The Creative Dance of Love and Consciousness: An Integral, Phenomenological Inquiry into the Experiences of Belonging and Not-Belonging By Anna Magee Thesis submitted for the degree of Doctor of Philosophy in the School of Education and Lifelong Learning, University of East Anglia. July 2014 Copyright No part of this thesis can be reproduced without the author’s permission. Anna Magee. 2014 Abstract This is an Integral and Phenomenological Inquiry into the experiences of 'belonging' and 'not-belonging'. Using Wilber's Integral Operating System and its AQAL model as a basis, the inquiry brings together the interior and exterior dimensions of individual and collective experiencing. With an emphasis on embodiment, its approach to method incorporates a Participatory axiology and leans upon Gendlin's philosophy for its interpretative framework. The thesis considers some of the complex individual and social phenomena which are implicit to a sense of alienation and the behaviour of marginalisation, as well as those inherent to the movements of integration, healing and growth. Multiple methodologies combine to integrate evidence which reflects the four quadrants of the AQAL model. Included here is a Case Study of the social dynamics of a Norfolk town and the perceptions of 'marginal' groups within that community. Gendlin's approach of ‘Thinking At the Edge’ is used, as well as individual and group contemplations which contribute to building the overall narrative of the thesis. Discourses of individual and community development, identity and consciousness are considered along with those of attachment, trauma and Gendlin's idea of 'stuck processes'. Even with its inherent risks, in this thesis it becomes clear that the experience of not-belonging is as fundamental and vital to individual and collective development as is that of belonging. Our belonging and not-belonging are two protagonists in a grand narrative. Between them an essentially creative, evolutionary dynamic emerges – a dance between love and consciousness. Acknowledgements At the completion of my research journey I must give thanks for the generous participation of all the people who have shared their experiences of belonging and of not-belonging with me along the way. I am grateful for the accompaniment of my supervisory team, Dr Judy Moore and Professor Anne Cockburn (and also to sundry dogs and cats) for believing-in me and for encouraging me to keep going. I also owe a great deal to my doctoral friends in the School of Education and Lifelong Learning – they have been an incredible source of inspiration, support and fun as we have shared and witnessed the joys and sorrows of each other’s academic and more ordinary lives. Most of all I must thank my beloved family for their unstinting support and understanding - and for getting on so nicely without me whilst I became increasingly occupied with this task. Table of Contents A brief synopsis of the thesis …………..……………………………………………………………………………………… 4 Chapter One 1.0 Introduction........................................................................................................................ 6 1.1 A circular story.................................................................................................................... 6 1.2 Overview of the thesis. ....................................................................................................... 7 1.3 'Prequel' to the story. ......................................................................................................... 8 1.4 In terms of terms……………………………………………..………………………..…….…………………………… 9 1.5 Inquiring experientially into experience. ......................................................................... 11 1.6 An Integral Inquiry. ........................................................................................................... 12 1.6.1 The ‘AQAL’ Model. ................................................................................................... 13 1.6.2 Approaching design. ............................................................................................... 14 1.7 The participating body - a ‘fifth domain’. ......................................................................... 15 1.8 Concerning Others............................................................................................................ 17 Chapter Two 2.0 Introduction...................................................................................................................... 18 2.1 The qualitative rationale for this inquiry. ......................................................................... 19 2.2 Paradigmatic positioning. ................................................................................................. 20 2.2.1 Three modes of thought. ......................................................................................... 20 2.2.2 Integral Theories. ..................................................................................................... 21 2.2.3 Holons, Holarchies and Spiral Dynamics. ................................................................ 23 2.2.4 The Participatory Paradigm. .................................................................................... 24 2.3 Concerning embodiment and introspection. ................................................................... 26 2.4 Adopting a phenomenological stance. ............................................................................. 27 2.5 Social systems, organic systems and field theories.......................................................... 28 2.5.1 Family Systems. ....................................................................................................... 30 2.5.2 Autopoiesis. ............................................................................................................. 31 2.6 Representing experience - 'braiding' narratives. ............................................................. 33 2.6.1 Contemplation, dialogue and love. ......................................................................... 34 2.7 Summary. ......................................................................................................................... 36 Chapter Three 3.0 Introduction...................................................................................................................... 37 3.1 Involving others in research: negotiating ethics. ............................................................. 38 3.1.1 Research contributors and levels of participation. ................................................. 39 3.2 An Integral Design and Methodological Pluralism. .................................................... 42 3.3 Four Quadrants, four methodological perspectives. ....................................................... 44 3.3.1 The collective exterior (LRH quadrant).................................................................... 45 3.3.2 The individual exterior (URH quadrant) .................................................................. 47 3.3.3 The individual interior (ULH quadrant). .................................................................. 47 3.3.4 The collective interior (LLH quadrant). .................................................................... 48 3.4 Methods of analysis ......................................................................................................... 52 3.4.1 Working with narrative texts. .................................................................................. 52 3.4.2 Interpretative Phenomenological Analysis. (IPA) .................................................... 53 Chapter Four 4.0 Introduction...................................................................................................................... 55 4.1 A Case-Study. .................................................................................................................... 55 1 4.1.1 Case-study tasks: ..................................................................................................... 56 4.1.2 The Case locality – a brief history. ........................................................................... 56 4.2 First unit of analysis: Auto-ethnography .......................................................................... 58 4.3 Second unit of analysis: Keystone Development Trust. ................................................... 61 4.4 Third unit of analysis: The Matthew Project .................................................................... 68 4.5 Fourth Unit of Analysis: Moving Europeans Taking Action (META). ................................ 74 4.6 Chapter summary. ............................................................................................................ 80 Chapter Five 5.0 Introduction...................................................................................................................... 82 5.1 Part One. ......................................................................................................................... .84 5.2 Part Two: Core collaborator conversations ...................................................................... 96 5.3 Chapter Summary ........................................................................................................... 110 Chapter Six 6.0 Introduction.................................................................................................................... 111 6.1 PART ONE: An Existential Quest for Belonging using ‘TAE’.