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A-Historiographical-Analysis-Of-Integral-Coaching-2011-Mark-Hartnady.Pdf A Historiographical Analysis of Integral Coaching A Research Report presented to The Graduate School of Business University of Cape Town In partial fulfilment of the requirements for the Masters of Business Administration Degree by Mark Hartnady 9 December 2011 Supervised by: Janine Everson Plagiarism Declaration I know that plagiarism is wrong. Plagiarism is to use another’s work and pretend that it is one’s own. I have used the APA convention for citation and referencing. Each significant contribution and quotation from the works of other people has been attributed, cited and referenced. I certify that this submission is my own work. I have not allowed and will not allow anyone to copy this report with the intention of passing it off as his or her own work. Mark Hartnady Cape Town, December 9, 2011 Abstract This research report uses the historiographical method to investigate the development and evolution of Integral Coaching – a fast-growing method of professional coaching that lacks a clear documented history. The purpose of this report is to provide such a documented history. Through the narrative analysis of group discussions and expert interviews, the researcher sets out to capture the events, themes and ideas of thought-leaders that informed the development of the discipline. The researcher uses this data to create a documented model of understanding that is comprehensible to organisations or individuals interested in Integral Coaching but lacking knowledge about the discipline. The researcher finds that the key influencers that informed Integral Coaching are rooted in (1) the anti-intellectual experiential movements which occurred during the Human Potential Movement in California in the 1960s-70s, (2) a wellspring of intellectual works during the 1970s-80s by various scientists, philosophers, theorists and psychologists on language, cognition & perception and (3) the work done since the 1980’s by James Flaherty (and other faculty of New Ventures West) to formalise Integral Coaching using processes and models for coaches derived from experiential knowledge that incorporates both Western and Eastern theories and philosophies. Research Type/Method: Inductive qualitative (historiography and narrative analysis). Purpose/Originality/Value: This report will benefit organisations and individuals interested in learning about this particular style of coaching that has an established history and is grounded in academic theory. Keywords: Coaching; History; Coaching History; Integral; Historiography; New Ventures West; Phenomenology; Existentialism; Structure; Interpretation; Autopoiesis; Cognition; Speech Act; Language; Linguistics; Conversations; Competence; Human; Domains; Streams of Competence; Way of Being. i Contents 1. Introduction .................................................................................................................................. 1 1.1. Research Area and Problem .................................................................................................... 2 1.1.1. Domain of Research ........................................................................................................ 2 1.1.2. Problem Description and Relevance ............................................................................... 2 1.1.3. Context and Purpose ....................................................................................................... 2 1.2. Research Questions and Scope ............................................................................................... 3 1.3. Research Assumptions ............................................................................................................ 4 1.4. Research Ethics ........................................................................................................................ 5 2. Literature Review ......................................................................................................................... 6 2.1. Integral Coaching ..................................................................................................................... 6 2.1.1. The Products of Coaching ................................................................................................ 7 2.2. Continental Philosophy ........................................................................................................... 8 2.2.1. Existentialism ................................................................................................................... 9 2.2.2. Phenomenology............................................................................................................... 9 2.2.3. Hermeneutics ................................................................................................................ 10 2.2.4. Pragmatism .................................................................................................................... 12 2.3. Analytic Philosophy ............................................................................................................... 13 2.3.1. Linguistics ...................................................................................................................... 13 2.4. Biology and the Embodied Mind ........................................................................................... 15 2.4.1. The Mind-Body Link ....................................................................................................... 16 2.5. The Integral Approach ........................................................................................................... 17 2.5.1. Integral Psychology........................................................................................................ 17 2.6. Ontology ................................................................................................................................ 19 2.6.1. Way of Being ................................................................................................................. 20 2.7. Adult Education and Experiential Learning ........................................................................... 20 2.8. Perception and Cognition ...................................................................................................... 24 2.9. Conclusion ............................................................................................................................. 24 3. Research Methodology .............................................................................................................25 3.1. Research Approach and Strategy .......................................................................................... 25 3.2. Research Design and Data Collection Methods .................................................................... 28 3.3. Research Instruments ............................................................................................................ 29 3.4. Sampling ................................................................................................................................ 30 3.5. Research Criteria ................................................................................................................... 32 3.6. Data Analysis Methods .......................................................................................................... 33 3.7. Conclusion ............................................................................................................................. 34 ii 3.8. Research Plan ........................................................................................................................ 35 4. Research Findings, Analysis and Discussion ..........................................................................36 4.1. Research Objective ................................................................................................................ 36 4.2. Research Limitations ............................................................................................................. 36 4.3. The History and Development of Integral Coaching ............................................................. 37 4.3.1. Human Potential Movement ......................................................................................... 37 4.3.2. Erhard Seminars Training (est) ...................................................................................... 37 4.3.3. Fernando Flores and Conversations for Action ............................................................. 38 4.4. The Confluence of Analytic and Continental Philosophy ...................................................... 39 4.5. Flores and Flaherty ................................................................................................................ 41 4.5.1. Integrating Possibility and Relationship ........................................................................ 42 4.5.2. From Breakdown to Compassionate Dislodgment ........................................................ 44 4.6. Breakthrough Learning to New Ventures West .................................................................... 45 4.6.1. Academic Grounding ..................................................................................................... 46 4.6.2. Integrating Ethics, Vocation and Spirituality ................................................................. 49 4.6.3. Psychology and Practicality ........................................................................................... 52 4.7. International
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