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Catalyzing and Measuring the New Human: the New Human University, Homeostatic Hierarchical Integration and Developmental Electroencephalography

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Catalyzing and Measuring the New Human: the New Human University, Homeostatic Hierarchical Integration and Developmental Electroencephalography Roman Angerer M.A., Alison Ooms M.A., Dr. Michael Cotton, & Steven Giron Ph.D. Catalyzing and Measuring the New Human: The New Human University, Homeostatic Hierarchical Integration and Developmental Electroencephalography Abstract: This article is compartmentalized into three main sections. An introductory chapter at first presents critical concerns about measurement and afterwards invites the reader to become acquainted with the New Human University. The New Human University is a newly found integrally oriented educational institution and community applying advanced meta-modern curricula and practices developed by Dr. Michael Cotton and his colleagues. This section is followed by a theoretical overview of a model based on both Hierarchical Complexity and Ego-Development theory. The ontogeny and the taxonomy of this model are presented and extensively and exemplarily applied to different contexts. This is meant to allow a transparent and complete understanding of the so-called Model of Homeostatic Hierarchical Integration through Communicative Action. The third and final part is an application of Homeostatic Hi- erarchical Integration towards the Washington University Sentence Completion test originally developed by Jane Loevinger and Ruth Wessler in the 1970s. By this a New Human Inventory was developed and statistically tested for internal consistency. This, too, served to theoretical- ly expand the practice of assessing Centers of Gravity through Total Protocol Ratings with a sentence completion test. This practical section is concluded by a Quantitative Electroenceph- alographic study informed and guided by the developmental assessments of students at the New Human University. This section comprises then a discussion of findings at the Gamma- band brainwave spectrum and an outlook into future directions of research and catalyzing human and societal evolution. 1. INTRODUCTION: PURPOSE OF THIS PAPER ........................................................................................ 4 1.1. THE FOUNDATIONS OF THE NEW HUMAN UNIVERSITY ................................................................................. 4 1.1.1. The curriculum and methods: ................................................................................................ 6 1.1.1.1. Pillar One: Integral Metatheory ........................................................................................................ 6 1.1.1.2. Pillar Two: Source Code Mediation and the 9 Summits .................................................................... 6 1.1.1.3. Pillar Three: Unitary Evolutionary Enlightenment ............................................................................ 7 1.2. MEASURING THE NEW HUMAN: THE PLAN ............................................................................................... 8 2. THEORY: HOMEOSTATIC HIERARCHICAL INTEGRATION AND EGO-DEVELOPMENT ........................... 12 2.1. THE FOUR CAUSES OF HOMEOSTATIC HIERARCHICAL INTEGRATION AND THE EGO ........................................... 12 2.1.1. Communication as the Efficient Cause of Development ...................................................... 12 2.1.2. Components of Homeostatic Hierarchical Integration ........................................................ 14 2.1.3. Genuine and Degenerate Wholeness ................................................................................... 15 2.1.4. Generalized Media and the Material and Formal Causes .................................................... 19 2.1.5. Homeostasis and the Ego .................................................................................................... 23 2.2. STRUCTURES AND FUNCTIONS: THE METRIC OF HOMEOSTATIC HIERARCHICAL INTEGRATION ............................ 30 2.2.1. Themes and Tiers ................................................................................................................. 36 2.2.2. Rhemes and Stages .............................................................................................................. 46 2.2.2.1. The Monothematic Stages of Firstness ........................................................................................... 51 2.2.2.2. The Dithematic Stages of Secondness ............................................................................................. 53 2.2.2.3. The Trithematic Stages of Thirdness ............................................................................................... 59 2.2.2.4. The Quatrothematic Stages of Fourthness ..................................................................................... 66 2.2.3. Syntax and Phases ............................................................................................................... 73 2.2.3.1. Syntactical Architecture of the Four Phases ................................................................................... 77 2.2.3.2. Exemplary Assessments of Phase ................................................................................................... 79 2.2.4. Types, Stages and Syntax ..................................................................................................... 83 2.2.5. Structure of the Whole ......................................................................................................... 89 2.2.6. Assessment through Metric and Manual ............................................................................. 93 3. PRAXIS: THE NEW HUMAN UNIVERSITY STUDY ............................................................................... 97 3.1. ASSESSMENT OF NHU POPULATION ...................................................................................................... 97 3.1.1. The New Human Inventory and Cronbach`s Alpha .............................................................. 99 3.1.2. Sacred We-Space and Stage Distribution at the New Human University .......................... 101 3.1.3. Rethinking Horizontal Decalage and the OGIVE Rule ........................................................ 104 3.2. LORETA CORRELATES OF DEVELOPMENT ............................................................................................. 107 3.2.1. Methods: Participants, Equipment, and Scoring ................................................................ 107 3.2.2. Results of the Developmental Electroencephalography .................................................... 108 3.2.3. Discussion and Future Perspectives ................................................................................... 111 4. RESOURCES: .................................................................................................................................. 116 Figures FIGURE 1: COMPARISON OF MODELS APPLIED PART ONE .................................................................................................. 10 FIGURE 2: COMPARISON OF MODELS APPLIED PART TWO ................................................................................................. 11 FIGURE 3: THE CAUSATIVE SCHEME OF HOMEOSTATIC HIERARCHICAL INTEGRATION THROUGH ................................................. 23 FIGURE 4: THE FOUR TRANSCENDENTALLY GENERALIZED MEDIA OF THE HOMEOSTATIC HIERARCHICAL INTEGRATION ................... 30 FIGURE 5: THE SCORING METRIC GENERATED BY THE MODEL OF HOMEOSTATIC HIERARCHICAL INTEGRATION ............................. 35 FIGURE 6: VERTICAL AND HORIZONTAL DIMENSIONS OF AN ASSESSMENT AND MORAL ASPECTS FROM SPEECH ACT THEORY .......... 45 FIGURE 7: THE STRUCTURES AND FUNCTIONS OF THE FOUR HOMEOSTATIC TIERS ................................................................... 46 FIGURE 8: THE FOUR RHEMES OF FIRSTNESS AND THE ARISING OF MONOTHEMATIC EXPRESSIONS ............................................ 53 FIGURE 9: TRIADIC STRUCTURE AT THE THIRD STAGE OF SECONDNESS IN TRIBAL MYTHEMES .................................................... 55 FIGURE 10: THE FOUR THEMES OF SECONDNESS AND THE ARISING OF DITHEMATIC EXPRESSIONS ............................................. 58 FIGURE 11: THE FOUR THEMES OF THIRDNESS AND THE ARISING OF TRITHEMATIC EXPRESSIONS .............................................. 66 FIGURE 12: THE FOUR THEMES OF FOURTHNESS AND THE ARISING OF QUATROTHEMATIC EXPRESSIONS .................................... 72 FIGURE 13: THE FRACTAL STRUCTURE OF STAGES AND PHASES WITHIN EACH STAGE ............................................................... 73 FIGURE 14: DIFFERENT TYPES OF DATIVE BASED ON HASPELMATH`S (2003) GEOMETRY OF GRAMMATICAL MEANING ................ 82 FIGURE 15: SCHEMATIZATION OF TWO TYPES OF FOURTHNESS ........................................................................................... 89 FIGURE 16: THE STRUCTURE OF ASSESSING EPOCHS WITH THE METRIC OF HOMEOSTATIC HIERARCHICAL INTEGRATION ................ 98 FIGURE 17: SNIPPET FROM THE OUTPUT-FORM OF THE NEW HUMAN INVENTORY ................................................................. 99 FIGURE 18: COMPARISON OF THE HEW HUMAN STUDY WITH GENERAL POPULATION AND UK MANAGERS ............................... 103 FIGURE 19: DISTRIBUTION OF RATED STEMS THROUGH FOUR QUARTERS ........................................................................... 105 FIGURE 20: THE TEMPORAL GYRI AND THE INSULAR CORTEX ............................................................................................ 109 Tables TABLE 1: THE 9 SUMMITS OF TRANSFORMATION (COTTON 2020) ........................................................................................ 7 TABLE 2: THE FOUR PHASES WITHIN EACH STAGE AND THEIR
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