Graduate Institute Consciousness Studies Program workshop

1. AN EXPLORATION OF DEVELOPMENTAL LEVELS:
Tom Murray
The Graduate Institute, November, 2010
Embodied Understanding, Uses, And
Limitations

2. SECTION I: INTRO TO DEVELOPMENTAL LEVELS
 Q RE the readings (Wilber, Beck,Torbert):
 What did you learn or find noteworthy?
 What curiosities, questions, potentials are alive?
Murray, November 2010 2

3. THE EXPLANATORY (AND NARRATIVE) POWER
OF DEVELOPMENTAL THEORIES
 US ‘culture wars’ (& what was the sixties?)
 Foreign policy with underdeveloped nations
 Leadership development and job placement
 Giving critical (and supportive) feedback
 Convention vs. evolution vs. revolution
 Pitching ideas to multiple stakeholders
 Psychological pathologies and regressions
 Is humanity, society, or consciousness evolving?
Predictive (not!) vs. normative vs. meaning-generative models
– science vs. narrative (story telling) 3

4. EVOLUTION OF MIND/CONSCIOUSNESS
 Maslow’s hierarchy of needs:
Murray, November 2010 4

5. Instinctive/Sensate
Magical
Warrior (& Subjugate)/ Mythic
Traditionalist/Believer
Rationalist/Modernist
Pluralistic/Sensitive
Integral/Vision logic
5(From Beck & Cowan figure: see www.spiraldynamics.net)
____ Second Tier: ____
… …

6. FROM FORMELESSMOUNTAIN.COM 6

7. Magical
Warrior/Mythic
Traditionalist/Believer
Rationalist/Modernist
Pluralistic/Sensitive
7
ACTIVITY: QUICK EXAMPLES OF
DEVELOPMENTAL “MEME” LEVELS
Purple
Red
Blue
Orange
Green
Create a 30
second play:
“Deciding
where to go
out to
dinner”
Murray, November 2010 7

8. Ego: Ego-centric > Ethnocentric (us/them) > World-
centric
Culture: Pre-conventional > Conventional > Post-
conventional
Truths: Black & White (either/or) > more complex &Murray, November 2010 8

9. WE INTUITIVELY RANK PEOPLE
DEVELOPMENTALLY
People responding to a story about someone breaking a
promise:
 My dad would get mad.
 It is bad to break promises. Breaking a promise is lying.
 It is fairer to keep promises than to break them.
 When a parent breaks a promise it teaches the child to break
promises.
 You should not make promises that you can’t keep.
 Keeping promises maintains order in society.
 When you keep a promise, you reaffirm the concept of mutual
trust.
Murray, November 2010 9

10. (From Beck & Cowan figure: see www.spiraldynamics.net)
10

13. Ken Wilber’s Model
13
wilber.shambhala.com/.../
excerptD
INTRODUCTION TO DEVELOPMENTAL LINES

14. Action Logic has
Additional
Level here
Murray, November 2010 14

16. 16
Instinctive/Sensate
Magical
Warrior (& Subjugate)/ Mythic
Traditionalist/Believer
Rationalist/Modernist
Pluralistic/Sensitive
Integral/Vision logic
____ Second Tier: ____
… …
“SPIRALECTICS” ACTIVITY

17. “SPIRALECTICS” ACTIVITY
 The activity takes about 2 hours; moves through 6
levels with one or two enactment games of micro-
worlds at each. The goal is to experience how
developmental levels live inside of us, and reflect on
our relationships to each one.The activities bring in
both the individual interior and group dynamics for
each level. It shows how the needs and values at
each level create the conditions for the next. It
illustrates not only the progression of values and
world-views, but a progression of complexity in
cognition, interactions, rules, and role taking.
Murray, November 2010 17

18. OVERALL INTENTION: WHAT DID YOU LEARN; WHAT DEEPER
INQUIRY IS CALLING YOU; WHERE COULD YOU TAKE IT NEXT?
Post-Activity: Reflection (write and/or draw; work alongside another if you want).
Specific questions:
1. Select an area of personal strength, ease, skillfulness, or grace revealed by the
Spiralectics activity.
Reflect on how it shows up in your life. How have you used this gift? What practices
give you access to it?
2. Select an area of challenge, fear, confusion, stagnation, or blankness revealed in the
Spiralectics activity. Reflect on its role in your life. Do specific memories come up?
Is anything wanting to shift or transform? What seems in the way? What needs are
met and unmet by the current way of being?
3. Think about how you can bring your area of strength or ease in to help with the area
of challenge or stagnation. What other forms of support might be available in your
life? Is there anyone in this group who you would like to arrange future
brainstorming or supportive check-in with?
4. Were there any other themes that seemed 'juicy' or calling for deeper inquiry from
the Spiralectics activity?
Murray, November 2010 18

19. END OF SECTION 1
 Section II: Caveats on Developmental Models –
what users should know
 Section III: New Age vs. MythicalThinking (and
“post-metaphysics”)
 Section IV:What is SecondTierThought and
Culture? – a look at skills and capacities
Murray, November 2010 19

20. SECTION II: CAVEATS ON DEVELOPMENTAL
MODELS – WHAT USERS SHOULD KNOW
Murray, November 2010 20

21. DEV-THEORY CAVEATS/PROBLEMS
 Map/territory confusion
 (its just a model, know its limits)
 Dangers of labeling and quick-comparisons of
individuals and cultures
 People “need” to develop only if their abilities in
cognitive/emotional/social/etc. “intelligence” do
not meet the demands placed on them by their
situation, and they suffer because of lack of
capacity.
Murray, November 2010 21

22. MOST GROWTH IS HORIZONTAL
Murray, November 2010 22

23. DEVELOPMENT OF PRIOR LEVELS
It is usually more important work to create health and mastery at all prior levels than to
push on to try to reach the next level.
23

24. MICRO-TRANSITIONS AT/BETWEEN EACH LEVEL
(From Beck & Cowan’s Spiral Dynamics)
(Mature version)
(“Convert” version
(hold tight…
fall apart…)
Murray, November 2010 24

25. MEMES AS BELIEFS VS. SKILLS
Is “Mean Green Meme”
about belief or skill?
25Murray, November 2010 25

26. ASYMMETRICAL LINE DEVELOPMENT
MODERNIST VS. NATIVE CULTURE: WHICH IS MORE “EVOLVED”?
• Higher is not necessarily better or happier (just more complex)
• Do we valorize certain developmental lines and minimize
others (“line absolutism”)?
Many developmental lines Many developmental lines
Murray, November 2010 26

27. EMOTION AND CONTEXT
(PERFORMANCE ≠ COMPETENCE)
 Ego & emotion (desire, fear, stress, anger,
uncertainty…) play a large role in apparent
developmental level
 Beware of: high certainty, importance, urgency,
exaltation
 And regression to
 Black & white (either/or) thinking
 Narcissism, group-think, or us-vs-them thinking
 Reliance on authority; peers & norms
 “Misplaced concreteness” (ideas as reality)
27Murray, November 2010 27

28. CONTEXT-FLEXIBILITY &
EMOTIONAL DOWNSHIFTING
Green
Green
Orange
Common interpretation
Context-flexible
interpretation <-- CONTEXT -->
Orange
Most groups can function much higher, regardless of “center of gravity.”
Murray, November 2010 28

29. WEAK AND STRONG LAYERS OF THE ONION
EACH LINE IS LIKE AN ONION; SOME ONION LAYERS MAY BE MORE DEVELOPED
Ego
Emotional
Cognitive
Moral
Social
Time / development
Murray, November 2010 29

30. SKILL THEORY:
MOST DEVELOPMENTAL “LINES” ARE NOT REAL!
Murray, November 2010 30

31. CULTURAL VS. INDIVIDUAL WISDOM
Intelligence and wisdom can be created and stored at the levels of genes/biology,
culture, and individuals. Culture A over many generations may have developed
wisdom beyond what individuals in culture B know. But, the individuals in culture A may
only be doing what everyone has done for generations, and not understand the reasons
or value of their actions. Such wisdom is stored in the culture, not necessarily in most
members.Murray, November 2010 31

32. END OF SECTION II
Murray, November 2010 32

33. SECTION III: NEW AGE, MAGICAL, AND
METAPHYSICAL THINKING
What criteria do we
use to justify what
we think is real and
true at different
developmental
levels? Does it
make a difference?
What’s the
difference between
what we believe
and how we hold a
belief?
Murray, November 2010 33

34. SOME NEW AGE VS. INTEGRAL BELIEFS
New Age/Cultrl Creative
UFOs and lost ancient
advanced civilizations; the
healing power of crystals;
the earth is a living
conscious being (Gaia); we
can manifest our wishes
through intention alone;
astrology, and other
prognostication systems;
various schools of mystical
and occult beliefs; "all you
need is love" (and peace);
everything is perfect as it is.
New Age & Integral
Channeling and the existence
of non-physical beings; ESP
and psychic phenomena;
intuitions can offer sturdy
truths and directives;
existence of a soul/spirit
(and constructs such as Over-
soul, Authentic Self),
reincarnation and past lives;
synchronicities are real;
psychic energy and the
chakra system; the reality of
collective consciousness and
parts of the self such as ego
and shadow; all is one.
Integral
The universe is evolving
– through us; Eros,
Agape, involution,
morphogenetic fields,
Omega Point;
objects/events fit into 4
ontological quadrants (or
8 zones); cultures and
people can be categorized
in terms of “memes”;
there is a non-dual ground
of being beyond space,
time, energy, matter, and
mind.
34Murray, November 2010 34

35. NEW AGE / GREEN MEME /
CULTURAL CREATIVE BELIEFS
 We are all one; collective mind
 We can manifest intentions (The Secret)
 All you need is love
 The New Age is a special foretold time in history
 The earth is a being (Gaia)
 Crystals etc. have healing energy
 Divination: I-Ching,Tarot, dowsing, etc.
 Non-physical beings: channeling, angels, spirits
 Personality typing: astrology, Myers-Briggs…
 Intuitions bring sturdy truths, directions
 Prana/Qi, ‘energy’ through & outside the body
Values: inclusive, ecology, human-rights & potential, freedoms, feelings
Tom Murray | www.perspegrity.com |
May 2010
35
How do we argue for what is Real or True?

36. ACTIVITY: REFLECTIONS ON THINGS SAID TO EXIST
 Integral
 Holon
 (Collective) consciousness
 LL, UR…quadrants
 Green, orange… meme
 TheTrue, Good, the Beautiful..
 Gross, Subtle, Causal states
 Subtle energies and chakras
 Spirit; Authentic Self
 Ground of Being;The non-dual
 Involution; Eros & Agape
 Universe is evolving through us
36
 Does it exist?
 In what way?
 How sure are you?
 How would I
explain/argue for
(against) it?
 Why is it important for
others to believe?
Pick something you have tried unsuccessfully
to explain to a colleague or friend
Murray, November 2010 36

37. MAGICAL THINKING
 Nonliving things have an animate life force; intentions, can
hurt & bless
 Powerful beings (gods, spirits…) can punish or reward; we
are vulnerable
 I have the psychic power to effect the world; bless or curse;
pray, manifest (omnipotency)
 I hear inner messages; I use special objects and rituals to
access divinations
 Impulses and emotions and power dynamics determine my
actions (not abstract ideas or plans)
 All is one; boundary-less; we are all connected
 Wishful thinking (the unwanted is unreal)
 Very in touch with imagination;
Imagination as reality; subtle phenomena
37Murray, November 2010 37

38. MAGICAL/MYTHICAL
CRITERIA FOR WHAT IS TRUE (AND GOOD)
 Authority figures and charismatics
 Magical or sacred books and objects
 Social norms, habit, they way it has been
 Peer identification; what everyone does/says
 My own experience
38Murray, November 2010 38

39. TO BLUE, ORANGE…
o Blue meme: ideals, rules, principles, predictable patterns
o Orange meme: systematic, possibilities/probabilities,
logic; rigor, efficiency & perfection drives
o Differentiating/discriminating:
 Feelings vs. thoughts
 Interiors vs. exteriors (self reflection)
 True / Good / Beautiful
 Self vs. group/culture
 Belief vs. truth
 Past/Future
o Statement validity:
o observation, repeatability, logic
o Scientific method
39Murray, November 2010 39

40. IDEAS AS REALITY
“MISPLACED CONCRETENESS” THROUGH DEVELOPMENTAL LEVELS
 Magical thinking – imagination as reality
 Mythical thinking – stories as reality
 Conventional thinking – norms as reality
 Modern thinking – concepts/models/abstractions as
reality
 (Postmodern? – mirror/paradox
as reality?)
 (Integral?...)
Concepts:
- Freedom
- The economy
- Green meme
- Eros
- UR quadrant
-- …
Whitehead
Murray, November 2010 40

41. PROGRESSIVE TO INTEGRAL TRUTHS (ALLOWING POLARITIES)
“…ITS MORE COMPLICATED THAN THAT…”
 We are all one (yes, and…?)
 All you need is love (what if they don’t agree?)
 Come together now (but: more complexity)
 The system must change! (-> creating better
systems)
 We can do it! (plus reality check)
 Getting myself together (all about me??)
 Save the whale/rainforest; eat vegan, meditate
(I’m starving!)
Murray, November 2010 41

42. MULTIPLE PERSPECTIVES
 Methodological Pluralism is about dealing with
Multiple Perspectives
-- an opening that leads to increased
 Uncertainty, dissonance, social vulnerability
 Which calls for compensating:
 More deeply ethical approaches
 Increased epistemic wisdom
Murray, November 2010 42

43. PROBLEMS/PARADOXES OF THE
GREEN CULTURAL LEVEL
 Inclusive & caring but hates orange, blue ways
 Ecologically minded & open to new/different but mistrusts
money, hierarchy, systems, rules, logic, power
 Egalitarian & sensitive but narcissistic ‘me generation,’
spiritual materialism, sex/drugs/rock’n’roll
 Activist & collective but can be stagnant/impotent due to
in-fighting, process-orientation, feelings-orientation
 Performative contradictions: no theory/perspective is
privileged (except this one!)
43Murray, November 2010 43

44. END OF SECTION III
Murray, November 2010 44

45. SECTION IV: WHAT IS SECOND TIER THOUGHT AND CULTURE?
Images
illustrating
complexity
Murray, November 2010 45

46. WISDOM SKILLS
FOR SECOND TIER ENACTION
 Ego awareness (self/ego/will
and being/spirit/essence; "I"
dimension)
 Relational awareness
(emotional/social/ethical/interpe
rsonal intelligence; "We"
dimension)
 Construct awareness (cognitive;
"It" dimension)
 Systems awareness ("Its"
dimension; context, cognitive capacity RE
dynamic systems and networks of relationships)
46Murray, November 2010 46

47. DEVELOPMENT, DISEQUILIBRIUM AND HUMILITY
(AT GREEN MEME MANY OPENINGS THAT BECOME OVERWHELMING—YELLOW ADAPTS TO THESE)
 Heart/Empathy: Relationally aware -- opening
to the suffering of ever wider circles of
relationship
 Mind/Cognitive: Construct aware --
foundations of certainty in knowing are shaken
 Spirit/Self: Ego aware -- awake to the profound
levels of chaos and vulnerability in life
 External world: Systems aware – chaos: radical
connectivity, unpredictability
47Murray, November 2010 47

48. ONTOLOGICAL HUMILITY TO EPISTEMIC WISDOM
 Ontological Humility:
 “I don’t know” “I’m not sure” “I was wrong” “what is your perspective?”
 My beliefs and perceptions are shaped by my mental models (biases,
world view..)
 Epistemic Wisdom (..sophistication, awareness…)
 From working under uncertainty to working with uncertainty
 What method/criteria will we use to decide what is true, or right?
 How do we anticipate “indeterminacy”?
 From: reciting “the map is not the territory”
-- to --
what are its limits, assumptions, alternatives?
Murray, November 2010 48

49. SPEECH ACTS SHOWING (BASIC) EPISTEMIC
WISDOM
 I really don't know. But my current best guess is…
 I have two seemingly opposing thoughts or impulses going on here, …
 I was wrong about that.Thanks to your comment I checked it out and …
 I felt some frustration and anger upon reading your comment. Let me try to
explain…
 What assumptions are we making…?
 Would you be willing to tell me what you think I am saying, as you understand
it?
 Both perspectives seem valid to me, but in different ways, as follows….
 What is our purpose here? Is our process aligned with it?
 Would some of you like to start a separate discussion about how we can make
this dialog more productive?
Murray, November 2010 49

50. POSITIVISM/CERTAINTY VS.
FALLIBILISM/INDETERMINACY
 Positivist attitude: clarity,
certainty, action
 knowledge/meaning-generative;
problem solving, theorizing
 Negative capability: awe, humility,
curiosity
 Limits of language & knowledge &
method
 Tolerance for ambiguity, uncertainty,
unknowing
 Dealing with the above
50Murray, November 2010 50

51. EPISTEMIC LANGUAGE GAMES
 Positivist epistemics:
 It IS… (foundational, essential, ultimate)
 It always is/was (eternal, given, primordial,..)
 Negative (epistemic) capability
 It is as if ; (what if; suspension..)
 “Chances are”…“as far as we can tell,”
 To the extent that… (in this context)
 In this sense/way… (from this perspective)
51Murray, November 2010 51

52. CERTAINTY & COMMITMENT IN BELIEF &
ACTION
52
Ecstatic
urgency!
Action (to do)
Stable base for growth
Commitment
Faith:
Choose to believe
Epistemic
wisdom
to know / not know
Deconstruct for growth
Vulnerability
Suspend belief
Murray, November 2010 52

53. UNDERSTANDING THE MIND
David Bohm: "underneath [humanity's
dilemmas] there's something we don't
understand about how thought works"
and that what is needed is a "very deep
[and] very subtle" awareness of thought
itself.
Albert Einstein: "the significant problems we
face cannot be solved at the same level of
thinking we were at when we created
them.”
 Deeper understanding mind, thought,
language, knowledge, belief…
=> the (epistemic or) “post-metaphysical
turn”
53Murray, November 2010 53

54. SECOND TIER - GOING “META”
(FROM ITC-2008)
 Meta-cognition (thinking about thinking)
 Meta-knowledge (knowledge about the nature and limitations
of knowledge); META-BELIEF!
 Meta-learning (learning how to learn, also called triple-loop
learning)
 Meta-dialog (dialog about how we engage in dialog)
 Meta-decision making (making decisions about how we will go
about making decisions)
 Meta-affect (investigating the feeling of our feelings; somatic
awareness of feeling states)
 Meta-leadership (supporting leadership in others)
Murray, November 2010 54

55. PERSPECTIVE-TAKING THROUGH
DEVELOPMENTAL LEVELS
Formal-op/Orange
Multiple verifiable
data sources;
> collect, analyze
> find the/best truth
> (quality, rigor)
• suspend judgment
• consider possibilities
• control uncertainty
+ skeptical of traditional
authority and ‘common
sense’
Inclusive/Green
Multiple opinions,
values, world-views;
> empathize & understand
> Many/no ‘truths’
> (authentic, fair)
• avoid judgment
• include everyone
• thrashing in uncertny
+ skeptical of experts and
all authority and leadership
2nd Tier/Integral
Systems, systemic;
> Nature of: mind,
ego, ‘truth,’
knowledge, belief,
power, dialog…
> (truth about truth)
• balance reason,
emotion, intuition…
• work with uncertnty
+ skeptical of ego, method,
skepticism?
Murray, November 2010 55

56. THANKS!…
tommurray.us@gmail.com | www.tommurray.us

57. END OF SECTION IV
….
…
Murray, November 2010 57

58. FRIDAY EVE – BOHM DIALOG & U-THEORY
Murray, November 2010 58

59. FIVE PART CONVERSATION TO
CHOOSE A TOPIC FOR EXTENDED DIALOG
“U” dialog #1 … in 15 minutes
 Brainstorm
 Group reflections
 Silence (guided mediation)
 Bohm dialog
 Summary and reflection
Murray, November 2010 59

60. FOUR QUADRANT CONTEMPLATION
 (it) Sensation; 5 senses & interior
 (its) Physical environment
 (I)Thoughts, intentions,
 (we) Group sense
Murray, November 2010 60

61. AWARENESS OF THOUGHT ITSELF
David Bohm:
…a pervasive incoherence in the process
of human thought is the essential
cause of the endless crises affecting
mankind…
underneath [humanity's dilemmas]
there's something we don't
understand about how thought
works" and that what is needed is a
"very deep [and] very subtle
awareness of thought itself.
61Murray, November 2010 61

62. BOHM “ON DIALOGUE”
Dialogue is a powerful means of understanding how thought functions.
[One becomes] aware that we live in a world produced almost entirely
by human enterprise and thus, by human thought.
In Dialogue, a group of people can explore the individual and collective
presuppositions, ideas, beliefs, and feelings that subtly control
their interactions. It provides an opportunity to participate in a
process that displays communication successes and failures. It can
reveal the often puzzling patterns of incoherence that lead the group
to avoid certain issues or, on the other hand, to insist, against all
reason, on standing and defending opinions about particular issues.
Dialogue is a way of observing, collectively, how hidden values and
intentions can control our behavior, and how unnoticed cultural
differences can clash without our realizing what is occurring. It can
therefore be seen as an arena in which collective learning takes place
and out of which a sense of increased harmony, fellowship and
creativity can arise.
Murray, November 2010 62

63. BOHM DIALOG
 Thought habits determine our reality
 Thought is more collective than individual; more
unconscious than conscious
 Problem with fragmentation (vs. wholeness)
 Dialog vs. debate
 Understand thought by witnessing our own
 Power of coherence of thought
 Impersonal fellowship
 The group as a collective consciousness is
meditating; aware of itself
Murray, November 2010 63

64. BOHM/INSIGHT DIALOG GUIDELINES
 Suspend and reflect on thoughts and feelings
 Observe assumptions, judgments, reactivity,
desires, impulses, sensations (“proprioception”)
 Listen deeply; soften to allow many perspectives;
suspend certainty
 Feel into the whole; the context beyond yourself
 Slow down, enjoy silence: decide to speak or not;
trust emergence
 Usually: speak to the center or group and avoid
two-person dialogs
 Speak your simple truth in this moment
Murray, November 2010 64

65. “U” DIALOG #2
 Brainstorm
 Group reflections
 Silence (guided mediation)
 Bohm dialog
 Summary and reflection
Murray, November 2010 65

66. U-THEORY – OTTO SCHARMER
Murray, November 2010 66

67. U-THEORY – OTTO SCHARMER
Murray, November 2010 67

68. END – FRIDAY SECTION
….
…
Murray, November 2010 68

69. A FEW EXTRA SLIDES…
Murray, November 2010 69

70. A HEURISTIC SPECTRUM
OF DEVELOPMENTAL NARRATIVES
70
Beliefs &
World Views
Skills &
Capacities
WHAT one believes HOW one
believes/thinks
What on does/can DO
(Values, Identity,) (Virtues, Habits)
Murray, November 2010 70

71. SOME PROBLEMS WITH DEVELOPMENT
AS A WORLDVIEW OR BELIEF SYSTEM
 Beliefs: perspectival, culturally bound, fallible
 Attached to identity and support in/out group
 Beliefs can “clash” in struggles of power and
identity; skills are “cognitive tools”
 Beliefs-systems can be ideologies/dogmas
(manipulation/misconception/misuse)
 Charismatic propaganda, peer pressure
(inculcation/adoption vs. teaching/learning)
71Murray, November 2010 71

72. THE VALUE OF BELIEF SYSTEMS
 Motivation, intention,
vision!
 …when and why to USE
skills/capacities
 Power of story, myth,
narrative
 Shared world-view 
 Synergetic action, solidarity,
meaning-generation
 Stable base for new levels of
cultural evolution
 Need shared beliefs
(community) to create
skills(?)
72Murray, November 2010 72

73. INTEGRAL & POST-METAPHYSICAL INJUNCTIONS
>> TOWARD CONSTRUCT AWARENESS <<
Don’t confuse map with territory
Avoid the Myth of the Given
Beliefs are perspectives:
“Things are getting better”
“Things are getting worse”
“Things are always perfect”
73
Belief….Skill
}
Murray, November 2010 73

74. INTEGRAL
POST-METAPHYSICS
 Kosmic address: altitude + perspective (of S,O)
 Who x How xWhat
 Who: adequatio (developmental level(s) of perceiver)
 How: method / tool; relationship of S,O; zone
 What: quadrant (I,we,it,its)
74
the dog, Santa Claus, √-1, Emptiness, ecosystem,…
- where/how do the referents to these signifiers exists?
- “ecosystems exist only in a worldspace of turquoise or higher”
Murray, November 2010 74

75. INTERDEPENDENT MODES OF STATEMENT
JUSTIFICATION/CRITIQUE
 First hand experience
 Deep intuition (or gut feeling)
 Most people (peers in my group) believe it
 Support of experts/authorities
 Reasonable assumptions/bases/premises
 Logical inference (supporting truth)
 It is ethically right
 It is pragmatically useful (it works)
 Consistent with other knowledge
 Trusted sources (journal, NPR, etc.)
 I used a trusted method
 Aesthetic or elegant
75Murray, November 2010 75

76. IMP’S PRIMORDIAL PERSPECTIVES/ZONES
Murray, November 2010 76

77. FROM COOK-GREUTER
Murray, November 2010 77

78. WHEN MORALITY OPPOSES JUSTICE: CONSERVATIVES HAVE
MORAL INTUITIONS THAT LIBERALS MAY NOT RECOGNIZE
–HAIDT & GRAHAM
Five foundations for morality
Murray, November 2010 78

79. Haidt--Liberals 2 channels, Conservatives 5Endorsement
Harm
Fairness
Ingroup
Authority
Purity
Murray, November 2010 79