER
consciousness
contains
* It is important to note that this “spiral model” is NOT fixed and does not/is not ending at
level 8. rather, it allows for more to continually emerge.

7. The psychology of the mature human being is an unfolding,
emergent, oscillating, spiraling process... marked by progressive
subordination of older and lower-order behavior systems to
newer, continually emerging yet symbiotic higher-order systems.

8. second tier consciousness
HOLISTIC level 8: TURQUOISE
INTEGRATIVE ( ) level 7:YELLOW
first tier consciousness
COMMUNITARIAN / EGALITARIAN level 6 GREEN
STRATEGIC / OPPORTUNISTIC level 5: ORANGE
PURPOSEFUL / AUTHORITARIAN level 4: BLUE
IMPULSIVE / EGOCENTRIC level 3: RED
MAGICAL / ANIMISTIC level 2: PURPLE
level 1: BEIGE
INSTINCTIVE / SURVIVALISTIC

9. First Tier
(lower)
Consciousness

10. level 1: INSTINCTIVE ( ) / SURVIVALISTIC
think “prehistoric” or “Caveman”

11. level 1: INSTINCTIVE / SURVIVALISTIC
began around 100,000 years ago
theme: do what you must to stay alive
• lives off the land much as other animals.
• highest priorities are food, water, shelter, warmth, sex & safety.
• uses instincts & habits just to survive.
• distinct self is barely awakened or sustained.
• forms into survival bands to perpetuate life.

12. level 2: MAGICAL / ANIMISTIC
think “Shaman” & “Their Tribe”

13. level 2: MAGICAL / ANIMISTIC
began around 50,000 years ago
theme: keep the spirits happy & the tribe's nest warm & safe
• obeys the desires of the spirit being(s) & mystical signs.
• shows allegiance to chief, elders, ancestors & the clan.
• allows individual self to be subsumed in group.
• preserves sacred objects, places, events & memories.
• observes rites of passage, seasonal cycles & tribal customs.

14. level 3: IMPULSIVE / EGOCENTRIC
think “Early Civilization”...
think “Warrior Kings” and “THEIR people”.

15. level 3: IMPULSIVE / EGOCENTRIC
began around 10,000 years ago
theme: be what you are and do what you want, regardless...
• more self-aware & individualistic, breaking free from
domination or constraint to please oneself as one desires.
• sees world as a jungle full of threats, predators & enemies.
• carves out of nature, a society via physical force as well as the
physical & mental domination of others.
• stands proudly & defiantly, expects attention, demands respect.

16. level 4: PURPOSEFUL / AUTHORITARIAN
think “Empires & Kingdoms”....
the “Kings / Emperors / Pharaohs...”
and their “Subjects / Slaves”.
think “the Rule of Man-Made Law”.

17. level 4: PURPOSEFUL / AUTHORITARIAN
began around 5,000 years ago
theme: life has meaning, direction & purpose with pre-determined outcomes
• develops intangible & abstract "greater" ideologies.
• sacrifices self to the higher transcendent cause, truth or righteous pathway.
• law & order enforces code of conduct perceived as stemming from
eternal absolute principles.
• righteous living produces stability now & guarantees future reward.
• is impulse driven through emotions & believes that everybody has a
prescribed position in society.
• believes laws, regulations & discipline builds character & moral fiber.

18. level 5: STRATEGIC / OPPORTUNISTIC
think “Industrial Revolution”.
think “Business Tycoons & Bankers”... think
their partners the “Politicians”...
and think the subsequent “Classes of People”.

19. level 5: STRATEGIC / OPPORTUNISTIC
began around 1700
theme: act in your own self interest by playing the game to win”
• sees change & advancement as inherent & within a perceivably manageable
scheme of things.
• perceives progress/success is attained by learning & thus utilizing secrets.
• manipulates resources & other people to create comfort & conveniences.
• believes itʼs a simple matter of being deserving or undeserving of
perceived successes & rewards.
• sees prosperity as largely relating to tangible materialistic things
attainable through strategic competitiveness.

20. level 6: COMMUNITARIAN / EGALITARIAN
think “Environmental / Peace Activists”.
think “Hippies”... “People vs. THE Man”...
“moving away from Materialism & Hyper—Consumerism”.
think about “Going Back to Nature”

21. level 6: COMMUNITARIAN / EGALITARIAN
began around 1860
theme: seek peace within. explore (with others)... the “Carrying Capacity” of the world
• the human spirit must be freed from greed, dogma & divisiveness.
• sensitivity & caring supersede cold rationality.
• shares the Earth's abundant resources & opportunities equally among all.
• reaches decisions through reconciliation & group consensus.
• refreshes spirituality, brings harmony & enriches human development.

22. S oc iet al I nst i t u t i o n a l i z a t i o n & H u ma nit y ʼs Line a r Tim e Pe r c e pt ion
tribalism organized religion
kingdoms Monetary/Market Economics
war nation states
science & technology
empires
educational systems
rule of man-made laws

23. Second Tier
(higher/emerging)
Consciousness

24. level 7: INTEGRATIVE
think:
Non-Divisionary & Humanitarian
Martin Luther King, Jr.
(15 Jan. 1929 – 4 Apr. 1968)
Mohandas K. Gandhi
(2 Oct. 1869 – 30 Jan. 1948)

25. level 7: INTEGRATIVE
began around 1950
theme: live life fully & responsibly as what you are & learn to become
• life is a kaleidoscope of natural hierarchies, systems & forms.
• the magnificence of existence is valued over material possessions.
• flexibility, spontaneity & functionality have the highest priority.
• differences can be integrated into interdependent natural flows.
• understands change is naturally occurring & not always something to manage.

26. level 8: HOLISTIC
think:
Global ( )
Biospherical ( )
Universally ( )
Holistic ( )
ONEness ( )
Carl Sagan
(9 Nov., 1934 – 20 Dec., 1996)
Jiddu Krishnamurti
(12 May 1895 – 17 Feb. 1986)

27. level 8: HOLISTIC
began around 1970
theme: Experience the wholeness of existence through mind & spirit
• the world as a single dynamic organism with its own collective mind.
• self is distinct yet symbiotic with a larger compassionate whole.
• everything connects to everything else in ecological allotments.
• energy & information permeate the Earth's total environment.
• holistic intuitive thinking & rational actions are expected in order to be
"good ancestors" in the here nʼ now.

30. What has Tier ONE Consciousness brought us?
Tier ONE Consciousness has essentially given our human society belief
systems that tell us who and what we are (our identity) is based upon what we
have been assigned by a plethora of institutions and that this “identity” is
largely dependent upon the perceptions of others.
e.g. “Iʼm an African-American woman form New York thus, a U.S.
citizen. Iʼm an Electrical Engineer with a Masterʼs Degree from
Harvard. My family consists of myself, husband and two kids
and we are all devout Christians. Our family is in the upper-
middle class tax bracket, although I donʼt feel itʼs true. We have
successfully saved enough money to pay for our kidsʼ education
at some select schools.

31. Whatʼs Tier TWO Consciousness bringing us?
As itʼs still emerging “new”... it is difficult to describe as most people are still stuck down in the MEMEs
of levels 1-5 or Beige - Red. However, as Tier TWO Consciousness is NOT a fantasy or dream, but
rather traits that are identifiable as being held by some people and a consciousness that is in fact
emerging into more and more people.
That said, perhaps we could state here that Tier TWO consciousness is about the
DE-institutionalization of the individual as well as the collective species. Some may even call it an
“UN-learning Process”.
e.g.
I, as Conscious Observer from a living, breathing biosphere known as Earth, am
endowed with feelings and perceptions. With these feelings and perceptions, I will
ALWAYS be in search of NOT “thee truth”... but rather the CONSTANTLY
EMERGING “Bigger Truths”. And once I feel “comfortable” that I have arrived at
these Bigger Truths… I shall progress or maybe even regress at times and
QUESTION these so-called “Bigger Truths” I have come to know. THIS, if there is
any such thing… IS the TRUE nature of what it means “to be alive”!

32. Tier ONE
consciousness
learning preferences
& delivery methods

33. level 1: Learning/student Preferences
As level ONE is simply “survival mode”, we should
understand that there really is NO “learning” and/or
“teaching” taking place in this MEME.
Therefor, we shall skip over it.

34. level 2: Learning/student Preferences
• seeks knowledge & understanding from the wise & elders.
• readily accepts & desires things at “Face Value”.
• wants “rewards” for the WHOLE group.
• needs “ceremonies” to denote moving to another stage/phase.
• sees a set pace of progress for self & peers as “good”.

35. level 2: Delivery (teaching) Method
• use myths & metaphors to convey more complex meanings.
• captivates audience with rhythmic songs & chants.
• give rewards that meet basic physiological needs.
• create “special places” & icons for important / traditional /
group-based activities (cultural & ceremonial centers).

36. level 3: Learning/student Preferences
• likes instant rewards for achievements & even pre-rewards
for engagement.
• shame & loss of face is preferably avoided.
• does NOT like to take into consideration the consequences
of one’s actions.
• NOT easily accepting of guilt, but rather, usually blames others
for their behavior – (e.g. “they made me do it”)
• likes to be dared & appreciates learning via trial & error.
• seeks to be full of passion, creativity & enthusiasm in order to please…
sometimes even surpass their “masters”.

37. level 3: Delivery (teaching) Method
• provide environment for structured self-study (e.g. exercises & homework).
• present oneself as firm & authoritative in order to direct & control.
• allow for moderate bursts of creativity, no matter
how far off-center they may be.
• keep learners inline with YOUR ideals while acknowledging their “efforts”.
• regarding “things missed” or “childish mistakes”, suggest things to include
for next time.

38. level 4: Learning/student Preferences
• likes to be fed abstract realities & needs “Absolute Truths”.
• wants to learn in order to be contributive to the overall social order of things,
while staying within oneʼs predetermined class.
• understanding “one’s place in society”, seek to “fit-in” by being
compliant & obedient.
• follows “the rules” without daring to question the order of things.
• likes to neglect one’s own passion & independence in order to appear as if
they are under self-control as dictated by the order of things.
• studies & does exercises not so much to “learn”, but rather to avoid upsetting
the rulers and/or gods.

39. level 4: Delivery (teaching) Method
• be authoritarian but at the same time, instructive (i.e. show the “Reason For”).
• outline “appropriate” punishments for undesirable behaviors.
• believe that no punishment means “no learning” & that too much punishment
means “too rigid” a learning experience”.
• develop curriculum that instills an ideology & belief-system that suggests the
ruling oligarchy is eternal & divine.

40. level 5: Learning/student Preferences
• learns in order to be more “successful” in the eyes of others & in terms of
“material & monetary wealth”.
• regarding peers, likes competition & hierarchical systems.
• seeks to learn & thus hoard, “secrets” & “credentials” in order to gain an
“advantage” over others.
• while seeking to be recognized & revered , wants to “dream up” challenges to
the status-quo while creating “markets” & “demand”.
• is comfortable when analyzing things & takes existing knowledge and
technologies as a base to build upon or expand.

41. level 5: Delivery (teaching) Method
• curriculum should insist competition & an “Everybody for Themselves Society” is core to
innovation & “Economic Development” of the nation.
• “Rote Learning” & memorization exercises as main method.
• advocate a worldview based on“Us vs. Them” scenarios.
• allow self-expression, independence & entrepreneurship as long as it’s within a
certain limit & not too “radical” / “disruptive”.
• engage & “be a part of” the learning experience with students.
• be more supportive rather than authoritative.

42. level 6: Learning/student Preferences
• wants to learn “secrets” to share with ALL in order to challenge institutions
based upon hierarchies & the exploitation of others and/or nature.
• feels reward in collaborative, non-hierarchical, group-based experiences.
• perceives feelings should often & naturally supersede logic & rules.
• dislikes competitive, individualistic, reward-based learning environments.
• authoritarian & segregational environments are highly resented & frustrating.
• demands that situations & context be of the highest importance and relevancy &
that alternatives are usually more attractive than just one “right answer”.

43. level 6: Delivery (teaching) Method
• steers away from standardized curriculum & testing.
• moves more towards situational & pertinent “problem-solutions” that keep the
group connected.
• be less of a “teacher” & more of an “Experienced Instructor” thatʼs a-part-OF
the group rather than external to or “above”.
• understand the Learning Experience derives more from one’s own
Critical Thought) & Related Reactions of others within group.
• imply & reinforce the concept that “rewards” & “profits” benefit the
group / community.
• create overarching goals that all within the group can contribute to.

44. Tier TWO
consciousness
learning preferences
& delivery methods

45. levels 7 & 8: Learning/student Preferences
• desires to be more of a “Generalist” vs. “Specialist / Expert”.
• wants NOTHING to do with & totally rejects anything based in hierarchies,
competitiveness & segregation.
• embarks upon self-paced journey of learning NOT to become a “success” in
the eyes of others, rather for the pure joy of.
• wants information, skills & thus projects that are integral.
• does NOT seek “THEE truth”, but rather desires the “Bigger Truths”
• loves to learn & teach ANY where, at ANY time & with ANY source/student.

46. levels 7 & 8: Delivery (teaching) Method
• predominantly REJECTS ideology of “Institutionalized Academics” and the
“reward” of credentials.
• instead... presents oneself for WHO & WHAT self is / is about.
• conduct / present oneself as more of a “Learning Facilitator” rather than
teacher, instructor, evaluator, judge...
• appeal more to... and stimulate the intellect & the innate intuitions & creativity
in ALL people while demonstrating the
relevancy of things.
• present “problems” & thus a challenge in order to seek MANY solutions
that benefit ALL.
• in the spirit of “transparency”, provide any & ALL available resources.

47. COMMON TRAPS
where Learners & Learning Facilitators “get stuck”

48. Learners (students) can become “stuck” when...
• their cognitive abilities cannot meet the level of problem complexity.
* abilities are commonly hindered due to: 1. “faith” & belief systems
2. cultural norms & social / peer pressure
3. parental / familial demands & expectations
4. personal fears
• incentives to learn don’t match the things they value.
• the learning environment doesnʼt match learning preferences... their
environment is NOT adaptive to their “New Self”.
• while emerging or transitioning – “2 steps forward one step back”
can just as quickly become “2 steps back, one step forward”.

49. Facilitators (teachers) can become “stuck” when...
• cognitive abilities fail to adapt to Law of Emergence.
• Theyʼre perceiving a lack of appreciation & enthusiasm in learners.
• they themselves forget to ALSO be in a constant state of learning.
• finding themselves seriously lacking in creative inspirations.
• all passion for sharing knowledge / facilitating learning experiences runs out.
• belief arises that somehow ALL learners share the same value systems...
therefor, a “cookie cutter” delivery style will often take shape.

50. appendages

51. Criticisms of Spiral Dynamics
While I do have some constructive criticisms / problems with Spiral Dynamics, most of my critiques focus of what i
call the “institutionalization of SDi”. And they pertain largely to many of the so-called “founders” and/or “Leaders” of
the Spiral Dynamics Model as well as their “clients” and audience. However, I’ll leave that as a whole other
presentation for the future. For now, I’ll show some common and in my view, highly valid points of contention that
exist amongst some. They are:
• The model's implications are political, socially elitist and authoritarian.
• Dr. DonWizards”)main proponent of SDi)superior decisions for ALL parties and to Manufacture
(“Spiral
Beck (a
is an ability to make
emphasizes a characteristic of "Tier Two" individuals
Consent for their approaches by using resonant terms and ideas.
• Someconsensual and non-consensualexplicitly suggests that "Tier Two Wizards" are prime for
both
perceive that Spiral Dynamics
so-called “management” of Lower-Tier Individuals.
• Critic, Michel Bauwens, argues that some concepts of what it means to be "Second Tier" are
highly similar to Nietzsche's idea of the Übermensch.

52. Spiral Dynamics Resources
Here are some links to more information on Spiral Dynamics and some things that be considered as highly related:
websites:
• Spiral Dynamics (Wikipedia page) wikipedia.org/wiki/Spiral_Dynamics
• Spiral Dynamics Integral — Conceived and led by Dr. Don Beck www.SpiralDynamics.net
• Spiral Dynamics Group — a network of individuals that practice and apply the SDi model. SpiralDynamicsGroup.com
• Human Emergence Middle East — catalyst for cultural transformation throughout the Mid-East. HumanEmergenceMiddleEast.org
• the Zeitgeist Movement — grassroots movement concerned with the future of humanity. TheZeitgeistMovement.com
• Transhumanism —(Wikipedia page) movement that affirms the possibility of transforming the human condition by developing and
making widely available technologies to eliminate aging and to greatly enhance human intellectual, physical, and psychological capacities.
wikipedia.org/wiki/Transhumanism
• Kardashev scale (Wikipedia page) — a method of measuring a civilization's level of technological advancement by putting energy
on a cosmic perspective and it has three designated categories called Type I, II, and III. wikipedia.org/wiki/Kardashev_scale

53. Related Books
• a Brief HistoryFreedom
of Everything — by Ken Wilber ℗ 1996
• Escapeof Loving
From — by Erich Fromm ℗ 1942
• the Art Civilization
— by Erich Fromm ℗ 1956
• the Empathic Consent — by Jeremy Rifkin ℗ 2010
• Manufacturing Quest — by Edward S. Herman & Noam Chomsky ℗ 1988
• the Never Ending — by Christopher Cowan & Natasha Todorovic ℗ 2005
• 1984 — by George Orwell ℗ 1988
• Manufacturing Consent — by Edward S. Herman & Noam Chomsky ℗ 1988

54. Related Documentary Films
• Zeitgeist: Addendum
the Movie ℗
• Zeitgeist: Moving Forward
2007
℗
• Zeitgeist: of the Self
2008
℗
• the Century Arthus-Bertrand
2011
℗
• Home - by Yann
2002
℗
• Earthlings
2009
℗
• Kymatica Man
2005
℗
• Transcendent
2009
℗
• Technocalyps
2011
℗ 2006

55. And of course, lots of information, including, articles, essays, films,
video presentations... can be found at my official website:
www.XoMoXnyc.com