Human beings differ in ways of understanding, interpreting, describing or sharing experience. On the basis of experience we construct our own conceptual systems (beliefs and values) that are neither consistent nor monolithic. "Alternative conceptual systems exist, whether one likes it or not. They are not likely to go away, since they arise from a fundamental human capacity to conceptualise experience...A refusal to recognise conceptual relativism where it exists does have ethical consequences. It leads directly to conceptual elitism and imperialism - (...) to the assumption that our behaviour is rational and that of other people is not, and to attempts to impose our way of thinking on others" (Lakoff, 1987; p.337). (shrink)

This chapter examines the engagement between seventeenth-century Quaker scholars, twentieth-century Quaker theologian Rufus Jones, and the twelfth-century allegorical text Ḥayy ibn Yaqẓān. It argues that HIY was purposely excised from the history of Quaker theological engagement due to a fundamental misunderstanding of the text, which resulted in a complete ignoring of the text by subsequent Quaker theologians, including Rufus Jones. HIY provides an invaluable dialogue partner with Quaker mysticism, which can offer exciting new ways of examining core premises of Quaker (...) mystical theology and practice—human/divine interdependence and the concomitant Quaker balance between contemplative and active mysticism and religious practice—and create opportunities for bringing the different generations of Quaker theology by Robert Barclay and Rufus Jones back into fruitful dialogue. (shrink)

The aim of this paper is to further an understanding of how a soul comes to despair and how the spirit of life is wounded. This question is approached from the perspective of death – in the form of death defying acts and voluntary death – as the dialectic aspect of being and non-being. Death can be a reflection of the life lived and the experience of who I am. The relation between ego and Self determines who I am. Two (...) forms of misrelating between ego and Self will be considered. One causes a sense of omnipotence as the ego identifies with Self, and the other causes a sense of alienation as the ego renounces the Self to establish an intellectual vacuum, which becomes a substitute for lived experience. In both instances, there is a growing despair of inauthenticiy and the experience of non-being, which voluntary death and death defying acts attempt to put an end to. Both manifestations of death are attempts to resolve the imbalance between the eternal and temporal dimensions of being – to put an end to the despair of being unconscious of Self – and to affirm being. It is only when there is a conscious dialectic between ego and Self that an authentic existence becomes possible. An authentic existence represents the ongoing commitment to incarnate the human reality that exists between the world of imagination and the world as it appears to our senses. This, I argue, amounts to a spirit with soul. (shrink)

Our passion for this work arose in very different histories of living, but these histories converged some years ago around the writings of Humberto Maturana1. There were other reasons for us getting together, but it was the ideas of Maturana which inspired us both to take another look at the way we were doing things in our research and education, respectively. One of us (Lloyd) was grappling with basic biological questions which arose from research on the physiology of stress. Maturana's (...) ideas provided a new way of thinking about the relationship between living things and their environment. David, in psychology and education, sought from Maturana a more solid scientific grounding for the extraordinary richness of the experiential learning environment in which he worked. (shrink)

The Australian Aborigines' environmental culture and the "double bind" approach used in the program of Alcoholics Anonymous are considered as a source for the generation of a new strategy for dealing with the ecological problems of our day. The strategy aims at achieving a negotiated outcome in issues of high societal risk related to waste management in the Hawkesbury region of Sydney, Australia.

The diverse papers which make up this book are variations on a theme which is based in biological science - yet none of the contributors is really a biologist. Our metaphor for describing what we are doing here is that we have gathered together in a room because that particular room provides us with a certain view of our individual areas of interest - a view that may have been previously obscured. We are visiting the house of biology in the (...) hope that we may see more clearly things that we each find baffling about our particular field of work in education, research, or daily living. (shrink)

This paper is in the form of a narrative exploration of trees and woods. It embraces both the rational and the non-rational dimensions of experience, and mingles science with a little fancy. It begins by questioning some contemporary attitudes towards woods, then proceeds to consider how they function, it continues with some reflections on the cultural significance of trees and woods, and concludes with some ideas on the implications for woodland management.

The genius of modern science is its technological embodiment. In saying this I want to stress that modern technology has its own momentum and is only rarely "applied" science or a derivative from science. There is a slogan that sums it up pretty well: science owes more to the steam engine that the steam engine owes to science.".

The question which is never entirely resolved is: what is life? Biology, claims to stand for the study of life and living things, yet we would say that it cannot make a thoroughly clear distinction between living and non living, except in some very obvious cases. There are textbook definitions, of course, based on certain notable properties such as the ability to metabolize or reproduce, but these are arbitrary. If we are familiar with the characteristics of a particular animal or (...) plant, we know enough to be able to pronounce that it is dead when certain internal and external behaviours are no longer evident. Even this has difficulties - such as revealed in the arguments about whether to switch off a human life support system or not. When you find a squishy object on the seashore, can you be sure if it is alive or dead - or never living? The same dilemma confronts medical scientists and microbiologists trying to decide, for example, whether viruses are living, or quasi living, or intermittently living, or what. (shrink)

The aim of this paper is to show how the incorporation of metaphoric and poetic ways of thinking into the evaluation of a leadership development programme both captured the imagination of the employees and benefited the core business of a manufacturing production plant. Qualitative data evaluating the effectiveness of a substantial leadership programme were presented back to all members of a manufacturing plant (executive and non-executive) in the form of composite narratives over an eighteen-month period. Recommendations were derived from the (...) text of the narrative and were progressively implemented. Such was the positive response to the written narratives that senior management asked the researchers to present the narratives in the form of a ‘live’ performance. Evaluation through qualitative methodology lends itself to an imaginative interpretation and presentation. Although qualitative and quantitative data tend to be regarded as complementary in applied research, it was management’s decision to employ only a qualitative process in this instance. The decision was fortuitous, given that the leadership development programme was initially judged to be a failure, as it triggered a subsequent imaginative engagement that turned a failure into a success. Indo-Pacific Journal of Phenomenology , Volume 7, Edition 1 May 2007. (shrink)

Uncertainty about funding; difficulty in determining research priorities ; and concern about technology transfer (the lack of application of research results): these words stand out in the language of scientific/industrial research and development, today. So called technology transfer seems to be the central issue because the criteria for determining research priorities and funding decisions are mostly based on the expected "pay off", i.e. the economic benefits which will result from the research findings being put into use within the industry. This (...) applies, not only in situations where the industry is providing a proportion of the funding, as in most agricultural research, but to scientific research generally which is intended for the "public good.". (shrink)

I don't want your agreement! I think I would prefer your understanding. Your agreement would be useful in a workplace to achieve a task. But that is not a social system. We want to live together in mutual respect. Your agreement would take hold of me and threaten to devour my own being - just as my agreement would do to you. For we each bring forth our own world in our every present moment. No matter how convenient it may (...) seem to be, I cannot truly stand still - with you or anyone. (shrink)

My occupation is applied research and - funding arrangements being the force which drives such work - I am working with feedlot cattle at the moment. I have to find out whether they are unduly stressed and, if so, how to relieve it; also how much and what type of shade they require, and what are acceptable criteria of animal welfare. Like most research scientists, I also have a personal hobbyhorse which I can weave into my work. It is that (...) stress affects the competence of an animal's immune system in subtle ways that have to do with its cognition. Alas, the plot thickens! (shrink)

The roots of social ecology are embedded in the fertile soil that was the Hawkesbury Diploma in Rural Extension, first offered in 1970, at what was then known as Hawkesbury Agricultural College and now the University of Western Sydney. The program changed its title to Graduate Diploma in Extension in 1974, and again in 1982, to Graduate Diploma in Social Communication. During this period the key features of the program remained the same: it was always highly experiential; it overtly fostered (...) the learner's growth in self esteem; and it espoused the goal of measuring learning against a yardstick of social relevance. (shrink)