DISCLOSURES There are no conflicts of interest or relevant financial - - PDF document

1 Integral Informatics: Aligning Methods, Perspectives, and Data

Second International Conference on Research Methods For Standardized Terminologies

DISCLOSURES

There are no conflicts of interest or relevant financial interests that have been disclosed by this presenter or the rest of the planners and presenters of this activity that apply to this learning session.

What is your biggest method challenge? What lessons or insights are you taking away from the conference?

2 Integral Theory: A Meta Theory and Framework for Thinking About Perspectives, Methods and Data

An Overview of Integral Theory

"Integral" means comprehensive, inclusive, balanced, not leaving anything out.

THE FIVE P FRAMEWORK ISSUES CHALLENGES AND LEARNING

Cameron, R. “Mixed Methods Research: The Five Ps Framework” The Electronic Journal of Business Research Methods Volume 9 Issue 2 2011 (pp 96‐108), available online at www.ejbrm.com http://www.ejbrm.com/issue/download.html?idArticle=269 Retrieved March 30, 2015

• Paradigms
• Pragmatism
• Praxis
• Proficiency
• Publishing

Integral Principles

• What is real and important depends on one’s perspective.
• Everyone is at least partially right about what they argue is real and

important.

• By bringing together these partial perspectives, we can construct a more

complete and useful set of truths.

• From an integral philosophy, a person’s perspective depends on five

central things: – The way the person gains knowledge (the person’s primary perspective, tools, or discipline) – The person’s level of identity development – The person’s level of development in other key domains or lines – The person’s particular state at any given time – The person’s personality style or “type” (cultural and gender style)

Forman, Mark (2010). A guide to integral psychotherapy: Complexity, integration, and spirituality in practice. Albany, NY: State University of New York (SUNY) Press.

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Integral Principles

"Integral" means comprehensive, inclusive, balanced, not leaving anything out.

 Nonexclusion : acceptance of truth claims that pass the validity tests for their own paradigms in respective fields  Enfoldment: sets of practices that are more inclusive, holistic and comprehensive than others  Enactment: various types of inquiry disclose different phenomena depending on the quadrants, levels, lines, states and types of the inquirer. Wilber, K. (2002d). "Excerpt D” The look of a feeling: The importance of post-structuralism, unpublished manuscript

Four Quadrants

Self and Consciousness

Interior-Individual Experiences Subjective Truthfulness

I

Brain and organism

Exterior-Individual Behaviors Objective Truth

IT

We

Justness Intersubjective Cultures Interior-Collective

Culture and Worldview

ITs

Functional-Fit Interobjective Systems Exterior-Collective

Social Systems and Environment

Esbjorn-Hargens, S. (2006). Integral research: A multi-method approach to investigating phenomena. Constructivism in the Human Sciences,11(2), 79-107.

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Edwards, MG (2008). Where's the Method to Our Integral Madness? An Outline of an Integral Meta‐Studies, Journal of Integral Theory and Practice, vol. 3, no. 2, pp. 165‐194.

Eight Zones and Methodologies

Esbjorn-Hargens, S. (2006). Integral research: A multi-method approach to investigating phenomena. Constructivism in the Human Sciences,11(2), 79-107.

Phenomenological Inquiry

• Self‐Inquiry
• Phenomenology
• Reflection
• Prayer
• Journaling
• Shadow work
• Mindfulness practices
• Truthfulness
• Honesty
• Authentic Expression
• Sincerity
• Integrity
• Identify assumptions,

acknowledge bias

• Transformative

Esbjorn-Hargens, S. (2006). Integral research: A multi-method approach to investigating phenomena. Constructivism in the Human Sciences,11(2), 79-107.

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Structural Assessment

• Psychometric measures
• Developmental tests
• Video tapes
• Notice speech and

behavioral patterns

• Interviews
• Use of established

developmental models

• Psychological tests
• Descriptions with analysis
• Triangulation

Esbjorn-Hargens, S. (2006). Integral research: A multi-method approach to investigating phenomena. Constructivism in the Human Sciences,11(2), 79-107.

Hermeneutical ‐ Interpretive

• Interviews, role playing,

small group work

• Story telling
• Interpretive analysis,

textual analysis

• Collective reflection
• Focus groups
• Gives voice to other
• Serves community
• Mutual understanding
• Resonance
• Meaningful
• Emancipatory
• Symbolic

Esbjorn-Hargens, S. (2006). Integral research: A multi-method approach to investigating phenomena. Constructivism in the Human Sciences,11(2), 79-107.

Ethnomethodology

• Participant Observer
• Appreciative inquiry
• Cultural anthropological

techniques

• Coaching
• Mentoring
• Forms of structural

analysis

• Cross cultural
• Observation of group

dynamics

• Symbolic coherence
• Well documented
• bservations
• Member checks
• Acceptance by group

Esbjorn-Hargens, S. (2006). Integral research: A multi-method approach to investigating phenomena. Constructivism in the Human Sciences,11(2), 79-107.

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Empirical Observation

• Surveys, documentation,

exams

• Fieldwork observations
• 3rd person description,

charts, statistics

• Case studies, gap analysis,
• Capacity development
• Repeatable,
• Controlled conditions
• Empirical, logical
• Measurable
• Use of multiple senses
• Representative samples

Esbjorn-Hargens, S. (2006). Integral research: A multi-method approach to investigating phenomena. Constructivism in the Human Sciences,11(2), 79-107.

Systems Analysis

• Statistical analysis
• Mapping
• Scientific studies
• Library research of

previous studies

• Monitoring and

evaluation

• Functional fit
• Repeatable
• Controlled conditions
• Empirical
• Logical
• Reputable and multiple

sources

• Direct experience with

the system

Esbjorn-Hargens, S. (2006). Integral research: A multi-method approach to investigating phenomena. Constructivism in the Human Sciences,11(2), 79-107.

Mixed Methods Research

• Variously defined, but consider these points:

– Mixing just the methods can yield a disconnected interpretation – What is the role of paradigm in influencing research design? – How does the method of reasoning (deductive, inductive, mixed) influence conclusions?

• Integral theory provides a unifying framework for

mixed method research

– Guiding philosophy, choice of methods, interpretive framework

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Designing Mixed Method Studies

• What is your philosophy and theory?
• Resources? (time, skills, team)
• Research design:

– Fixed vs. emergent – Practical issues

• Analytic logic & timing of research procedures
• Single study or multi‐phase program of

inquiry?

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Eight Zones and Methodologies

Esbjorn-Hargens, S. (2006). Integral research: A multi-method approach to investigating phenomena. Constructivism in the Human Sciences,11(2), 79-107.

Discovery and Action Dialogue

• What do you appreciate most

about the methods?

• How does using these

methods influence your thinking?

• Because of the methods you

use what commitments to action do you make?

BEST PRACTICES IN MIXED METHOD RESEARCH

Creswell, J.W., Klassen, A.C., Plano Clark, V.L., Smith, K.C. for the Office of Behavioral and Social Sciences Research. (August 2011). Best practices for mixed methods research in the health

• sciences. Bethesda, MD: National Institutes of Health. Retrieved

March 31, 2015 from http://obssr.od.nih.gov/mixed_methods_research

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Edwards, MG (2008). Where's the Method to Our Integral Madness? An Outline of an Integral Meta‐Studies, Journal of Integral Theory and Practice, vol. 3, no. 2, pp. 165‐194.

Integral Informatics: Aligning Perspectives, Methods and Data

• What did you appreciate

most about the presentation?

• How did the presentation

influence your thinking, or feeling?

• What commitments to action

will you make?

Contact Information

Daniel J Pesut PhD RN PMHCNS‐BC FAAN ACC Professor of Nursing Population Health and Systems Cooperative Unit Director of the Katharine Densford International Center for Nursing Leadership Katherine R. and C. Walton Lillehei Chair in Nursing Leadership University of Minnesota School of Nursing 308 Harvard St. SE 4‐185 Weaver‐Densford Hall Minneapolis, MN 55455 dpesut@umn.edu

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Second International Conference on Research Methods for Standardized Terminologies Integral Informatics: Aligning Perspectives, Methods and Data

Daniel J Pesut PhD RN PMHCNS-BC FAAN Professor of Nursing Population Health and Systems Cooperative Unit Director of the Katharine Densford International Center for Nursing Leadership Katherine R. and C. Walton Lillehei Chair in Nursing Leadership University of Minnesota School of Nursing 308 Harvard St. SE 4-185 Weaver-Densford Hall Minneapolis, MN 55455 612-626-9443 dpesut@umn.edu Purpose

The purpose of this presentation is to introduce integral theory and integral methodological pluralism as a way to align perspectives, methods and data. Framing and reframing research methods and approaches is

• ne way to promote innovation and advance the knowledge base and science related to teaching and

learning in the context of data science. Through the use of liberating structures, participants will be engaged in active learning experiences to discuss research interests through eight types (zones) of integral research methods. Explain the basic principles of integral theory and integral methodological pluralism for application in data science.

Key Points of the Presentation

• 1. William Hare reminds us that open minded inquiry is an ideal and he provides a glossary
• f terms and concepts that support the notion of open minded inquiry

http://www.criticalthinking.org/pages/open-minded-inquiry/579. Universal intellectual standards include clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness http://www.criticalthinking.org/pages/universal-intellectual- standards/527

• 2. Dr. Richard Paul and Linda Elder from The Foundation for Critical Thinking

http://www.criticalthinking.org// remind us that all scientific thinking has a purpose and is an attempt to figure something out, to settle some question, or solve some scientific

• problem. Scientific reasoning is based on assumptions and is done from some point of
• view. Scientific reasoning is based on data, information and evidence. Scientific

reasoning is expressed and shaped by concepts and theories. Inferences, interpretations and conclusions give meaning to scientific data. Scientific reasoning has implications and consequences.

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• 3. Evidence based practice is a derivative of knowledge work, knowledge management

and knowledge leadership. Researchers ought to embrace the knowledge complexity archetype as a way to appreciate relationships between and among modes of knowledge, learning associated with those modes, the action focus associated with the learning and the performance issue associated with the action foci. Such mastery requires skills in reflective time shifting and self- regulation of attention/ awareness and application of conscious time perspective shifts. See: http://www.valuenetworksandcollaboration.com/  Instinctual learning supports data sensing and information gathering that is in the immediate moment and non-reflective.  Single loop learning supports information and action without reflection with a short here and now time perspective that involves the effective and efficient implementation of procedures.  Double loop learning supports knowledge management through self-conscious reflection that relies on short time perspective of immediate past and present, resulting in functional effectiveness or doing things the best way.  Communal learning supports meaning and sense-making related to knowledge management that supports understanding of context, relationship and trends. Community consciousness relies on medium to long –historic past, present and very near future time perspectives that results in management practices that focus

• n productivity, and understanding what promotes or impedes effectiveness.

 Duetero learning supports the development of a philosophy of self-organization and integration through pattern recognition consciousness and systems thinking and leading that sees where an activity fits into optimization of the whole with a long term plan and forecast in mind. Past, present and future are considered with regard to long term success.

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 Generative learning is derived from wisdom values that invite renewal and deep awareness of the power of purpose in the context of a greater ecology, resulting in integrity and ethical consciousness. The time perspective related to generative learning is very long term and ranges from the very distant past to the far distant future.  Synergistic learning supports the unity and connection of the larger community and environment and helps one understand values in a greater context which leads to sustainability. Inter-generational timeless universal consciousness supports the realization of union and connectedness.

• 4. Cameron (2011) proposes a Five P’s conceptual framework to support mixed methods
• research. The Five P’s are: Paradigms, Pragmatism, Praxis, Proficiency, and Publishing.

Each P has its criticism and challenges as well as learning objectives for the researcher. For more information scope out the article http://www.ejbrm.com/issue/download.html?idArticle=269

• 5. According to Mark Forman (2010), integral philosophy involves attention to the

following principles:  What is real and important depends on one’s perspective.  Everyone is at least partially right about what they argue is real and important.  By bringing together these partial perspectives, we can construct a more complete and useful set of truths.  From an integral philosophy, a person’s perspective depends on five central things:

• The way the person gains knowledge (the person’s primary perspective,

tools, or discipline)

• The person’s level of identity development
• The person’s level of development in other key domains or lines
• The person’s particular state at any given time
• The person’s personality style or “type” (cultural and gender style)
• The integral viewpoint is often relayed using the acronym AQAL: All

Quadrants Levels, Lines, states, and types.

• 6. Integral Theory (AQAL) is a post-metaphysical, post-disciplinary meta-theory that

supports the inclusion of multiple perspectives. Being integral involves adoption of three integrative principles (Wilber, 2002). These principles are:  Non-exclusion: Acceptance of truth claims that pass the validity tests for their

• wn paradigms in respective fields

 Enfoldment: Sets of practices that are more inclusive, holistic, and comprehensive than others  Enactment: Various types of inquiry disclose different phenomena depending

• n the quadrants, levels, lines, states, and types of the inquirer

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• 7. Integral theory is committed to three strands of good science: instrumental injunction,

direct apprehension, and communal confirmation or rejection. As explained by Esbjorn- Hargens and Wilber (2006): “Instrumental injunction refers to an actual practice, an exemplar, a paradigm, an experiment, or an ordinance. It is always of the form, “If you want to know this, do this.” Direct apprehension refers to an immediate experience of the domain brought forth by the injunction: that is, a direct experience or apprehension of data (even if those data are mediated, at the moment of experience they are immediately apprehended)…. Communal confirmation or rejection is a checking of the results, the data, and the evidence, with

• thers who have completed the injunction and apprehensive strands adequately. Thus all

kinds of science are in fact empirical in the broadest sense of experiential. This is a much broader definition of science than the narrow definition of sensory experience usually associated with it. (p. 534)”

• 8. Given the nature of perspectives in the AQAL theory, it follows that eight fundamental

methodologies can be applied to examine perspectives of experiences, cultures, behaviors, and systems. The methodologies relate to the dimensions defined by the AQAL model and relate to subjective individual and intersubjective interiors and

• bjective and Interobjective individual exteriors. As explained by Esbjorn-Hargens and

Wilber (2006): “the eight methodological families are Phenomenology, which directly explores experiences (the insides of individual interiors); Structuralism, which explores formal patterns of direct experience (the outsides of individual interiors); Autopoiesis Theory, which explores self-regulating behaviors (the insides of individual exteriors); Empiricism, which explores observable behaviors (the outsides of individual exteriors); Social Autopoiesis Theory, which explores self-regulating dynamics in systems (the insides of collective interiors); Systems Theory, which explores the functional fits of parts within an

• bservable whole (the outside of collective exteriors); Hermeneutics, which explores

intersubjective understanding (the insides of collective interiors); and Ethnomethodology, which explores formal patterns of mutual understanding (the outsides of collective interiors). (p. 530)”

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• 9. Esbjorn-Hargens, Reams, and Gunnlaugson (2010) suggest the following foci,

commitments, and elements help to enact integral education:  Exploring multiple perspectives  Including first-, second-, and third-person methodologies of learning and teaching  Weaving together the domains of self, culture, and nature  Combining critical thinking with experiential feeling  Including the insights from constructive-developmental psychology  Engaging regular personal practices of transformation  Including multiple ways of knowing  Recognizing various types of teachers and learners  Encouraging “shadow work” within learners and teachers  Honoring other approaches to education 

• 10. Using an integral lens supports innovations in inquiry and nursing science. How does the

AQAL model and the notion of integral methodological pluralism (IMP) influence your thinking and design of research? Conceptualizing phenomena of concern through the four quadrants and the eight methods and being true to the validity claims associated with each of the methods enables one to consider research innovations regarding multi methods to describe a phenomenon of concern and advance nursing education science research and knowledge development. Questions to consider:

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 What are the integral quadratic implications and consequences of the question?  What method is most appropriate to the question you are asking?  Which method do you currently most value?  Which method do you know the most about? The least about?  What methods intrigue you?  How might you use multiple methods to understand and discover more fully the knowledge you want to gain?  How can you learn to appreciate and be influenced by people who are currently using IMP methods?  What do they appreciate about the method? Why did they choose this type of inquiry?  How does the method influence research practices?  What decisions and choices are necessary as a result of choosing a method?

• 11. Edwards, MG (2008). Where's the Method to Our Integral Madness? An Outline of an

Integral Meta-Studies, Journal of Integral Theory and Practice, vol. 3, no. 2, pp. 165-

• 194. Proposes a learning lens (Figure 2 below) in the context of Integral Meta-theory
• building. The lens can be used to explore the process of learning at any social level

including the meta-level of scientific studies. The learning lens describes a process where knowledge can be regarded as a flowing exchange between the processes of acting (exterior-agency), reflecting (interior-agency), interpreting (interior-communion) and social validation (exterior-communion).

• 12. Liberating structures (http://www.liberatingstructures.com/) are easy to learn adaptable

methods that invite people to interact and learn from each other in new ways that support self-organization, creative problem solving and development of innovations and learning. Liberating structure principles include:

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 Include and unleash everyone  Practice deep respect for people and local situations  Build trust as you go  Learn by failing forward  Practice self-discovery within a group  Amplify Freedom and Responsibility  Emphasize possibilities: Believe before you see  Invite creative destruction to enable innovation  Engage in seriously playful curiosity

• 13. Because mixed-method research is still early in its development an excellent summary of

issue related to its use can be found in Teddlie and Tashakkori (2012). The whole June 2012 issue of American Behavioral Scientist is dedicated to mixed-method research (http://abs.sagepub.com/content/56/6.toc). In this paper, the authors outline several ideas influencing the development of contemporary mixed-method research. There is a need to settle on some common language to describe its features. An example of the diversity can be seen in the terms methodological pluralism, paradigmatic pluralism, and methodological eclecticism largely refer to the same underlying idea. The authors note that language, on p. 783, “is very important in an emergent field such as MMR because the words we use to define the filed ultimately shape how we make sense of it.”

• 14. Denzin (2008) argues that methodological bilingualism is difficult and challenging to
• accomplish. Being individually competent in the variety of methods necessary to conduct

mixed-method research is rarely achievable, attributed mostly to the vastness of qualitative and quantitative approaches. This idea underscores the importance of research teams, comprised of investigators who have, collectively, the skills to carry out a sophisticated mixed-method research study. This is also something to which data science research can aspire – rigorous research conducted by teams of skilled investigators. Notes and Questions:

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References and Resources Anderson, Rosemarie & Braud, William (2011). Transforming self and others through research: Transpersonal research methods for the human sciences and humanities, State University

• f New York, SUNY Press, Albany NY.

Cameron, R. “Mixed Methods Research: The Five Ps Framework” The Electronic Journal of Business Research Methods Volume 9 Issue 2 2011 (pp 96-108), available online at www.ejbrm.com http://www.ejbrm.com/issue/download.html?idArticle=269 Retrieved March 30, 2015 Clark, C. (2006). An integral nursing education: Exploration of the Wilber quadrant model International Journal of Human Caring, 10(3), 23-29. Creswell, J.W., Klassen, A.C., Plano-Clark, V.L., Smith, K.C. for the Office of Behavioral and Social Sciences Research. (August 2011). Best practices for mixed methods research in the health sciences. Bethesda, MD: National Institutes of Health. Retrieved May 1, 2012 from http://obssr.od.nih.gov/mixed_methods_research Dacher, E. (2006). Integral health: The path to human flourishing. Basic Health, Laguna Beach, CA. Denzin N.K. (2008). The new paradigm dialogs and qualitative inquiry. International Journal of Qualitative Studies in Education, 21(4), 315–325. Dossey, B. (2008). A theory of integral nursing. Advances in Nursing Science, 31(1), E52-73. Edwards, MG (2008),'Where's the Method to Our Integral Madness? An Outline of an Integral Meta-Studies, Journal of Integral Theory and Practice, vol. 3, no. 2, pp. 165-194.

http://www.integralworld.net/edwards27.html

Edwards, MG (2010). Organizational transformation for sustainability: An integral metatheory. Routledge, New York. Esbjorn-Hargens, S. (n.d.). An overview of integral theory: An all-inclusive framework for the 21st century. Integral Life Institute. Retrieved from http://integrallife.com/node/37539 (Also available as Integral Institute, Resource Paper No. 1, March 2009.) Esbjorn-Hargens, S. (2006). Integral research: A multi-method approach to investigating

• phenomena. Constructivism in the Human Sciences, 11(1), 79-107.

Esbjorn-Hargens, S., Reams, J., & Gunnlaugson, O. (2010). The emergence and characteristics

• f integral education: An introduction. In S. Esbjorn-Hargens, J. Reams, & O.

Gunnlaugson Integral education: New directions for higher learning (pp. 1-16). Albany, NY: State University of New York (SUNY) press.

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Esbjorn-Hargens, S., & Wilber, K. (2006). Toward a comprehensive integration of science and religion: A post-metaphysical approach. In P. Clayton & Z. Simpson (Eds.) The Oxford Handbook of Religion and Science (pp. 523-546). Oxford: Oxford University Press. Fisher, Michael (2007). A guide to Ken Wilber and the education literature: An annotated bibliography http://integralecology.org/integralresearchcenter/sites/default/files/Fisher._A_Guide_to_ KW_and_the_Education_Literature.pdf Forman, John and Ross Laurel (2013). Integral leadership the next half step, State University of New York (SUNY) press, Albany , NY. Forman, Mark (2010). A guide to integral psychotherapy: Complexity, integration, and spirituality in practice. Albany, NY: State University of New York (SUNY) Press. Global Association for Research Methods and Data Science http://www.researchmethods.org/ retrieved March 30, 2015 Hurst, David (2012). The new ecology of leadership, Columbia University Press, NY. Integral Evolver: A Primer on Integral Theory http://www.dailyevolver.com/a-primer-on- integral-theory/ retrieved February 17, 2015. Jarrin, O. F. (2006). An integral philosophy and definition of nursing: Implications for a unifying meta-theory of nursing. School of Nursing Scholarly Works. Paper 46. http://digitalcommons.uconn.edu/son_articles/46 Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come? Educational Researcher, 33(7), 14–26. Lessem, Ronnie, & Schieffer, Alexander. (2008). Integral Research: A Global Approach towards Social Science Research Leading to Social Innovation. Geneva, Switzerland: TRANS4M Martin, Jeffery (2008). Integral research as a practical mixed-methods framework: Clarifying the role of integral methodological pluralism. Journal of Integral Theory and Practice, volume 3, No. 2, 155-164. http://in.integralinstitute.org/holons/Martin_Integral_Research_as_Mixed_Methods_Fra mework.pdf Meta Integral Foundation https://foundation.metaintegral.org/ Methodspace: Home of the Research Methods Community http://www.methodspace.com/

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Nast, Jamie (2006). Idea mapping: How to access your hidden brain power, learn faster, remember more, and achieve success in business, John Wiley, New York New York. Patten, Mildred (2010). Proposing empirical research: A guide to the fundamentals 4th edition, Pyrczak, Publishing Po Box 25043 Glendale, California. Pesut, DJ (2012). An introduction to integral philosophy and theory: Implications for quality and

• safety. Chapter 13 pages 247-264, In Gwen Sherwood and Sara Horton-Deutsch (Eds.)

Reflective Practice: A Framework for Engaging Learners in Education and Practice, Sigma Theta Tau International Press, Indianapolis, In. Powers, Bethel & Knapp, Thomas. (2010) (4th Ed). A Dictionary of nursing and theory and

• research. Springer.

Research Methods Knowledge Base http://www.socialresearchmethods.net/kb/index.php Teddlie, C., & Tashakkori, A. (2012). Common “core” characteristics of mixed methods research: A review of critical issues and call for greater convergence. American Behavioral Scientist, 56(6), 774–788. The Integral Research Center Applying Methodological Pluralism http://www.integralresearchcenter.org/source retrieved March 30, 2015 Wilber, K. (2000). Integral psychology: Consciousness, spirit, psychology, therapy. Boston: Shambala. Wilber, K. (2007). The integral vision. Boston, MA: Shambala Publications. Wilber, K., Patten, T., Leonard, A., & Morelli, M. (2008). Integral life practice: A 21st century blueprint for physical health, emotional balance, mental clarity, and spiritual awakening. Boston, MA: Integral Books.