MAP2 Year 2 Terms Flashcards
Groups form … [why?]
to satisfy aims.
(“Conclusion” of Study 23)
Any concern for leadership must first be aimed at the group in which one seeks to transact to … [what?]
gain access and help.
The work that extends and transforms meanings over time
Practice
The deliberate, repetitive, consistent, activities that continually and routinely produce the objective results and consequences on which we rely
Practices
Continuously emergent: ___
Valued for routineness: ___
Practice, practices
It is practices that generally characterize the sphere of ___.
inter-actions (i.e. cause and effect narrative)
The degree of “leadership” one enjoys in a group is in large part determined by the degree to which one can continually hold consequential ___ and satisfy the specific ___. This almost certainly includes the reorganization of ___.
roles,
aims of the group,
the group experience as a whole
Leadership is ___. It requires a continual construction and reconstruction, organization and reorganization of experience.
an educative process
The Current produces ___, [which is] is judgement without reflection, shared by an entire class, an entire people, an entire nation, or the entire human race. Unchecked and left to grow, the Current establishes experience that is difficult to confront in the face of consequential situations.
common sense
A fundamental reorientation in context from ___ to ___ is required for anyone who seeks to hold roles of leadership in social groups.
‘a leader’ to ‘emerging leadership’
(“Introduction” of Study 23)
We exist in a converging/emerging, dynamic, ever-changing, integral whole, naturally.
Yup. That’s just nicely put.
What exists, exists in relation to everything else. For everything else or anything else to be possible and/or available we need to be open and present to, and become aware of, those things found in other places and times. … [see] everything, every “thing,” as having its being only within its unfolding relations to its surroundings…
Give an example of how to observe this in nature.
We can “see” in the uneven shape and distribution of one tree’s branches and foliage, how it has grown in relation to its close neighbors; or how, in the rings in its trunk, we can “see” the good summers and bad winters it has weathered.
___ as coordinated action: ___ ___ are the grounding work we have in place to produce the educative environment needed for leadership to emerge.
Narratives, Transactional narratives
Narratives are carried by ___.
Dialogue (what people say to one another, is a form of exchange)
Transactional narratives lay the groundwork for cooperation in seeking a ___ as transactions arise in our environment.
meeting of the minds
We notice that people tend to rely heavily on a particular set of linguistic distinctions or patterns when engaging in transactional dialogue. We have organized them in four particular categories:
high-concept/descriptive, constructive, sustaining, and deconstructive.
A dialogue of ideas, ideals, and possibilities
high-concept/descriptive dialogue
A high-concept/descriptive conversational style requires no ___
proof, evidence, or substantial validation
People who have a habit of using lots of ___, utilize [high-concept/descriptive dialogue].
analogies, parables, allegory, etc.
When [high-concept/descriptive dialogue] ___ it loses its meaning and relevance, often becoming high-cost and laborious on the listeners.
ceases to be an exchange
Ex: “It is difficult to tell whether people who utilize this kind of dialogue are actually going anywhere or want something or are actually saying something specific when they are conversing in this style. It is our observation that in many cases they don’t know either. It is as if the people who rely on high-concept/descriptive dialogue are entertained by what they have to say and are seemingly talking at you—rather than conversing with you. People who rely heavily on this style tend to interrupt others often and will move on to another high-concept before any certainty or objective is ever reached.”
When used effectively, high-concept/descriptive dialogue can be powerful. It offers ___. It can be highly educative when it is relevant and meaningful to the purpose and concern of the listener.
a view of difficult constructs and abstractions
Constructive dialogue seeks to create and progress toward ___.
a purpose
People who traffic in constructive dialogue are seeking to reach a ___ for what might be possible or to co-create from mutual intention, and in many cases, produce agreement and/or commitment to act in concert toward an objective or goal.
meeting of the minds
Mature use of constructive dialogue is a cooperative and co-constitutive commitment to reach a meeting-of-the-minds in ___.
each move or phase of a transaction