Deepening Russian Futures

What can the recent Pussy Riot incident tell us about deepening Russian futures?

This conceptual paper expands upon the concept of Deep Futures (DF), as introduced in a previous volume of Foresight. It shall be argued that Deep Futures is part of the emerging discipline of Postconventional Futures Studies (PFS)

 

Title: Deepening Russian Futures (Deep Futures, part 2)

Journal: Foresight (Russia – translated into Russian)

Date: Upcoming, late 2012

Paper type: Conceptual

Author: Marcus T. Anthony, PhD

 

For the PDF version, click on the link below.

Deepening Russian Futures

 

 

 

 

This conceptual paper expands upon the concept of Deep Futures (DF), as introduced in a previous volume of Foresight. It shall be argued that Deep Futures is part of the emerging discipline of Postconventional Futures Studies (PFS).[i] A prime purpose here is to outline more specific applications for Russia, especially in terms of the deepest levels of awareness of any given problematique – worldviews, paradigms, and the expression of consciousness (or mind). The recent issue involving Russian punk band “Pussy Riot” is used to exemplify the way DF might deepen policy and the way we view future. DF utilises recognised Futures methodologies and philosophies, but expands the depth of analysis and insight by incorporating additional tools and other ways of knowing not traditionally utilized by Futures practitioners.

 

As I argued in a previous paper here in Foresight journal, mainstream and conventional Futures work can often operate with implicit and unchallenged assumptions. In particular, there is often a focus on technology and economics: what I call “money and machines futures.” This assumes that the future is mostly about science and technology; and progress in a western materialistic sense. The concept of Deep Futures (DF) challenges those assumptions, and introduces tools and methods to “destabilize” business-as-usual thinking about the future. Therefore, a prime purpose of DF is to act as a provocation to dominant discourses. It provides an enhanced capacity for dissent – to challenge conventional Foresight and Futures work, as well as other fields of knowledge it turns its gaze upon. It thus presents the possibility of deepening the way we view the past, present, and future.

In brief, futures with depth contain these elements:

 

  • They inspire. They instill us with passion, and ignite something deep within us.
  • They are the big picture. They encourage us to see things in broader perspective, including the cultural, national, civilisational, the Gaian, and the spiritual.
  • They honour both the head and the heart. They permit rational and intuitive ways of knowing and living to co-exist.
  • They permit expression of multiple cultures and worldviews, not just dominant ones.
  • They are deeply meaningful, not merely interesting, amusing, or engaging.
  • They permit deep connection with each other, with nature, and with inner and spiritual worlds.
  • They honour universal human values: peace, beauty, freedom, justice, and love (including freedom of thought and information, and financial freedom).
  • People and Gaia lie at the heart of the future, not merely money and machines.

Futures Methods with Depth

Below I outline several Deep Futures methods and approaches. They can be applied by futurists in presentations, workshops, institutional settings and in research. Some of these are methods in development, and require further application before their genuine value can be determined.

 

Causal Layered Analysis (Sohail Inayatullah 2004, 2009)

Causal Layered Analysis (CLA) is a poststructuralist Futures method developed by futurist Sohail Inayatullah (2004). CLA can help examine the deeper meanings imbedded within problems, texts, and discourses through an exploration of four specific levels. It is particularly useful as a means to conduct inquiry into the nature of past, present, and future. It opens up the present and the past to create the possibility of alternative futures.

In other words, it can deepen our understanding of the future.

CLA is an extremely flexible tool, and the focus of analysis can be upon different levels according to the aims of the research, the gathering, and the audience. Many other Futures methods can be used alongside it. For example, my Harmonic Circles method (Anthony 2007, 2010a) can be used as part of the worldview/paradigm level, as it encourages participants to reflect upon their worldview and biases.

These are CLA’s five levels: [ii]

 

The litany examines the “surface” of the issue—empirical and verifiable data, what can be readily seen and measured, or what is typically seen when there is no attempt to look deeper. Data at this level can be useful in making immediate changes, but may be limited if participants lack a broader understanding of the problem.

The social/systems level identifies underlying systemic issues. The greater depth allows stakeholders to deepen their understanding of the situation and place the data in greater context.

The worldview/paradigm level examines the paradigmatic and civilisational factors which affect the issue. Futures thinking which addresses this level can help create the conditions for a paradigm shift. We can envisage new futures and devise new strategies.

The myth/metaphor level uncovers the myths, metaphors, and deeper psycho-spiritual drivers of issues. It is at the mythic and metaphorical level that postconventional methods come into play. Most notably, other ways of knowing can be used.

The consciousness level opens a space for the emotional, intuitive and spiritual aspects of the mind to be explored and find expression. Deep meanings and ultimate causes can be honoured at this level, including spiritual guidance.

 

Integral Futures (Richard Slaughter 2003, 2006).

This approach to Futures uses Ken Wilber’s (2000) Integral Operating System and Four Quadrant system to deconstruct and analyse futures. The four quadrants are the social, the cultural, the empirical, and the first-person. Most notably, Integral Futures acknowledges the transpersonal realms and the perennial philosophy of the Eastern world. This sees consciousness as evolving from pre-personal (unconsciousness), to conscious/rational, and then to transpersonal.

 

Visioning

Visioning, where idealised futures are imagined and planned, is in itself neutral in terms of the application of ways of knowing, but is an ideal situation to allow intuitive and emotive cognitive processes to be employed.

 

Scenarios

Scenarios may work best where deeply reflective work is done beforehand, opening spaces for alternative futures to emerge (Curry & Shultz 2009). Causal Layered Analysis, in combination with creative and intuitive thinking, can be used here.

 

Harmonic Circles (Marcus T. Anthony 2007, 2010a).[iii]

This tool invites deep reflection upon the individual’s worldview and biases, via a depth-psychology approach, and meditative insight. It employs a free association method to assist the user in tapping into the unconscious, and utilises non-ordinary states of consciousness.

 

Integrated Inquiry (Marcus T. Anthony 2010b; 2012b).

This recently-developed alternative research method combines intuitive and rational ways of knowing, as the researcher goes about investigating his subject matter. The researcher pays as much attention to the inner world of thoughts, feelings, intuitions and dreams as to the external environment. The entire approach to knowledge transcends the strict subject/object dichotomy of modern and postmodern though, and invites exploration of Integrated Intelligence (see below). Integrated Inquiry does not necessarily require a mystical worldview (though it helps); it can be employed as a provocation designed to stimulate creativity and insight. Foresight and Futures practitioners can use Integrated Inquiry during their research. I employed this approach during my own doctoral studies, as outlined in my eBook How to Channel a PhD (Anthony 2012b).

 

Integrated intelligence and other ways of knowing (Marcus T. Anthony 2008, 2010c).

The concept of Integrated intelligence (INI) rests upon the presupposition that the mind extends beyond the brain, and that some information that is “out there” can be consciously accessed via feelings, intuitions, images, dreams, auditory prompts, and so on. The process incorporates non-ordinary states of consciousness, achieved through deep relaxation and physiological self-control. As with Integrated Enquiry, INI can be employed as an assumed genuine human capacity, or used as a provocation. In the latter case, it is not necessary to “believe” in it, merely to go about Futures work employing specific INI tools and using them as prompts toward the end of achieving more innovative and creative thinking.

 

The Purpose of Postconventional Approaches

What is the purpose of allowing such alternative thinking and cognitive depth to be part of Futures and Foresight work? Sohail Inayatullah puts it this way:

“Futures thinking ultimately can go as far as mapping and changing memes and fields of reality.” (Inayatullah 2008)

This is a contentious issue, but one with which I concur. There is a great deal of scientific evidence to support the ideas of non-local fields of consciousness and collective intelligence (Grof 2000; Sheldrake 2003; Radin 2006; McTaggart 2007; LeShan 2019), and just as much skepticism (Dawkins 2006, Blackmore 2003, de Glasse Tyson 2001). However, it should be pointed out that the purpose of the employment of Deep Futures tools should not be used as a means to change people’s belief structures or worldviews. Such an approach would be a violation of participants’ rights, and an abuse of the role of teacher/futurist as facilitator. Instead, Deep Futures can be used as a way to incorporate a broader range of perspectives and types of data, to act as a deliberate provocation, and to break through entrenched ways of thinking about and perceiving the world and its many possible futures. It can thus help to subvert cognitive dissonance and what Edward de Bon0 (200( calls “The knowledge trap”. This is where we make the self-limiting mistake of becoming too comfortable with our knowledge and approach to learning, and fail to embrace a greater diversity of cognitive tools, mental states and ways of knowing.

Much of what is true of Causal Layered Analysis is also true of Deep Futures in general. Inayatullah (2008b) points out that the goal of CLA is the integration of all its levels of ennquiry, to honour each, and allow the expanded understanding which emerges to help us better prepare for, and consciously develop, our futures. As Inayatullah writes:

 

Each level is true, and solutions need to be found at each level. Thus policy solutions can be deeper. Litany interventions lead to short-term solutions, easy to grasp, packed with data. Systemic answers require interventions by efficiency experts. Governmental policies linked to partnership with the private sector often results. Worldview change is much harder and longer term. It requires seeking solutions from outside the framework in which the solution has been defined. And myth solutions require deepest interventions, as this requires telling a new story, rewiring the brain and building new memories and the personal and collective body (Inayatullah, 2008: 9).

 

Deep Futures in general can be used as a framework for examining the future of any given problem (and analyzing the depth of any given Futures idea, text, organisation or thinker). It is thus an approach which seeks to facilitate the deepening Futures Studies, for specific analyses, and to expand the processes used in workshops and seminars. The focus of Deep Futures is upon depth and bringing forth data and perspectives from within different layers of the problem, and it permits other futures methods to be used alongside it. In this sense it is reminiscent of de Bono’s (2009) “six thinking hats” method, which allows a place for a broader range of cognitive processes than are typically permitted in modern education and organisations.

Taken together, CLA, interwoven with the other methods referred to here, can potentially deepen our appreciation of the forces driving change and futures. The processes create the potential for insight and for greater awareness of the forces which shape the self, from within and without. This may potentially lead to better foresight.

 

 

Effective Policy vs. Deep Policy

Deep policy goes deep, by definition. How, then, do standard policy guidelines about delivering effective policies compare to Deep Futures? As one example, the British government has developed the following criteria for policy makers (Ching 2009). We may assume that the goal of the approach is to be inclusive and comprehensive. I list the general guidelines here, and indicate what level of Inayatullah’s Causal Layered Analysis (CLA) they primarily address. Recall, level one (L1) is the surface/empirical, level two (L2) the social/systems, level three (L3) the worldview/paradigm, level four (L4) the myth/metaphor, and level five (L5) consciousness/mind.

 

  1. It clearly defines outcomes, taking into account the likely effect and impact of the policy in the future, five to ten years and beyond. L1
  2. It takes full account of the national and international situation. L2
  3. It takes a holistic view, looking beyond institutional boundaries to the government’s “strategic objectives.” L2
  4. It is flexible and innovative, willing to question established ways of dealing with things and encourage new and creative ideas. L3 (potentially)
  5. It uses the best available evidence from a wide range of sources. L1
  6. It constantly reviews existing policy to ensure it is really dealing with problems it was designed to solve without having unintended detrimental effects elsewhere. L1-L2
  7. It is fair to all people directly or indirectly affected by it and takes account of its impact more generally. L2-L3
  8. It involves all stakeholders at an early stage and throughout its development. L3
  9. It learns from experience what works and what doesn’t through systematic evaluation. L1-L2 (Ching 2009)

 

At first glance, this list looks reasonably comprehensive. It potentially allows for the first four levels of CLA, but with a weakly represented level four – myth and metaphor. Notably, level five – consciousness – is completely absent.

There are often problems in the implementation of policy guidelines. Firstly, governments and organisations often fail to follow their own guidelines. The United States and its allies, for example, did not invoke a “deep” approach in invading Iraq, despite a record of historical failures in invading other nations with little foresight of the consequences (e.g, Vietnam, the Bay of Pigs). They didn’t consult the Islamic World, and we can assume they did not examine their own civilisational biases. And this is not to mention the obvious lack of foresight in failing to think very far beyond the fall of Baghdad.

My second issue is in regard to the methods that can genuinely make policy go deep. To do this we need tools which allow policy makers to be poked and prodded into seeing things at deeper levels. Simply saying, “Let’s include the Muslims,” for example, may be limited if there are no ways for mutually respectful communication to unfold, for worldview assumptions to be addressed, and for prejudice and judgment to be acknowledged. This is where CLA, used in conjunction with other methods such as Harmonic Circles, might be of great benefit.

The third observable point about the above effective policy guidelines is that they do not address much of level four of CLA, and nothing of Level five—where deeper psycho-spiritual factors and introspection come into play.

 

 

The “Pussy Riot” controversy

In this next and longest section of this paper, I shall address a specific policy issue in Russia – the Pussy Riot problematique – and see just how deep policy and analysis tends to go in government, selected media outlets and the blogosphere.

Pussy Riot is a now-notorious Moscow-based feminist punk-rock group. The band has staged several rebellious performances, typically in unauthorized locations, such as Lobnoye Mesto in Red Square, on top of a trolleybus, and on a scaffold in the Moscow Metro. The performance which came to the attention of the Russian authorities – and subsequently the international media – occurred on February 21, 2012, when five membersof the group enacted a very brief performance on the soleas of Moscow’s Cathedral of Christ the Saviour, before they were stopped by church officials. They invoked the Virgin Mary to rid Russia of President Vladimir Putin and threw insults at both Putin and the Moscow Patriarch of the Russian Orthodox Church.On March 3 a video of the performance appeared online, and subsequently three of the group members were arrested. They were found guilty of “hooliganism motivated by religious hatred” and given two-year sentences with heavy labour (Pussy Riot, 2012). Much international media attention has focused upon the story, most of it critical of the Russian authorities. Putin has stated that this is an orchestrated foreign plot designed to discredit him (Pussy riot, 2012).

Yet opinion in Russia has been more subdued. A series of Levada Center polls (an independent polling organisation in Russia) indicated that 44 percent of Russians felt that the trial was fair, and only 17 percent believed it was not impartial. Only 18 percent believed that the verdict would be influenced by the state. Just six percent of those polled sympathised with Pussy Riot, while 41 percent felt antipathy towards them. It can be noted that 58 percent of those who responded to the poll believed that the band members would receive an unduly harsh punishment (Pussy Riot 2012).

Speaking at a liturgy in Moscow’s Deposition of the Robe Church on March 21, the Patriarch of Moscow and All Russia, Kirill I, condemned Pussy Riot’s actions as “blasphemous”, saying that the “Devil has laughed at all of us.” He said that “We have no future if we allow mockery in front of great shrines, and if some see such mockery as a sort of bravery, an expression of political protest, an acceptable action or a harmless joke.”

 

 

CLA and the Pussy Riot incident

Within this situation, Causal Layered Analysis provides a framework which enables us to observe the depth of the Russian government response to the issue. Since we do not know precisely what is going on in the minds of officials and media outlets, I focus here upon the actions they have taken.

An obvious issue is whether policy has addressed all stakeholders. What about the youth of Russia itself? Are their needs being met? Throwing youngsters in jail and calling their actions “blasphemous” does not do so.

 

The Litany: At this level we get descriptive reports of the event. In practice, it is not common to find reports and texts of any event which are purely litany. Most media and policy reports cover the litany and at least touch upon the social-systems level. However headlines, search engine results pages, summaries and extracts may have a dominant focus on this level. This can be seen in snippets in foreign media reports which merely stated that Russian authorities had imprisoned members of Pussy Riot for its criticism of Putin. Where texts contain short references and quotes about specific individuals and organisations, this may also be superficial. An example is the following.

 

The Russian Orthodox church criticized the band’s actions as “blasphemous”, and said they displayed “crude hostility towards millions of people”.[iv] (Elder, 2012).

 

In fact the Church also made pleas for leniency for the group members on trial (Pussy riot, 2012).

 

The social/systems level: Here we can note youth culture, which is quintessentially rebellious, at least in Western and Caucasian-dominant countries. [v]

In regard to youth rebellion in Russia, shallow policy initiatives begin by asking how to punish those who transgress moral norms or legal systems. The very lack of depth in such policy may reflect the authoritarian nature of modern government in Russia (a level two issue). Putin is often perceived as the archetypal strong man. It is an image he has deliberately sought to convey. The Church too, is conservative and hierarchical, with power structures mediated by a largely inaccessible and seemingly other-worldly elite.

Seen in this context, the shallow response of government and Church reflects top-down, hierarchical power structures which lack genuine relationship with the people. Deep policy in an ideal world would consider a more holistic range of causal factors for the actions of Pussy Riot, or at least acknowledge the impact of rigid authoritarianism on young people.

Reports in international media have tended to be critical of the treatment of the band by the Russian authorities, focusing upon the political implications for Putin and the issues of human rights and freedom of expression. For example Engalnd’s The Guardian wrote that:

 

Three members of the Russian feminist punk band Pussy Riot are facing two years in a prison colony after they were found guilty of hooliganism motivated by religious hatred, in a case seen as the first salvo in Vladimir Putin’s crackdown on opposition to his rule. (Elder, 2012)

 

Meanwhile British and American officials have raised concerns about human rights and international norms regarding transparency of judicial proceedings (Elder, 2012).

Putin has alleged that foreign powers have been behind the protest movement against him (Elder 2012). Like much political ‘spin’, Putin’s response focuses upon an emotional issue designed to rally listeners around his cause. There is no reference to underlying issues.

It can be seen that each of the above deals primarily with societal and systems factors – and we may assume quite deliberately so, as deeper analysis would make clear that the problem is not as simple as good versus bad/us versus them. Political discourse and much media analysis nearly operates in this way, and rarely moves beyond it. For it is beyond the second level of CLA that introspection begins to come into play; and then the enquiry has to turn inward to gaze upon the knower/perceiver.

 

Worldview/paradigm level:

This level identifies deeper systemic and epistemological issues. The greater depth allows stakeholders to deepen their understanding of the situation and place the data in greater context. To allow worldview and paradigmatic perspectives to emerge and become part of the discourse, stakeholders have to permit a “distancing” process to emerge (Inayatullah, 2002), where they step back and view their discourse, their organisation, their nation, and their civilisation from the perspective of an outsider.

Much discourse at the litany and social/systems levels contains what Inayatullah (2008) calls “the used future”, adopting themes unconsciously borrowed from someone else; or as I would argue, projected from unconscious elements contained within the human psyche. For example, the implicit “us vs them” mentality that underpins both Putin’s and often (implicitly) Western news reports of the Pussy Riot incident retains a Cold War worldview.

The West tends to see Putin as the archetypal, hard-faced, Cold War Kremlin dictator. Yet this is not entirely without substance, given Putin’s Kremlin background. Most tellingly, this is the very image that Putin has tried to convey to both Russians and foreigners. Carefully managed photos showing him bare-chested and engaging in very physical pastimes live kayaking and wrestling have been deliberately and widely circulated. Here Putin is the archetypal strongman. It is a quintessentially masculine and authoritarian image he has sought to project.

In contrast, Pussy Riot has strong feminist, Western and egalitarian influences (Pussy Riot 2012). There is a clear rejection of the status quo. The patriarchal/authoritarian way is to punish and crush such resistance.

A Deep Futures approach to the problematique moving to level three of CLA would permit a deep questioning process (Inayatullah 2002). We might then ask:

 

  • Are egalitarianism and freedom of expression only ever “Western” ideals, or are they also part of Russian (and broader human) history and experience?
  • “How can a more empowered and feminine consciousness rise peacefully in Russia; along with more empowered women?”
  • “Does Russia really require a strongman leader? If not, what other possibilities might there be (including that of a female leader)?
  • “Is it possible that power can be shared more equally and responsibly in Russian futures?”
  • “How can we educate people to accept their power and responsibility in a more egalitarian society?”

 

The reality is that for a peaceful Russia and a peaceful world to emerge, all parties must find ways to create new futures. The alternative is to continue to go along with the used future. This used future will probably recreate the past. Inayatullah’s CLA moves the analysis into deeper civilisational, global and (ultimately) psycho-spiritual considerations. Litany and limited social/systems-level analyses and the interventions which emerge from them are likely to be largely impotent in creating lasting positive change if they cannot penetrate beyond superficialities. This is the level of much political and media discourse, both in Russia and beyond.

 

The myth/metaphor level:

At this level we can note several important issues.

The most notable perhaps is that of rock/pop music itself (and punk music can be seen as one branch of this). Since the time of Elvis Presley rock ‘n roll has always featured two predominant aspects: sexual expression and rebellion against authority. The rock singer is the quintessential angry teenager raising the finger at authority. In the West it is James Dean and Elvis’ hip-shaking (banned from the waist down!). Infamous British punk band the Sex Pistols sang about “anarchy in the UK”, and one of their music videos featured singer Johnny Rotten shooting concert audience members, including The Queen. We might note the obvious sexual references in band names like the Sex Pistols and Pussy Riot.

But what is sexuality? In the Indic tradition the genital area is the base chakra (or energy centre). This is the centre not only of sexuality, but also of personal power. The base of the spine is also commonly associated with the psychic storing of anger. Some rebirthing processes that I have personally engaged in encourage the expression of repressed anger, which is literally “screamed out” while focusing upon the base chakra. In this worldview, trauma, anger, rebellion and sexual expression are all intimately connected. Perhaps this is why sexuality, anger and rebellion are such strong themes in rock music. [vi]

Rebellion is also a strong theme in modern Russian history. Twentieth century Russia had some of the most famous rebellions in History – the February and October 1917 revolutions and that of 1925. There was also the more peaceful power shift of 1989. The so-called Russian oligarchs – who came into their power after 1989 – have alleged connections with illegal activities. They can be seen as rebellious, challenging the authorities; and having their power challenged in return by the state. Oil magnate Mikhail Khodorkovsky, perhaps the most well known internationally, has been serving a fourteen year prison sentence since 2003 (Russian oligarchs, 2012).

Thus “the rebel” is both part of punk music, youth culture, and is mythic and archetypal to modern Russia. It can be seen as overlapping with the social/systems level, as it ties into modern Russian social structures.

For the Western world and media, the fear of Big Brother has moved from a mere social and political concept, to the point where it can now be deemed mythic. It was perhaps Orwell’s classic book 1984 (published in 1948) which turned the idea of evil government into a deeper motif within the Western psyche. Yet distrust of – and rebellion against – authoritarianism has long been a part of Western societies. The modern Western, democratic ideal emerged from acts of rebellion. We can trace this back to the deep questioning of Socrates and the ancient Greek philosophers; Martin Luther’s 95 theses (which challenged papal authority); and the French and American Revolutions, just to mention a few incidents. Distrust of authority now finds its common expression in the typical American distrust of government. Perhaps its most neurotic expression is now found in the contemporary conspiracy theorist, who finds authoritarian deception and hegemony at every turn, even without definitive evidence.

It is important to note that the mythological and paradigmatic can only be transcended when the dominant narrative becomes conscious. Only then can it be questioned and challenged. This is where Inayatullah’s (2002a) “deep questioning” can be most powerful. The Pussy Riot incident might bring forth questions like these

 

  • Is it always “blasphemous” to challenge a sacred symbol or icon?
  • Has the sacred symbol run its course; and is it time for a new symbol?
  • Can democracy have multiple expressions, not merely the Western or “our democracy”?
  • Are non-democratic political structures better for some countries (such as in China, where the Communist Party’s “scientific development” has seen the country become the world’s economic engine)?
  • What are the limits of freedom of expression?
  • Are there means to rule our country beyond the strongman archetype?
  • How can women be truly empowered in our country?

 

It must be remembered that paradigms and worldviews delimit the range of questions that are permitted to be asked. When we begin to delve into the paradigmatic level (and beyond) and answer such deep questions, the future can be challenged more deeply. We are deliberately inviting dissent, which futurist Richard Slaughter (2006) says if the responsibility of good Futures practitioners. After deep questioning, what Inayatullah (2008) calls “disowned futures” can be brought forward. These are the possible futures that we have discarded, forgotten, or dare not contemplate; either out of fear, because they are seen as forbidden, or because they have become too alien for us to understand.

 

The consciousness level: At the deepest level of consciousness, we begin to address psycho-spiritual aspects of an event, concept, thinker or text. It is here that the most profound and spiritual questions can be asked and contemplated; and where the ways of knowing employed can incorporate a strong introspective and meditative component. Ultimate questions – especially those involving the meaning and purpose of events and life itself – cannot be answered only through empirical observation and scientific methodology. This is even true for modern mainstream cosmology, which can trace the physical origins of the universe back to the big bang, but is powerless to provide data for the ultimate source of that event; or whether an intelligence of any kind underpins it.

At the consciousness level dreams, daydreams, visions, epiphanies, intuitive feelings and transcendental experiences can give us insight into what drives us at the deepest level.

Ideally, while addressing the Pussy Riot situation in a workshop setting, or even in the private – and when moving into the final level of CLA – all stakeholders (Russian and foreign) can contemplate, mediate, reflect and pray about what the Pussy Riot incident means; including how to best deal with it and all those involved. They should reflect upon their own perceptions, reactions and biases.

We might note that Russians have generally become richer since 1989, and that the Church has resumed an important role for many in society. However, we might then ask if modern life in Russia genuinely addresses the deeper psycho-spiritual needs of human beings. This is where other ways of knowing, inner worlds, passions, feelings, a sense of connection and deeper meanings come into play.

 

 

A deeper perspective on the Pussy riot problematique

A personal anecdote provides a good clarification of how meditative reflection and non-ordinary states of mind can help an individual come to a deeper appreciation of a problematique. When I lived in China I found myself feeling some resentment at the authoritarian government. Then one night I had a dream which shed light on a deeper narrative which lay behind my anger. In the dream I was scrolling down a computer screen. But the computer screen was divided in two. On left side were images of severe-looking Chinese Communist party leaders dressed in their black suits; on the right side of the screen were images of my father; equally angry and severe and punitive. That dream told me something important. That my attitudes towards China’s leaders was in part a projection of unresolved anger I had with my father. After this event I was able to assume a greater degree of responsibility for the way I thought, spoke and wrote about the Chinese Communist Party.

At the deepest level of consciousness we come to the realization that much mental construct tends towards projection – especially personal judgments and opinions. Our mental concepts tend to create binaries and oppositions while investing these dichotomies with emotional energy. Finally, the mind tends to fight for the justification of its mental constructs, once it has invested emotionality in them. It is for this reason that I created the “Harmonic Circles” process to help individuals and groups come to an awareness of the subjective nature of their judgments and projections (Anthony 2007, 2010). Once the awareness is present, individuals can then learn to take more responsibility for the way they create their subjective world.

As a mystic and deep meditator I also believe that we all carry “the sins of the fathers”. The consciousness of the ancestors trails behind us, potentially pulling us back into their pain and trauma, as well as the ‘memory’ of glory and success. Just as one example, during World War Two Russia lost some twenty million people. This ‘pain’ does not evaporate, but continues to haunt the psyches of the individuals involved. There is a danger that such subtle psychic forces might help recreate the same dominant narratives that underpins its origins – in this case violence and war.

Clearly “psychic” influences in people and populations is a highly contentious area to explore, and these forms of knowledge and understandings lie far off the official maps of reality that dominate education and society. This is the domain of Dean Radin’s “psi taboo”. Yet my experience is that they form part of the awareness of many people in greater society. People may not talk about such things in public, but many believe they are at least possible. Finally, there is a definitive but problematic body of evidence for the existence of the extended mind (Radin 2006; Sheldrake 2012) and I believe that the evidence will only grow stronger as the years pass.

The existence of the psi taboo is supported by at least some surveys into the way academics view psi experience. In Entangled Minds, Radin (2006) writes that less than one per cent of academic faculty members in the USA are willing to publically admit to a belief in the existence of psi. Yet Bem and Honorton (1994) cite a survey of over a thousand college faculty in the USA. That survey found that over fifty-five percent of natural science faculty members either strongly believe that telepathy is an established fact or feel it is a strong likelihood. The figure for the Social Sciences was sixty-six percent, while seventy-seven percent was the figure in arts, humanities, and education.

The question then becomes: how can futurists honour this consciousness level and heal it when most of our institutions do not permit its expression? The following represents my perspective, taken from years of experience with Deep Futures.

 

  • The futures practitioner must ground his/her arguments/workshop in the first two levels of CLA, including the scientific; and using familiar Futures tools and processes. This will provide a firm grounding before the deeper levels are explored.
  • The practitioner must keep in mind his/her audience; and remain vigilant to the atmosphere in the room. This way processes can be modified according to the audience’s receptiveness to Deep Futures tools. For example, the kinds of processes that will work with an audience of predominantly male engineers at a sandstone university will differ markedly with what might work with a female-dominant group at the university yoga centre.
  • Where permission is denied in the mainstream, Deep Futures work can be conducted in alternative and permissive institutions, organisations and settings – perhaps discretely. I have conducted workshops (which incorporated the consciousness level) in many settings. One such event I conducted in 2011 in association with a major university in Hong Kong. This workshop was affiliated with the Hong Kong Consciousness Festival and incorporated practical participation in experiencing Integrated Intelligence. I also modeled the intelligence before the group. Further, I organized and hosted an international conference – “Shifting Hong Kong” – in 2010, where I invited systems theorist Ervin Laszlo to that city. The conference was centred around the idea of Deep Futures. However on that occasion the ideas were explored more theoretically than practically, due to the academic audience present.

 

I have been privileged to be part of workshops and healing groups all over the world which explored consciousness at a deep level. Mnay of these were not specifically centred on human futures, but they have helped me gain an understanding of how these processes can be practically utilized.

 

The importance of presence

One of the key factors in teaching people about the way ego/mind works is to invite them into a deeper experience of mind – a place where many in the modern world have never ventured. Rather than talk about lofty, abstract and culturally-defined ideas like “enlightenment” and “transcendence”, I prefer to use terms like “presence” and “mindfulness”. If I were to tell an audience that “I am going to invite you into a transcendent state”, many would immediately become nervous or doubtful, as the self-concept of many people probably does not include the idea of being an enlightened spiritual master. So I keep it all very simple. To move into a state where the workings of the mind can be witnesses from an “outside” position (distancing), all that is required is for the person to actually be fully present in the moment. It is in presence that mental chatter stops, and ego-identification lessens.

A key distinction here is coming to the awareness that mind tends to function in imagined futures and remembered pasts. Imagined futures tend to be anxiety-laden, while remembered pasts tend to activate guilt and the pain body. When the mind is silent and fully present, we get to experience this idea directly, rather than merely as an intellectual understanding (by merely reading or thinking about it).

When the mind is brought into presence something remarkable happens (and sometimes this may be experienced as being unpleasant). The emotional body begins to “speak”. It seeks release. The pain of childhood and past hurts may try to make its way up from the depths of the psyche. We may want to cry, scream, vent anger and so on. Yet this is how healing can be facilitated, and the past released. The key is that individuals be taught how to develop the right relationship with their pain; what I call “the wounded child”. A key part of this is coming to a deeper understanding that the story of pain and suffering that the wounded child believes in is not actually real in the present moment. And in order for that to be fully appreciated experientially, the person has to be taught not only how to become present, but how to remain present. The following anecdote provides a good example.

 

A Chinese healing

In August 2011 I attended a four day workshop/retreat near Beijing by Australian mystic Leonard Jacobson (2008). It is Jacobson more than any other individual who has taught me most about the importance of presence, and how to facilitate it.

There were about 130 people at that workshop. I was the only foreigner in attendance, with all other attendees being Chinese. Leonard does not speak Chinese, and most of the audience members did not speak English, so there was an interpreter on hand who translated everything. Once Leonard’s workshop started, I was amazed at how receptive most of the Chinese people were to Leonard’s teachings and the simple – yet powerful – processes he used. Leonard’s workshops focus on one central motif – bringing people into deep presence. His entire teaching centres on the single premise that “enlightenment” happens now, and that attachment to the past and thought of the future ensnare us in the mind and ego.

Incredible as it may seem, Leonard does no preparation for his workshops. Not even a four day workshop like that one in Beijing. The entire event unfolds spontaneously, as he brings people into presence.

As the audience began to relax into presence on that day, the same thing began to happen as happens with all Leonard’s workshops. Put simply, people’s repressed emotional pain started to spontaneously emerge. I was quite surprised. I really did not think Chinese people would allow themselves to be so emotionally vulnerable in public, due to cultural restrictions there.

Typically, what would happen is that Leonard would begin to talk about an emotional issue at a personal or social level, then someone in the audience would begin to sob or wail as their emotional energy began to surface. Leonard would (on most occasions) then address the person. Sometimes he would invite them out the front of the group. Leonard would then help them to express whatever emotional pain they felt. This in turn would trigger some emotional release in other audience members.

On one of the retreat there was a middle-aged woman sitting directly in front of me who kept putting her hand up. I could see and hear that she was scared, from sobbing and shaking. She kept putting her hand half up, but not high enough to actually attract attention. Finally, Leonard saw her and asked her what her problem was. The woman then stood up and began speaking between sobs. She was terribly distraught, telling of how childhood was “a nightmare”. Leonard invited her out the front, and allowed her to express what she felt (the whole process was incredibly loving and gentle). Then the little girl inside her started raging against what happened during the Cultural Revolution (an extreme social movement started by Mao Ze Dong, lasting a whole decade, 1966-76). As she allowed the pain to surface, she raged about how everything around her was darkness and pain and suffering, and nothing was safe. She was reliving her childhood before the group.

Other people started to shift uncomfortably in their seats. All talk of this period in Chinese history is effectively banned in China, right to this day. But this didn’t stop this courageous women. She clenched her fists and began to rage with full fury against the government and the Communist Party for the living hell she felt they had created. She simply let loose her murderous wrath, expressing what the wounded part of herself had been wanting to “do” for forty years – to kill and destroy, to take revenge against those who had hurt her and those she loved.

Then, crucially, Leonard Jacobson helped her bring that wounded part of herself into the present, which is so vital for healing (as long as we are stuck in the pain, the suffering and the blame, we cannot heal). The purpose of this was to allow the pain and its accompanying story to surface, then to arouse the deeper understanding that the story is not real anymore. It is only the pain that is real. After a time the woman began to relax, and her mind slowly became present as Leonard held her hand. After a while she relaxed and began smiling. She returned to her seat, and the workshop moved on.

The next morning I was walking to breakfast at the retreat centre, and the woman just happened to be coming out of her villa at the same time as me. So I started talking to her, and told her how brave she was, and how China needed more people like her who could face the pain inside themselves and express it responsibly. She agreed. She told me that she had talked to a friend beforehand and decided it was okay that she brought it up.

The whole workshop made me realise that there are many people in China (and many other parts of the non-Western world) who are now willing to explore consciousness at a deeper level. Other Chinese people I spoke with at that retreat told me that these kinds of ideas are booming in China now, and in the last year or two they have really taken off. One aspect of this is that life coaching using spiritual or intuitive consciousness is now increasingly in demand. I was told that there were many middle class people in their 30s and 40s who are well off, but who are asking themselves why they are not happy and fulfilled. It is our educational and scientific institutions which are lagging behind the general public, lacking in the courage to move beyond the safeness of intellectuality and book knowledge.

Presence work at the level that Leonard Jacobson facilitates is clearly a highly skilled process, and requires a facilitator who can “walk the talk” – who is also able to allow deep presence within himself at will. I cite this story here – and the concept of deep presence – not because such deep processes are a requirement for Futures practitioners and participants, but as an example of where deep consciousness work can lead when taken to its full depth. Similar processes can be facilitated at the consciousness level in Deep Futures work, although in practice the depth will often be less marked than in the example above. The simple facilitation of relaxed presence is often enough to give participants a taste of consciousness at a deeper level, and bring about the awareness of how mind typically constructs reality; and is trapped in the painful pasts or fearful futures which are not real.

 

Self-awareness

In order for the deeper layers of a discourse to open up, there needs to be a deepening of awareness, especially self-awareness. This requires an inner journey, as I have tried to convey in this paper. Unfortunately it is this domain of mind that modern education systems are failing to address. In the hard sciences, even the concept of social and cultural influences on science is often scorned as irrelevant.

 

 

Conclusion

What will come of Postconventional Futures Studies remains to be seen. Its central processes and other ways of knowing may become more acceptable to governments and educational institutions in the future. Or it may be that the other ways of knowing will remain “other,” limiting Postconventional Futures to a position on the fringes of mainstream discourse.

Nonetheless, it is my contention that PFS methods may potentially enhance Foresight and Futures practice, including policy-making processes for organisations and perhaps even government in Russia. PFS may help us create Deep Futures. Money and machines are not enough to fulfill hearts and minds. We can no longer afford business as usual. Something subtle yet crucial is missing from modern cultures (including Russia’s), with their rush to achieve material gratification. The critical/rational worldview which trumpets these values has created an impasse in the development of materialistic, economically developed cultures. A shift in thinking is required. Yet even this may not be enough. We may also require a shift in feeling (as a way of knowing) – in relationship, in education, and in the way we perceive and create our futures. It is my hope that we can all be part of this shift in Russia, and right around the world.

 

 

 

References

Anthony, Marcus (2007). “Harmonic Circles: A New Futures Tool.” Foresight, 9 (5), 23-34.

Anthony, Marcus (2008). Integrated Intelligence. Rotterdam: Sense Publishers.

Anthony, Marcus (2010a). “Civilisational Clashes and Harmonic Circles.” Futures, 2010.

Anthony, Marcus (2010c). Extraordinary Mind: Integrated Intelligence and the Future. MindFutures, Hong Kong.

Anthony, Marcus (2012b). How to Channel a PhD. MindFutures, 2012 (available in eBook formats only).

Bem, Daryl and Honorton, Charles (1994), “Does psi exist? Replicable evidence for an anomalous process of information transfer,” Psychological Bulletin, 115, no. 1 (1994).

Blackmore, Susan, (2003). Consciousness: An Introduction. Oxford: Hodder & Stoughton.

Braud, William. (2003). Distant mental influence. Charlottesville, VA: Hampton Roads.

Curry, Andrew, and Shultz, Wendy (2009). “Roads less travelled: Different methods, different futures.” Journal of Futures Studies. 13 (4), 35-60.

Dawkins, Richard (2006). The God Delusion. London: Houghton Mifflin Harcourt.

De Bono, Edward (2009). Think! Before it’s too Late! London: Random House.

de Grasse Tyson, Neil, (2001). “Coming to our Senses.” Natural History. New York,  110(2),  84.

Elder, Miriam (2012). “Pussy Riot sentenced to two years in prison colony over anti-Putin protest”. The Guardian, http://www.guardian.co.uk/music/2012/aug/17/pussy-riot-sentenced-prison-putin. Accessed 24.08.12.

Grof, Stan (2000). Psychology of the Future. New York: Suny.

Inayatullah, Sohail. (2002a). Questioning the Future. Taipei: Tamkang University Press.

Inayatullah, Sohail (2004). “Causal Layered Analysis: Theory, Historical Context, and Case Studies.” In Inayatullah, Sohail (ed.) The Causal Layered Analysis Reader. Taipei, Tamkang University Press.

Inayatullah, Sohail (2008). “Six Pillars: Futures Thinking for Transforming.” Foresight, 10 (1), 4-21.

Inner Truth (2012). “Emotional understanding”. http://www.inner-truth.net/emotions/anger.html. Accessed 26.08.12.

Jacobson, Leonard (2008). Journey into Now. Sydney: Conscious Living.

Ching, Frank (2009) “Learning From the Past.” South China Morning Post, 29.07.09.

Kundalini Yoga (2012), http://www.kundaliniyoga.org/kyt09.html; accessed 26.08.2012.

LeShan, Lawrence. (2009). A new science of the paranormal. London: Quest Books.

McTaggart, Lynn (2007). The Intention Experiment. New York: Free Press.

Moffett, James, (1994). “On to the past: Wrong-headed School Reform.” Phi Delta Kappan, 75(8), 584-590.

Pink, Daniel (2005). A Whole New Mind. New York: Riverhead Trade.

“Pussy Riot”, Wikipedia.    ttp://en.wikipedia.org/wiki/Pussy_Riot#cite_note-39 23.08.2012. Retrieved 22.08.12

“Pussy Riot reply”, RT (online) http://rt.com/art-and-culture/news/pussy-riot-clash-patriarch-567/ , retrieved 23.08.12.

Radin, Dean, (2006). Entangled Minds. New York: Paraview.

Russian oligarchs (2012), Wikipedia, http://en.wikipedia.org/wiki/Russian_oligarchs. Retrieved 24.08.12.

Sheldrake, Rupert (2012). The Science Delusion. Hachette, Little Hampton. Kindle Edition.

Slaughter, Richard., (2003). “Integral Futures—a new Model for Futures Enquiry and Practice.”

Available from: http://foresightinternational.com.au/catalogue/resources/Integral_Futures.pdf

(Retrieved 7 July 2006).

Slaughter, Richard. (2006). “Beyond the Mundane—Towards Post-Conventional Futures Practice.” The Journal of Futures Studies, 10 (4), 15-24.

Tarnas, R., (2000). The Passion of the Western Mind. London: Pimlico.

Weingarten, Gene (2007). “Pearls Before Breakfast”. Washington Post (online), 08.04.07. www.washingtonpost.com/wp-dyn/content/article/2007/04/04/AR2007040401721.html. Accessed 20.10.09.

Wilber, Ken. (2000). Sex, Ecology, Spirituality. Boston: Shambhala.

 

 

Endnotes



[i] I have used upper case for “Foresight”, “Futures” and “Futures Studies”, where the reference is to the disciplines of Foresight and Futures, but lower case where referring to “foresight” as a verb, and “futures” in the general sense (as the plural of “future”). I have also used upper case for the various branches of Futures Studies, and the formal concepts and tools of Futures Studies, including the tools which I have developed.

[ii] The fifth level – consciousness – has been added by the author (Marcus T Anthony) as a means to deliberately explore consciousness  and the experience of mind itself.

[iii] I have used these three tools extensively in my own research and futures work. However, they are in the early stages of development, and require more extensive application in real time and space.

[iv] The Church did ask for leniency for the group before their sentencing. (Elder, 2012).

[v] This is not true in all cultures. In Confucian cultures teenagers tend to be quite respectful of elders, and often defer power to family, teachers and adults.

[vi] Indic and yogic philosophy is not an empirical science, and interpretations can differ. However many practitioners subscribe to similar views to mine (e.g. Kundalini yoga, 2012; Inner truth, 2012).

 

Milojevic’s Educational Futures

In Educational Futures: Dominant and Contesting Visions educational futurist Ivana Milojevic has written a compelling and readable volume. This review provides a brief description of the contents, while giving an overall evaluation of the volume. The text is particularly useful in that it highlights some of the strengths and typical problems with critical futures. The problem that I focus upon in the latter part of this paper is Milojevic’s representation of East and West. (click on “pdf” icon at top right to read full article).

The West, The East and Milojevic’s Educational Futures

The purpose of this paper is to critically review Milojevic’s Educational Futures. Firstly I outline the contents of the text and some of its strengths and weaknesses. Secondly I take to task some of the features of the text that represent typically problematic aspects of critical futures, in particular the concept of “The West.” I compare and contrast certain aspects of Eastern and Western education, with a particular emphasis on Chinese education. A seminal point is that the portrayal of these concepts in Milojevic’s text is simplistic, reflecting the need for an updating of postcolonial, poststructural and critical futures thought.

Text name: Educational Futures: Dominant and Contesting Visions

Author: Ivana Milojevic

Subject: Educational futures

Publication details: Oxon: Routledge

Reviewer: Marcus T Anthony

What distinguishes hegemonic futures narratives from other, counter or alternative, ones is their capacity to convince others of the inevitability of a particular future. (Milojevic 2006 65)

In Educational Futures: Dominant and Contesting Visions educational futurist Ivana Milojevic has written a compelling and readable volume. Here I shall provide a brief description of the contents, while giving an overall evaluation of the volume. There is not space here to offer a complete examination of all parts of the volume, so I shall focus upon what I consider to be the most salient points. The text is particularly useful in that it highlights some of the strengths and typical problems with critical futures. The problem that I shall focus upon in the latter part of this paper is Milojevic’s representation of East and West.

The text

The title is a good indication of what lies within the covers. This is a critical futures text, where ideas and images about “possible, probable and preferred futures” (p. 2) are examined. It “provides an overview and detailed analysis of arguments about where education, particularly state-based education systems, is and should be going” (p. 4). Yet as Milojevic states, it is neither about prediction nor prescription. Instead she sets out to destabilise the dominant narratives and offer alternative perspectives from other largely silenced discourses.

The book is divided into four parts. In part one Milojevic outlines historical futures discourses in education. This includes an analysis of how constructs of time and the future have been used to colonise and educate “the other.” Several alternative histories are outlined with indigenous and Eastern concepts featuring heavily.

In part two Milojevic highlights the two most dominant narratives in contemporary state education – globalisation and “cyberia” (“WebNet”). These are two closely related discourses according to Milojevic. Modern education – and particularly globalised education – is criticised as being “essentially practical training for a globalised market place” (p.57). The central issue with these images of the future is that they tend to be seen as “the future” (p.64) rather than as one of many possible futures.

Milojevic’s approach is not simply to criticise the dominant discourses and highlight the benefits of alternatives. Rather she outlines the strengths and weakness of all the dominant and contesting visions. This approach gives the text balance. The weakness of such an approach is that the detached perspective often leaves the reader in a space of uncertainty. Which of these discourses, and in what combination, represents the best way to take us forward? Typical of critical futures, Milojevic chooses not to take a definite stance. A related problem is that the text at times becomes descriptive, as Milojevic outlines numerous theorists regarding the particular subject matter at hand. Nonetheless it does provide a sound review of related literature. The text will therefore prove valuable for researchers and educators looking to gain an overview of the relevant discourses.

In the third part of the book Milojevic posits three alternative approaches to education – the indigenous, the feminist, and the spiritual. These represent important perspectives which are still largely absent from cotemporary public education. The final section then attempts to weave all the visions together and looks to the possible future of an expanded discussion of state education in The West.

The feminist vision, according to Milojevic, challenges the patriarchal presuppositions of the dominant educational discourses, highlighting the importance of emotional connection, nurturing, and internal transformation (pp. 146-147).

Milojevic remains critical of utopian thinking, but maintains that is it nonetheless important. She believes in the importance of “eupsychia” – “a prescriptive and improved imagined state of not only collective but also individual being” (p. 50). This includes the psychic and spiritual unfolding of the individual (p. 54).

However the text clearly privileges certain religious perspectives. For example Milojevic’s discussion of spiritual alternatives focuses upon Eastern (especially Indian) and new age perspectives. The role of traditional religious approaches is left unclear. Milojevic leans away from conventional religion. Quoting O’Sullivan (1999) she writes:

Religion does not only attempt to institutionalize spirituality; in many instances this is done ‘for the perpetuation of the institution rather than for the explicit welfare of the individual’ (p.191).

The three alternative education approaches are in many ways related, as Milojevic herself states. They remind us that the future is not inevitable, that there are other options available to educators in the present age. This I feel is the greatest value of this book. Let us not forget that – as Milojevic states bluntly – all education is informed by cultural values.

West, East and stereotypes

One point that I would like to take up with the text is its representation of ‘The West’. For example Milojevic finds that The West has forgotten indigenous, feminist and spiritual education. Yet as one who has lived and traveled widely throughout East Asia, such a criticism is not exclusively relevant to modern Western education systems. It may come as a surprise to those filled with romantic images of the Far East, but in Beijing, Shanghai, Tokyo, Seoul and Hong Kong, Milojevic’s educational alternatives are even more distanced from mainstream education than they are in the West. These Eastern cultures seem all but completely possessed by cyber culture, materialism and the push for greater globalisation. Schools are dominated by rote learning, are heavily text-book based, teacher-centred, and there is an almost-obsession with “the test.”

There may be a temptation to (once again) blame the West for the increasing materialism and left-brained, linear ways of knowing that now dominate state education in East Asia. We might suggest that Asia is simply copying Western-style society and education. The issue here – and with postcolonial interpretations in general – is whether the West is itself being stereotyped and partially misrepresented in these depictions. Consider the following statements made by Milojevic:

Lawlor argues that it is thus western logical habits that cause us to fall into static, uniform, quantitative interpretation and make us fail to see qualitative process-related differences (p.480).

Milojevic also points out that indigenous critiques of contemporary education find a central focus upon “western knowledge and education” (p. 174). Further, as with so many other critiques of Western ways of knowing, Milojevic finds unfeeling Cartesian rationalism as the defining thrust of Western cognition (p. 147). Finally she follows Griffiths as she concludes:

The current hegemonic approach to time can be described as western, Christian, linear, abstract, clock-dominated, work orientated, coercive, capitalist, masculine and anti-natural. (p. 223)

Yet is such an approach to history and time – and these preferred way of knowing – predominantly and peculiarly Western at all? Chinese ways of knowing are often seen as being based on holistic concepts such as the Taoist yin and yang, and Lao Tzu’s fluid water metaphors (e.g. Capra 200; Jiyu 1998; Talbot 2000). But there is a tendency to romanticise this. My experiences (having taught in schools in Taiwan, urban and rural mainland China and in Hong Kong) have led me to conclude that such ways of knowing are (sadly) largely extinct in modern public education in the greater China region. Text books, rote learning and cramming for exams dominate pedagogy.

The key is that in Chinese culture at least, the linear, patriarchal, verbal/linguistic and mathematical approach to education has a long tradition which precedes Western influence. Within Confucian education, the copying and memorization of the classics formed the basis of an education system that was literally designed to create products that would fit neatly into an “harmonious” society. In particular the emphasis was on producing public servants for the state (Fairbank & Goldman, 2006). Passing the examination for the public service could lead one into the higher strata of Chinese society, and scholars were revered. Candidates were literally placed in neatly arranged box-like cubicles to do the public service exams (Gardner, Kornhaber, & Wake 1996), epitomising the conformist, linear and boxed-in ways of knowing. The examination system was seen to be of greatest importance, and able students put themselves to the task of memorizing vast amounts of information for a purpose no greater than regurgitating it in the public service exams (Fairbank & Goleman 2006).

To this day a virtual obsession with examinations stifles Far Eastern public education to a degree difficult to contemplate in The West. Finally, it should be noted that the proportion of Chinese tertiary students presently majoring in maths and science is several times greater than that of developed Western nations such as the United States (Friedman, 2006). From my experience, pantheistic, mystical and indigenous ways of knowing are totally absent. Further the Chinese degradation of the environment and subjugation of Tibetans and indigenous peoples proceeds at breakneck speed.

Of further consideration in being more accurate to the concept of “The West” is that if we look at the history of Western civilisation we find a long tradition of mystical and intuitive ways of knowing that have spanned numerous cultures from the time of the ancient Greeks to the present day (Anthony 2006; Tarnas 2000). Even the fathers of modern science such as Newton, Galileo and Kepler held deeply mystical conceptions. According to Kepler himself, astronomers were not mere observers:

… in all acquisition of knowledge it happens that, starting out from the things which impinge upon the senses, we are carried by the operation of the mind to higher things which cannot be grasped by any sharpness of the senses (quoted in Huff 2003 p 353).

The irony is that even as Milojevic (following Krishnamurti) critiques dominant Western education because its focus upon “information and knowledge” does not lead to “intelligence”, “goodness” or “flowering” (p.201), the same critique is now even more relevant to education in China and East Asia, where the spiritual has been leached from the curriculum. The discrepancy arises because Milojevic draws heavily upon Indian thinkers such as Krishnamurti, Sri Aurobindo, Tagore, Gandhi and Sarkar. These men taught and wrote much of their work before the economic explosion of East Asia in the latter decades of the twentieth century.

I therefore see the need to make a clear distinction between the Indian episteme and the current East Asian episteme, and especially to acknowledge the social and economic developments of Asia in recent years. This in no way illegitimates Milojevic’s essential argument that spiritual, feminist and indigenous perspectives may be enormously beneficial in modern education. It simply means that (ironically) hyper-capitalistic East Asian cultures themselves are the ones that are in most need of such perspectives.

The issues highlighted here are equally relevant to an emerging domain of futures studies – integral futures. This field tends to valorise the spiritual and The East, drawing heavily from the work of Ken Wilber. Such figures as Sohail Inayatullah, Richard Slaughter, Chris Reidy, Marcus Bussey and myself can be said to be influenced by, or actively involved in this field (see the Journal of Futures Studies May 2006 to read all these theorists). Ivana Milojevic has also been influenced by this movement, and uses the term “integral education” to describe a curriculum more deeply imbued with holistic and spiritual perspectives. The key point I wish to make here is whether such a movement (and critical futures literature in general) is tending to romanticize and champion the exotic and alternative – in Milojevic’s case The East, indigenous cultures and feminist perspectives? I find Friedman’s (2005) critique of transpersonal psychology for these very same issues to be relevant here. It must be noted that Wilber (2000) himself has drawn great inspiration from the transpersonalists and Eastern philosophy – and his followers have been accused of being a “cult” (Bauwens, n.d.).

In conclusion to these concerns I would like to state that from my direct experience in working in education in The East and also in Australia, New Zealand, and visiting schools in the United States, I strongly believe that our terms of cultural reference need clarifying and upgrading in the twenty-first century. The world can no longer simply be dichotomised into West and East. With the increasing prosperity of Asia, the power shift that has begun may continue to a point where Asia will drive the world’s economy within a few short decades (Friedman 2006). The dramatic social shifts in Asia which are accompanying these changes mean that references to The East as a culture founded upon spiritual and mystical precepts is now more stereotype than actuality. It would be something of an irony if Integral Futures were to take greater influence in The West in years to come even as Asia continues to “Westernise.” We may find at some point that futures conferences are filled with “Eastern” mystics from Western countries and “Western” theorists from Asia.

Final remarks

Despite these significant issues, Milojevic’s work is recommended. It highlights the important role of critical futures studies. Without the identification of the hegemonic and contesting discourses in education those hegemonic discourses will tend to remain implicit, invisible and viewed as inevitable.

Milojevic stops short of offering a definite prescription for our educational ills. Instead she concludes with a list of questions. She believes that an engagement with the central questions she posits and a deeper reflection upon “the full diversity of worldviews” and ways of knowing will lead to the greatest beneficial changes in education and society (p.257). This leaves the reader less than certain about where she stands. Yet such an uncertainty may well be a necessity for any revision or shift in perspective and paradigm. It may be that the didacticism that tends to be inherent in dominant social, political and educational narratives is what prevents us from broadening our visions. Discomfort and unease may be the price we have to pay as we challenge our imagined futures.

Milojevic has made a solid contribution to pedagogical theory here. Personally I would like to see such a text form part of teacher training in B. ed, Dip. ed and masters courses. Future teachers and educational administrators should be engaging with these issues. As Milojevic indicates (p.45), our images of the future guide our current actions. Finally, according to Milojevic a paradigm shift is beginning whereby indigenous and Eastern conceptions of education are becoming more accepted (ibid.) As Kuhn (1970) so aptly pointed out, paradigms delimit not only particular domains of enquiry, but also the kinds of questions that are permissible. Milojevic broadens both the domains of knowledge and the range of possible questions. The possibilities might be uncomfortable to consider and the choices destabilising – but this is by necessity.

Selected References

Bauwens, M., n.d., ‘The cult of Ken Wilber. Available from: www.kheper.net/topics/Wilber/Cult_of_Ken_Wilber.html.  [Accessed 13 January 2006].

Capra, F., 2000. The Tao of Physics (25th anniversary edition). Boston: Shambhala.

Inayatullah, S., 2004. Deconstructing and Reconstructing the Future: Predictive, Cultural and Critical Epistemologies. In: Inayatullah S., (Ed). The Causal Layered Analysis Reader. Taipei: Tamkang University Press, 55-82.

Fairbank, J., and Goldman, M. 2006, China: A New History. Cambridge: Belknap.

Friedman, H., 2005. Towards Developing Transpersonal Psychology As a Scientific Field. Available from: www.Westga.edu/~psydept/os2/papers/friedman.htm. [Accessed  6 July 2005].

Friedman, T., 2006. The World is Flat. London: Allen Lane.

Gardner, H., Kornhaber, M.L., & Wake, W.K., 1996. Intelligence: Multiple Perspectives. New York: Harcourt Brace College.

Huff, T., 2003. The Rise of Early Modern Science. Cambridge: Cambridge University Press

Jiyu, R., (ed.) 1998. The Book of Lao Zi. Beijing: Foreign Languages Press.

Kuhn, T., 1970. The Structure of Scientific Revolutions. Chicago: University of Chicago Press.

O’Sullivan, E. (1999) Transformative Learning: Educational Vision for the 21st Century, Toronto: OISE, University of Toronto Press.

Talbot, M., 1992. Mysticism and the New Physics. New York: Arkana.

Tarnas, R. 2000. The Passion of the Western Mind.

Wilber, K., 2000c. Sex, Ecology, Spirituality. Boston: Shambhala.

Deep Futures: Beyond Money and Machines

Written by Marcus T. Anthony, November 2009 

This is a new paper, written for Nanyang University of Technology (Singapore). The purpose is to briefly introduce the concept of Deep Futures and the emerging discipline of Postconventional Futures Studies (PFS). The goal is to outline potential applications and benefits for Foresight and Futures practitioners. Deep Futures can be viewed in a historical context, as a development which emerged from earlier expressions of Futures Studies. DF incorporates recognised Futures methodologies and philosophies, and then adds new concepts and tools incorporating other ways of knowing. The primary function of DF at present is to act as a provocation to the dominant discourses of all disciplines, and to offer dissent to more conventional Foresight and Futures work. It thus presents the possibility of deepening the way we see the past, present, and future.

Integrated Inquiry: Mystical Intuition and Research

ACADEMIC ARTICLE: The purpose of this paper is to initiate a broader dialogue on the use of integrated intelligence (or INI) in formal research. The application of INI in research is referred to as integrated inquiry. The idea of integrated intelligence, and its  applications, can be viewed as genuine cognitive processes, or for the more skeptical, as provocations to inspire the researcher toward greater creativity. The first part of this paper briefly defines important terms and situates the idea of integrated intelligence within a historical and civilisational perspective. Finally, the most important section of this paper outlines specific and practical ways that INI can be used by the modern researcher. The five INI tools are the Intuitive Diary, Free-form Writing, Meditative States, The Feeling Sense, and Embracing Synchronicity. The essential argument of this paper is that integrated inquiry can greatly enhance research.

 

Title: Integrated Inquiry: Mystical Intuition and Research

Author: Marcus T Anthony

Publication details: The Open Information Science Journal, 2011, 3, 80-88

Note: The contents of this paper have been expanded and presented in greter depth in Marcus T Anthony’s practical eBook How to Channel a PhD.

 

Read the text, or click on the link below to download the PDF

Mystical intuition and research

 

INTRODUCTION

Most academic researchers have spent many years and made great sacrifices learning their trade. The vast majority have advanced degrees and have spent two decades or more as students in the modern education system. This educational process shapes not only the way they use their minds and conduct their research, but creates strong beliefs about what constitutes valid ways of knowing. They have learned to identify problems, design projects, ask questions, construct experiments, conduct literature reviews, collect data, calculate, analyse, cite sources, and report findings. These processes and their “rational” ways of knowing are all part of the formal research process.

Such is the constrictive nature of conventional research, and the training process so long, that by the time a researcher has come to write up his/her first paper, it is likely that he/she has forgotten about other ways of knowing. These are the ones who have been left off the map of modern research, and forgotten by the entire modern education system, our science, and our developed civilisations, both East and West. For underpinning the modern research project is a hegemonic process which has both retarded and silenced mystical/spiritual ways of knowing, and removed potentially invaluable information from the research process.

History of Rational and Intuitive Ways of Knowing

Western civilisation has established critical/rational ways of knowing as the dominant cognitive processes which underpin modern Western knowledge. 1 The development of modern science has brought a rapid increase in our ability to process and develop knowledge and technologies. Yet this tremendous progress in the hard and soft sciences has come at a great price. It has created a split in the Western mind. 2 By the turn of the twentieth century another realm of knowledge had become suppressed, silenced. For it was by this time that the once influential Romantic Movement lost momentum. Its prime ways of knowing had involved intuition and an emotive relationship with the cosmos: the deep connection of knower and the known. This affective cognitive process stood in complete contrast to the detachment of the emerging scientific method, which necessitated that the observer be disconnected from the subject of observation. Even in the analytical and humanistic disciplines, academics were eventually forced to remove affective language and first person references. Cultures with their own mystical traditions and intuitive ways of knowing, such as the Indic, Islamic, and indigenous, have remained as an effective other to dominant Western scientific discourses.3 The modern researcher has lost the deep connection with his/her intuitive and emotional cognition.

Mundane and Mystical Intuition

Yet, what exactly is “intuition”? For the sake of manageability I have broken intuition into two main categories. The first is mundane intuition, which is the subliminal processing of information in the brain. This intuition makes itself known through subtle feelings which bubble up from just below the surface of cognition. This kind of intuition has not been widely investigated, but there is a body of legitimate research available. 4 Because this intuition is explained in terms of known brain physiology, it does not challenge mainstream scientific thinking about the mind and brain.

It is the second kind of intuition, mystical, which is central to the ideas presented in this paper. Mystical intuition has been featured little in research, and is thus poorly understood. Few researchers want to touch it, because mystical intuition contains references to spiritual, mystical, and religious experience. It brings in discussion of psi phenomena and the paranormal, and the idea of the extended mind—that consciousness transcends the brain. There is an effective “psi taboo” in modern science, making this domain of research unattractive for most researchers. 5

 

WHAT IS INTEGRATED INTELLIGENCE?

Integrated intelligence, in which the individual draws upon transpersonal information, has been a key theme of my research. I have not merely investigated the process intellectually by reading, analysing, and writing papers. I have, in the tradition of the “shaman investigator” systematically applied these alternative ways of knowing during my life and my research. 6 The result is the theory of integrated intelligence, which incorporates a more complete range of cognitive processes and ways of knowing than typically found in mainstream discourses on mind and intelligence.

Integrated intelligence, or INI, is:

The deliberate and conscious employment of the extended mind, such that an individual can solve problems or function successfully within a given environment.

In turn the extended mind is defined as:

The state of personal consciousness whereby individual awareness is infused with a transpersonal awareness that transcends the confines of the individual mind and the limits of the sensory organs.

Finally, integrated inquiry is:

The deliberate application of integrated intelligence during research and learning.

There are seven core operations and two end states of integrated intelligence. The core operations of integrated intelligence are “integrated perception,” “location,” “diagnosis,” “evaluation/choice,” “fore-sense,” “creativity and innovation,” and “recognition.” The end states are “wisdom” and “personal and social transformation.”  Tables 1 and 2 (below) list these, and provide applications, evidence, and exemplars.[ii]

Table 1: The Core Operations of Integrated Intelligence

(Adapted from Anthony 2008, 14-18)

 

Cognitive ProcessPotential Applications
Integrated PerceptionIntegrated perception of the underlying order & meaning of systems, & “intelligence” within those systems—including cosmos.

Enhancing “spiritual” worldview; meaning & sense of relationship with nature & cosmos.

Perceiving the connection between & amongst concepts & schemata.LocationDetermining location of important objects. 7   Also location of information & data for research; finding relevant people & places.DiagnosisDiagnosis of medical & mechanical problems; safety, health & environmental hazards; & sources of human error. 8   Spiritual & psychological introspection.Evaluation/

ChoiceEvaluating design & construction alternatives, investment choices, research strategies, & technology alternatives. 9   Evaluation of life, career, & relationship choices.Fore-senseForesight of natural disasters, political conditions, technological developments, wear conditions, & investment opportunities. 10   To determine consequences of choices.Creativity & InnovationThe individual draws upon transpersonal modes of consciousness to facilitate increased inspiration & creativity in work, business, research, competition, or leisure.RecognitionHaving an intuitive sense of “knowing” somebody or something, without conscious awareness of having seen or met them before.

 

Table 2: The End States of Integrated Intelligence (Adapted from Anthony 2008)

 

Cognitive ProcessPotential Applications
WisdomHaving intuited underlying causes, meaning & functions of various life processes, the individual is able to make intelligent choices which enhance happiness, well-being & spiritual development of self & collective.
Personal & Social Transfor-

mationOptimal human & cosmic evolution; may include aspects of all core operations, with purpose of evaluation of personal goals & choices within a greater planetary & cosmic dynamic. Potential for increased hope & meaning.

It is my argument that in paradigmatically rejecting the extended mind and psi experience, mainstream consciousness and intelligence theorists have failed to accommodate the totality of human cognition. Despite this, there is nothing stopping individual researchers from experimenting with integrated intelligence in their personal research. This is the focus of the following section.

 

APPLYING INTEGRATED INQUIRY

As I began my own research, and in particular my doctoral program, I set about systematically incorporating integrated inquiry into my research, informally. In doing so, I learned key distinctions, developed key tools, and clarified functional processes. Most importantly, I felt it enhanced my research and writing greatly. In this section I will explain this in greater detail.

 

Integrated Intelligence as a Provocation

One way to consider initiating integrated intelligence into research is to think of it as a deliberate provocation. “Provocation” refers to the employment of an idea or suggestion which lies outside our normal experience or understanding. There is a mathematical necessity for provocation in any self-organising system; otherwise the system gets stuck in equilibrium. For the researcher, “the system” is the critical/rational worldview and its self-limiting knowledge boundaries and ways of knowing. 11

Thus the provocation becomes: “Minds extend beyond the brain and are part of an intelligent cosmos, and humans have the capacity to consciously draw information and guidance from that system.” We do not necessarily have to insist that integrated intelligence is “real,” but as a means of lateralising our thinking, seeing what creative outcomes can be achieved, and how it can make our research better.

In the world of conventional science and academia, research is conducted with the implicit assumption that knowledge is localised in a random universe without intrinsic intelligence, meaning, or purpose. When we use integrated intelligence, either as a “believer” in INI, or as a provocation, we go about research assuming that consciousness is non-localised in an integrated, intelligent, and deeply meaningful cosmos.

Therefore, it is in the accessing and processing of information that the idea of integrated intelligence provides unique opportunities for researchers. Integrated intelligence is an invitation to employ methods, tools, and behaviors that stretch far beyond those accepted in conventional research. There are specific integrated intelligence tools.

 

The Five Tools

The five INI tools are The Intuitive Diary, Free-form Writing, Meditative States, The Feeling Sense, and Embracing Synchronicity. In this section I am going to describe them, then outline some specific applications using the core operations of INI.

 

The Intuitive Diary

This is a diary in which the researcher records his/her intuitive feelings, images, prompts, dreams, and so on. He/she can also record his/her interpretations of these sources of information. I suggest the researcher buy a good quality diary, as he/she may later want to be able to look back on what has been written (sometimes it makes more sense then). The Intuitive Diary helps to establish the connection between rational and intuitive cognitive processes in the brain. Writing down intuitions and intuitive experiences not only helps the researcher understand them better; it sends a message to the psyche that these “data” count.

 

Free-form Writing

Free-form Writing is stream-of-consciousness prose, written fluidly, quickly, and without immediate editing or too much conscious analytical thinking. It is essentially “effortless” writing.

I have used Free-form Writing extensively in all my writing, including my doctoral thesis. I adopted this idea from Joan Bolker’s Writing Your Dissertation in Fifteen Minutes a Day. Bolker’s book is about writing a thesis through four stages: the zero draft, first draft, second draft, and beyond. 12   Bolker recommends writing from day one of the doctoral enrollment. She suggests writing at least fifteen minutes a day, no matter what.

The “zero draft” involves writing whatever comes to you, and without editing, proofreading, or censoring yourself. The writer simply transcribes whatever idea comes into his/her mind about the subject matter—connections, distinctions, hypotheses, questions, guesses, confusions, etc. After the zero draft phase, the researcher can begin to put together a first draft.

I adapted Bolker’s method to my understandings of integrated intelligence. When I began typing, I simply allowed myself to enter a fluid stream of consciousness, and let the words pour out. However, instead of writing for fifteen minutes, I set myself a goal of writing five hundred words a day, every day, first thing in the morning.

I found that the zero draft helped clarify thinking, as did Free-form Writing. As I wrote, ideas came together. Links between people, ideas, and historical and philosophical concepts suddenly began to make sense. I did not stop to check if the ideas were valid. I just kept writing. This is thinking as you write, not thinking before you write.

Before I began my daily writing session I began with a prayer or affirmation. It would often go something like this.

Spirit, lead me through this writing process, so that what that I am writing may be fluent and truthful.

For those with no spiritual belief structures, I suggest a suspension of disbelief here. The writer might like to remind himself/herself that the process is a provocation! He/she can use an affirmation or prayer that he/she feels comfortable with, one that reflects his/her particular worldview and belief system.

I also highly recommend writing down key questions, to help shape the whole process. The researcher can say or read them aloud, if he/she likes.

In the early phases of the thesis writing, I wrote about things that I was drawn to, or which moved me. This is what I call using The Feeling Sense (another INI tool, as I shall explain below). Sometimes I woke up and an idea would come into my head, and I would go with it. I never suffered from writer’s block.

My policy of writing consistently paid off. I completed my thesis in less than four years while working full-time. By the time I was granted my Ph.D. I had a total of eighteen publication credits (either published or about to be published), including several book chapters, and had completed the writing for my book, Integrated Intelligence. 13

 

Meditative States

Meditative States can help cultivate non-ordinary states of consciousness, facilitating access the intuitive mind. 14 15 16 17  The process I suggest is to quiet the mind, put out questions, and wait for the answers to come in any sensory modality—images, auditory prompts, subtle feelings, etc.

Meditative States are an intimate part of the development of integrated intelligence and integrated inquiry. Researchers can familiarise themselves with this INI tool through deliberate meditation, or by taking advantage of the drowsy state between sleeping and waking—the hypnogogic state. This state occurs naturally when falling asleep and waking up.

To bring about the sleepy state, the individual can sit quietly in a chair (or sit or lie wherever he/she feels comfortable) and relax. He /she should focus on his/her breath, and breathe deeply in and out. As thoughts move into his/her mind, he/she should just allow them to pass. He/she can imagine them being placed inside balloons and floating away. When just shy of sleep, he/she can put questions out to Spirit/the subconscious mind (as he/she prefers). Then he/she can observe what emerges in the form of feelings, images, sounds, and words.

Meditative States should be used in short bursts lasting no more than a few minutes. When the meditation is complete, the researcher should record what he/she has experienced in his/her Intuitive Diary. Later, these can be analysed.

 

Developing The Feeling Sense

Just as with using intuition in general life, you can also allow your feelings to guide you as you research. The more you become comfortable with inner worlds, the easier it will become to distinguish amongst the many subtle feelings from within. You have to learn the difference between a “true” intuitive pull and other competing voices from within—the ego, desire, wishful thinking, fear of the unknown, and so on. This is not really something that can be taught. It is something you learn by trial and error.

I suggest using The Feeling Sense to help choose the subject of investigation, what is read, and when it is read. During the time of writing this paper, I was walking past a small bookshop not far from my workplace in Hong Kong. This shop has no more than a few dozen English titles (almost all books are in Chinese), so I rarely go in there. However, on this occasion I felt a subtle sense of excitement as I walked past (something I have trained myself to notice). I walked in and immediately found Edward de Bono’s, Think! Before It’s Too Late. I picked it up, and again felt that same sense of excitement. 11   I knew the book was right for me. I bought it.

de Bono’s book helped me clarify some crucial distinctions for the writing of this paper. In the instance above, I combined The Feeling Sense with another INI tool—Embracing Synchronicity (explained below). In traditional research, conducted within the critical/rational worldview, this entire scenario would be considered absurd, deluded, or perhaps even insane. Personally, I choose not to trouble myself too much with such judgments. The skeptical reader might like to think of this as part of the provocation.

The key point to using The Feeling Sense during research is to go with what excites the researcher. Here, I invite the contemplation of another provocation. The researcher should not read or investigate anything that does not excite him/her within any given moment. When we force ourselves to study something that we are not truly interested in, we may lose the flow of the research, and we may become stuck. I suggest that unless the researcher has been assigned the reading by a teacher, or it is an absolute “must read,” that he/she put it aside. He/she may well find that at a later point it does feel right to read. This is about doing the right thing at the right time. It reminds us of the Chinese idea of the Tao, or aligning with “the will of Heaven”. 18   Water does not try to flow uphill.

There are many specific ways the researcher can apply this idea. When looking through the bibliography of a text, he/she should allow any subtle feelings about the listed books and articles to “grab” him/her. If he/she sees a reference within the text of a book or article, and it evokes a strong feeling of excitement, he/she should take note and get hold of it.

A good way to begin is to prepare a selection of, say, five books or papers the researcher might like to read for his/her research project. Then, the researcher can sit with the books/papers in front of him/her, breathe deeply, and relax. Next, the researcher should verbally state the research questions that he/she is trying to answer. He/she should then allow himself/herself to get a feeling about each book/paper. He/she might even like to pick up the books/papers and sense how they feel to read. If it feels exciting, he/she can return to them later.

The researcher can do the same when choosing which chapters, sections, paragraphs, and sentences to read within texts. He/she can work through a book much more quickly by reading only that which draws him/her in.

It can be seen that this process is quite different from standard research. In normal research, the researcher analyses and judges with the “rational” brain, and selects and ignores data accordingly. With integrated inquiry, the conscious mind is led by something ineffable and subtle, something that it cannot quite see or know, but which nonetheless can be felt and sensed. One is led to dip into, or skim past, information by an integrated intelligence. This is something that will initially be uncomfortable for a conventional researcher. Yet provocation is meant to cause discomfort.

In summary, the more researchers honour intuitive feelings, the stronger the intuitive voice becomes. Employing intuitive feelings can cut a lot of hassle out of the research process, save much time and energy, and lead to an invigorating experience in research and writing.

 

Embracing Synchronicity

Synchronicities are meaningful coincidences. Carl Jung is perhaps the best known theorist of synchronicity.  19 20 For Jung, the cosmos was not the great machine of the modernists. His principle of synchronicity transcends the mechanistic paradigm. Synchronicity is fully compatible with the mystical/spiritual worldview, where matter and consciousness are in interplay in an “intelligent” cosmos.

Personally, I have found that a serendipitous and adventurous approach to research facilitates synchronicities. The synchronicity I described above, where I discovered de Bono’s book on thinking, was exciting. It was fun. Getting too serious and trying too hard are counter-productive to synchronicity.

A key point with synchronicity, and with allowing The Feeling Sense to come into play, is to bring the mind fully into the present moment. This is somewhat akin to the state of “flow,” usually reported in mainstream psychology. 21   When the mind is too cluttered, the intuitive feelings from within cannot be heard.

Being present and having fun with things may pose a challenge to researchers, many of whom are used to being “in the head” and working in institutions that tend to be extremely competitive and serious. A change of attitude is required.

The experience of synchronicity is, in its most exalted form, almost a kind of spiritual rapture. It is a direct affront to the critical/rational worldview. If the researcher can suspend disbelief, synchronicity facilitates serendipities which can be an invaluable aid to research.

 

USING THE CORE OPERATIONS OF INI

In this final section I am going to outline specific applications of the INI tools. I will describe ways in which researchers can apply the core operations of INI. They can be used in conjunction with standard research methods and tools (quantitative and qualitative methods, computers, search engines, indexes, and so on).

This is not an exhaustive list of potential applications. Imagination and experimentation by the researcher can produce many more.

 

Core Operation: Integrated Perception

Integrated intelligence can help in coming to an understanding of the connections within fields of knowledge. It is important in the writing of an article, book, or thesis to appreciate the way that things fit together, and to grasp the relationships between various facets of the research problem. Such understandings often come in leaps of intuition, or “Aha!” moments.

An extract from my Intuitive Diary exemplifies this.

I awoke a little early this morning, and lay half awake. Suddenly it all came together. Everything about the education chapter and the thesis just began to weave itself into one great whole. I saw the model of integrated education, the dynamic model/diagram with self at centre, and the universal feedback loop. I saw M. Scott Peck’s ideas of synchronicity and psychotherapy as spiritual growth weaving in with James Moffett’s and Michael Peters’ ideas of healing/growth/transformation/learning. It all came together in a new vision.

Notice that the entire process was quintessentially inspirational. I was following my sense of excitement. There was a sense of wonder at participating in something more expansive than my conscious mind.

The diagram referred to in the extract ended up in my thesis, and also in the final chapter of my book, Integrated Intelligence. 13   Diagrams and images may come to the researcher in dreams and meditations. Kekule “saw” the molecular configuration of the benzene ring in a dream. 22   Synchronicity and The Feeling Sense may play a part here, as with “Aha!” moments, when an image in a book, on an advertising billboard, or in a TV programme suddenly “jumps out” at the researcher.

The researcher can also be proactive, and deliberately seek to find connections. He/she can ask a question in meditation or during a reflective moment, and wait for an answer of some kind. Free-form Writing can also be used in the same way.

 

Core Operation: Evaluation, Recognition, & Location

Here I have combined three core operations into one, because recognition and location can be seen as subsets of the idea of making choices in your research.

With the information explosion there is an often overwhelming amount of data, and as intuition experts such as Gladwell , Klein, Rowan, and Gigerenzer suggest, the world today is just too complex to comprehend using only the analytical mind. 23 24 25 26   Integrated intelligence can help us recognise, locate, and select information.

You can use INI when you have several research options to choose from. At the beginning of 2009, I was working on two books simultaneously, Sage of Synchronicity and Beyond the Frontiers of Human Intelligence. They are two quite different kinds of books. For a while I was working on Frontiers. Then I suddenly had the feeling to get back into writing Sage. The writing flowed well and then, just a few days later, I awoke in the middle of the night, and there was a song playing in my head. I “listen” to all intuitive prompts, and this includes music. The song was “Gold,” by the 80s pop group Spandau Ballet. The words to that song have strong personal meaning for me, and I felt strongly that this was a vindication of my decision to work on Sage. I made a commitment to follow through and complete the book, which I did. I postponed the completion of Frontiers for six months or so.

INI can also be used in numerous ways to locate data. For the writing of my thesis, I stored hundreds of files on my computer. The search function on Microsoft Office was not so great in those days, so I often used INI to decide which files to open and dip into.

One method I used was to state the question I wished to answer out loud. Then I would open a relevant file on my computer screen, one that might contain dozens of documents. I then ran my finger over the screen. When I felt my finger being “attracted” to a file, I would stop and open it. I would often feel a tingling in my finger; at other times it felt as if there were a “wall” which stopped my finger from moving past a particular file. The key to this process is to “let go,” trust the process, and not try too hard to determine the outcome.

A related method is to stand back a little from the computer screen, relax, and take a deep breath. Next, ask a question and wait for some sense of which file to select. Here, I pay close attention to my inner world—what I see, feel, or hear within my mind. Sometimes a document on the screen will seem to “flash,” “come alive,” or become “attractive.” I then open that file. Other times I just have a strong feeling to open a certain file.

The researcher can use all these kinds of processes when deciding upon which books, chapters, articles, web pages, or even paragraphs to read.

The researcher should be aware that when using the core operations of evaluation, recognition, and location in his/her research, he/she has to be clear about what to look for. A clear set of questions is crucial. It is well known that the brain is a self-organising system, and the introduction of integrated intelligence does not change that fact. 11

This maxim is even true of the very beginning of a research project, although the questions might be quite general at that time.

  • What really interests me about this topic?
  • What areas of this topic really require further research?
  • What am I really drawn to as a possible focus of my research?

As the researcher clarifies his/her research topic, the research questions should become clearer and more specific.

When I initiated my doctoral research and chose my research topic, I allowed The Feeling Sense to direct me. I chose what excited me most. I believe that intuitive intelligence works best when we are “on purpose” with our research, and with our lives.

The Feeling Sense can also be used to good effect in determining where (location) to direct your attention. One morning, about one year into the writing of my thesis, I was sitting on my sofa, relaxing. Suddenly I had an urge to read the book, The Search for the Pearl, by Gillian Ross, which was sitting on top of a pile of books on my coffee table. It was almost as if I were being compelled to pick it up. So I did just that. As I flipped through the book I noticed that it had a section which was highly relevant to the second chapter of my thesis.

Note that I had no conscious awareness of what I might find, or what the outcome would be, no idea of why the action was required. I just went with The Feeling Sense. Conventional researchers might find such a non-linear process difficult at first. I encourage the researcher to gently persist with exploring such alternative means of “research.” The process might well cause confusion. Yet I prefer to see confusion as an integral part of most learning processes, not as a signal to give up. Provocation and confusion go hand in hand. The key is pushing oneself toward discomfort, but not going so far as to create a level of chaos which leads to the breakdown of the whole process (or the researcher!).

I recommend the researcher retain a clear research plan, and keep up a careful consideration of where he/she is going. This will help him/her “return to base” when he/she finds he/she is pushing himself/herself too far. Nonetheless, using integrated intelligence means being open to being taken to places one might not expect or want to go. This is a requirement for “letting go.”

 

Core Operation: Diagnosis

Diagnosis, as part of integrated intelligence, is the immediate realisation of the nature or cause of a problem. This kind of diagnosis does not necessarily follow considered analysis. The knowing is received. The knower and the known become one, if only for an instant.

Still, there is typically a requirement for the researcher to be active, or at least to focus attention on the problem. A relaxed, receptive state of mind works best, and here Meditative States can be deliberately employed. This does not necessarily mean that one needs to be so precise. One can encourage intuitive experience through developing a relaxed and reflective state of mind, such as when walking in nature or when going to sleep and waking.

The following extract, again taken from my Intuitive Diary at the time of my doctoral enrollment, exemplifies the process.

While meditating on today’s study session the word “Skinner” came into my head. It feels right to go with it, so I’m going to write up some stuff on (B.F.) Skinner. It doesn’t feel right to get into the next chapter at this stage, as the info seems too specific. I need to see the big picture, not get lost in the details.

The meditation session I did on this occasion had no specific goal beyond trying to get a sense of what to study that day. To determine my focus, I sat down and went into my feelings.

I often do this during my research. The key distinction is that the process is receptive, but not passive. In the example above, after the meditation was complete I used my Intuitive Diary to reflect further and choose the best way forward. The final choice was made with the conscious, “rational” mind, but my intuition informed the decision. I did not have any conscious understanding of why it was right to go in that direction. I simply aligned with an intelligence greater than my ego, and allowed it to guide me.

The researcher can also be quite specific in his/her focus as he/she uses Meditative States. He/she can center upon one particular question, problem, or issue. Here you put yourself into a deep state of relaxation and repeat the question or problem in your mind. The key is to keep the mind focused on the issue, while still permitting moments of inner silence to allow any ideas to flow freely through the mind. Some discipline may be required to keep the mind on track.

 

Core Operation: Creativity and Innovation

In the Romantic tradition, angels and muses were said to inspire creativity and writing. For example, William Blake credited angelic inspiration for much of his poetry. There are also many recent theorists and thinkers who ascribe to this idea as a literal reality. 27 14 28 29 30

Still, the idea of non-physical, spiritual realms and spiritual guides is anathema to the modern scientific worldview, and likely to remain that way for an indefinite period. Given this, we can think of the idea of spiritual inspiration as a more specific provocation within the broader provocation of integrated intelligence. The goal here for the researcher is not spiritual belief, but an enhanced creativity, and the permitting of a broadening of ways of knowing. If the researcher prefers to use a more conventional explanation for what I am referring to, he/she might like to call it by the more mundane term, “flow”. 21

At a personal level, after my initial experimentation with inspiration and creativity using Free-form Writing, I found that my prose flowed almost effortlessly.

The process behind inspiration and creativity may be alien to many academic researchers. It requires a connection to a stream of thoughts, ideas, and inspirations which lurk just beyond the conscious mind. One requirement is that the researcher carefully observe the recurring thoughts and images that come to mind at all phases of the research process. The Intuitive Diary can be used for this purpose. Another entry in my research journal indicates how a recurring idea became important to the argument of my thesis.

The word “love” keeps coming verbally into my mind. I recall Ken Wilber writing that Eros has been extracted from the world of modern science. Maybe this has led to certain distortions in the modern worldview, and its depiction of intelligence.

The idea that modern science has extracted “feeling” from the world also keeps popping up. Of course, feelings are seminal in intuitions. The eradication of feelings leads to the eradication of intuitions, and a distorted and limited depiction of consciousness, and esp. rationality.

The procedure I used combines so-called left- and right-brained thinking. The intuition, based upon a strong feeling, was completed by analysis. For my philosophically-based doctorate, I argued that a full appreciation and employment of intuition requires an acknowledgment of emotion as a cognitive process. I posited that the devaluation of emotionality in modern Western science had, in turn, led to the devaluation of intuition. The last sentence in the extract above encapsulates the position that I ultimately took.[iii]

After the initial burst of creative insight, and the influx of ideas which Free-form Writing often provide, later research and writing can be shaped according to conventional academic protocols. Inevitably, this will be a more mundane and left-brained process. Nonetheless, it is my experience that creativity and inspiration remain a part of the entire process right through till the final period is posited on the page.

 

Core Operation: Fore-sense

Can information move through time, and be sensed by biological organisms? Consider the following provocation:

I can sense the results of my research decisions, and alter “the future” as I perceive it unfolding before me.

 

It is arguably the most outrageous provocation contained within this paper, according to the critical/rational worldview. Yet there is increasing evidence for the existence of the human capacity for precognition. 31 15 16  The idea is also consistent with certain theoretical developments in quantum physics and systems theory—namely the concept of non-locality, where space and time lose their discrete definitions. 32  Recall, though, that to be useful, provocations require no proof, merely functional applications.[iv]

Meditative States and The Feeling Sense are keys to employing Fore-sense. The following exercise has been designed by me to activate Fore-sense in research decision-making.

To begin the process, the researcher should be relaxed. This could be the case during the hypnogogic state (early morning, late evening) or during meditation. Let us imagine that he/she is an evolutionary biologist, researching the historical development of the theory of evolution. He/she wants to sense whether his/her argument might be strengthened by reading more deeply into the life of the nineteenth century evolutionary theorist, Alfred Russel Wallace. He/she can imagine himself/herself in the time and place where the decision he/she is making is already completed; that is, after he/she has completed his/her reading of Wallace. He/she should feel himself/herself in that future place, yet imagining that the event is occurring in the present. The intuitive information he/she seeks might come in the form of feelings, images, auditory prompts, and so on. He/she may have an intuitive sense of the “rightness” (or otherwise) of the decision. This could be experienced as positive feelings (happiness, confidence, ease, etc.), or negative feelings (fear, frustration, failure, etc.).

After the meditation, he/she can then choose whether to trust his/her intuitions as he/she plans his/her future research, or to ignore them.

Dreams and non-ordinary states of consciousness can also contain fore-sense. I regularly dream about my research, and history contains many examples of researchers being inspired by dreams and visions. Alfred Russel Wallace himself developed a theory of evolution remarkably similar to Darwin’s, and at the same time. Darwin spent twenty years in the field to develop his understanding. The culmination of Wallace’s ideas came to him during a malaria-induced fever.14

I suggest recording any dreams related to your research in your Intuitive Diary. Even if they do not make sense at the time, they may later become more meaningful. This process also helps strengthen the link between the conscious mind and the psyche.

The following extract from my Intuitive Diary contains a precognitive element, and assisted me in clarifying an aspect of the precise nature of the Western epistemology.

Two days ago the word “Deutschland” came to me in big letters just as I was waking upit was a visual image, not auditory: very large white letters on a black background. Later that day I was cleaning out the study room, tidying some papers. The book “Freud and Man’s Soul” by Bettelheim kind of jumped out at meit was lying under some books. I felt it was right to look at it. Later as I was reading it, I recalled the vision of “Deutschland,” because much of the book is about Freud’s Germany. One crucial distinction that comes from the book is that in Germany there are two distinct types of “sciences”one that is empirical, and one that is softer and deals with less quantifiable phenomena. The Anglo West is very positivist, and sees quantification as a central theme in its natural sciences. This is one reason why Freud has been misunderstood (says Bettelheim). Anyway, the book is absolutely wonderful for my thesis.

Researchers do not need to have extraordinary gifts to employ fore-sense. There no need for grand visions, or to be a practicing psychic. In its simplest form, fore-sense is about trusting feelings: feelings for where your research decisions might lead you. The intuitive researcher must learn to follow his/her gut feelings when making choices. Experience has taught me that The Feeling Sense and its fore-sense can put one on the right path without the need for conscious awareness of the reasons why one is headed in that direction. The more the researcher trusts it, the more it “guides” him/her.

 

Finally

My own research is related to the discipline of Postconventional Futures Studies. Futurist Richard Slaughter writes that it is the duty of futurists to offer dissent to mainstream discourses. Readers might like to view this article in that light.  33   If the reader decides to employ integrated intelligence during research, he/she might also consider it a silent act of dissent; a deliberate provocation to inspire the researcher to greater heights of creativity and insight. Integrated inquiry can also be viewed as a personal experiment with genuine cognitive capacities. [v]

The entire experience also requires a complete inversion of the self’s relationship with the world. Personal and planetary transformation is a core outcome of the development of integrated intelligence. The researcher employing integrated inquiry is engaging the world in an act of spiritual intimacy. Even if he/she is doing so as an act of provocation, the successful application of the cognitive skills involved is likely to transform the way he/she sits with the world.

It is my hope that eventually the value of integrated intelligence as a cognitive set, for both individuals and humanity as a whole, will be vindicated. The way forward from the impasse created by the split in the modern mind is not to critique and analyze more books, papers, and ideas. This is a self-limiting approach. The critical/rational mind is not capable of delivering the deep knowing required. The best way to truly understand integrated intelligence is through praxis, via the direct employment of integrated inquiry. This is the central provocation of this paper.

I believe that INI is crucial to our futures, as it is a mindset which connects us with vast realms of information—information which has the potential to situate our research, and the human story itself, within a greater spiritual context.

Notes

 

       1.  Pickstone, J. (2000). Ways of knowing: A new history of science, technology and

medicine. Manchester: Manchester University Press.

       2.  Tarnas, R. (2000). The passion of the western mind. London: Pimlico.

      3.  Sardar, Z. (1998). Postmodernism and the other. London: Pluto Press.

4.  Torff, B., & Sternberg, R.J. (2001) (eds.) Understanding and teaching the intuitive mind.

London: LEA.

      5.  Radin, D. (2006). Entangled minds. New York: Paraview.

      6.  Varvoglis, M. (2003). Scientists, shamans, and sages: Gazing through six hats. The

Journal of Parapsychology, 67 (1).

      7.  Targ, R., & Katra, J. (1999). Miracles of mind: Exploring nonlocal consciousness and

spiritual healing. Novato, CA: New World Library.

      8.  Targ and Katra, 141.

      9.  Targ and Katra, 139.

    10.  Targ and Katra, 142.

    11.  de Bono, E. (2009). Think! Before it’s too late. London: Random House.

    12.  Bolker, J. (1998). Writing your dissertation in fifteen minutes a day. London: Holt

Paperbacks.

    13.  Anthony, M. (2008). Integrated intelligence: classical and contemporary depictions of

mind and intelligence and their educational implications. Rotterdam: Sense Publishers.

    14.  Grof, S. (2000). Psychology of the future. New York: State University of New York Press.

    15.  Sheldrake, R. (2003). The sense of being stared at and other aspects of the extended mind.

London: Arrow Books.

    16.   Radin, Dean. (2006). Entangled minds. New York: Paraview.

    17.   Radin, D. (2008). Science and the taboo of psi. On-line video lecture. Retrieved from

http://au.youtube.com/watch?v=qw_O9Qiwqew.

    18.  Jiyu, R. (ed.) The book of Lao Zi. Beijing: Foreign Languages Press.

    19.  Jung, C. (1973). Synchronicity. New York: Bollingen.

    20.  Jung, C. (1989). Memories, dreams, reflections. New York: Vintage.

    21.  Czikszentmihalyi, M. (1994). A psychology for the third millennium. New York: Harper

Perennial.

    22.   Kafatos, M., & Kafatou, T. (1991). Looking in seeing out. Wheaton, IL: Quest Books.

    23.  Gladwell, M. (2005). Blink: The power of thinking without thinking. London: Allen Lane.

    24.  Klein, G. (2003). The power of intuition. New York: Doubleday.

    25.  Rowan, R. (1991). The intuitive manager. New York: Berkley.

    26.  Gigerenzer, G. (2008). Gut Feelings. London: Penguin.

    27.  Fox, M., & Sheldrake, R. (1996). The physics of angels. San Francisco: Harper San

Francisco.

    28.  Kubler‐Ross, Elizabeth. (1997). The wheel of life. New York: Simon and Schuster.

    29.  Mack, J. (1999). Passport to the cosmos. New York: Three Rivers Press.

    30.  Weiss, B. (1985). Many lives, many masters. New York: Fireside.

    31.  Braud, W. (2003). Distant mental influence. Charlottesville, VA: Hampton Roads.

    32.  Sheldrake, R., McKenna, T., & Abraham, R. (2001). Chaos, creativity, and cosmic

consciousness. Rochester, MN: Park Street Press.

    33.  Slaughter, R. (2006). Beyond the Mundane—Towards Post-Conventional Futures

Practice. The Journal of Futures Studies, 10 (4), 15-24.

    34.  McTaggart, L. (2007). The intention experiment. New York: Free Press.

Anthony, M. (2006). The case for integrated intelligence. World Futures: The Journal of General Evolution, 64 (4), 233-253.

Anthony, M. (2009). Futures research at the frontiers of mind. Foresight, 11 (1), 61-80.

Bettelheim, B. (2001). Freud and man’s soul. Sydney: Pimlico.

Peck, M.S. (1984). The Road Less Travelled. New York: Arrow

Ross, G. (1993). The search for the pearl. Sydney: ABC Books.

Wilber, K. (2000). Sex, ecology, spirituality. Boston: Shambhala.


[i] Some elements of this paper have also been covered in another paper, “Futures Research at the Frontiers of Mind”. However, with the exception of two of the diary extracts, no parts have been copied.

[ii] For a more thorough examination of evidence for such cognitive processes, see Sheldrake, Radin, and McTaggart. 15 16 34

[iii] My book, Integrated Intelligence, is based upon my doctoral research. 13 For a more reader-friendly treatment of the same subject matters, refer to my upcoming book, Beyond the Frontiers of Human Intelligence (available late-2010, from Benjamin Franklin Press Asia).

[iv] To make my own position clear: I believe that humans do have the cognitive capacity for fore-sense, particularly where decisions are deeply meaningful and emotively laden. This is tentatively supported by research into telepathy and precognition. 15

[v] Slaughter has argued that Futures Studies has evolved towards the Postconventional. This incorporates the idea of transpersonal modes of awareness, and is directly taken from the philosophy of Ken Wilber. My personal perspective is that this is a philosophical position and a personal value judgment, and is in no way meant to imply an inevitable evolution

Entangled Minds and the Future

Written by Marcus T. Anthony on Feb 2011 

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This paper has recently been submitted to Foresight journal.

 

This paper argues the importance of the concepts of entanglement and the extended mind from the perspective of Deep Futures. Emphasised in particular are the reasons why their importance is yet to be fully appreciated, taking into consideration ideas such as epistemology, consciousness evolution, and ways of knowing. The entanglement of mind is an idea that may potentially shift the western dominant mechanistic paradigm and herald the beginning of a more holistic way of seeing the universe, even as it challenges the established paradigmatic thinking which resists it. Entanglement might also establish either a sound metaphor or mechanism for the existence of the extended mind, including integrated intelligence and extrasensory perception. The legitimating of the intuitive mind might in turn make its employment in science and education more acceptable.

Media Kit for Discover Your Soul Template

Written by Marcus T. Anthony on 2010-01-05 

Click on the link to download the full press kit.

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5. About Marcus T. Anthony

6. Press photos of Marcus T. Anthony

7. Suggested interview questions

8. Possible themes for television/media discussion

9. Quotes from Discover Your Soul Template

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Integrated Intelligence

BOOKS (ACADEMIC): This book is an exhaustive coverage of a crucial but poorly understood subject  matter. Marcus T. Anthony examines theories of intelligence and consciousness, and the way in which they represent (or exclude) intuitive, spiritual and mystical experience. It will satisfy the more academically rigorous reader.

Marcus T. Anthony’s argument identifies the way narrowly defined ‘rational’ definitions of mind have come to dominate and restrict contemporary discourses in science and education. He develops the theory of integrated intelligence, an expanded model which incorporates the non-rational elements of human intelligence, long missing in mainstream western discourses. Anthony indicates how and why they should be incorporated into modern education systems.

 Available on major online book retailers such as Amazon.com and Barnes and Noble.

 

Words of praise for Integrated Intelligence

Integrated Intelligence is an exceptional book. I am most impressed by the fact that Anthony has forged ahead and got to where the discourse will, if we are lucky, arrive in maybe another decade or more.

DR DAVID LOYE, ex-faculty Princeton University.

 

This book is a highly ambitious one which succeeds in presenting a well documented, intelligently structured, convincingly developed concept which could well make an original contribution to thought.

DR FELICITY HAYNES, ex-Dean of Education, The University of Western Australia.

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Extraordinary Mind: Integrated Intelligence and the Future

“Extraordinary Mind is clear, engaging, and well written. It is a trip.” From the foreword by futurist Tom Lombardo, PhD.

MARCUS’ BOOKS:Extraordinary Mind is clear, engaging, and well written. It is a trip.” From the foreword by futurist Tom Lombardo, PhD.

What if we could see into the past, present and future?

Integrated Intelligence is the natural human ability to connect with a greater universal mind. Futurist and visionary Marcus T. Anthony shows you that this evolutionary breakthrough is here, now! Dr Anthony draws upon decades of research, and his direct experience in activating extraordinary mind in his own life. He has helped many others do the same. The tales detailing his astonishing experiences around the world are truly enlightening. Whether it be chasing UFOs in Australia, journeys out of the body, connections with otherworldly beings, or dreaming the future before it happens, Dr Anthony’s stories will entertain, enthrall and expand your understanding of the cosmos in which you live.

In Extraordinary Mind you will discover:

  • Why the secret of Integrated Intelligence is a crucial part of human futures.
  • Why the power of Integrated Intelligence is widely misunderstood in modern science.
  • What Deep Futures are, and how they can help us survive the crises of the modern world.
  • That your ability to develop an extraordinary mind is not a question of “if”, but “when” – when you make the commitment to do so.
  • The six key abilities of Integrated Intelligence, and how to apply them in your life.

Price: Paperback: $US 17.95, eBook $3.99. Click here