Paul Marko's Mindful Endeavors

Articles

All articles are in MS Word format.

Many people have asked about my dissertation and why its findings are significant in terms of what is known about ego development. Therefore, I have decided to post a synopsis and be open for questions about the topic.

Dissertation Study Synopsis

Dissertation Study Synopsis

"Abjure the why and seek the how"

Sir Francis Burton

The human worldview, and thus its potential for development, is held in place by the adoption of assumptions and moved forward when those assumptions are exchanged for broader, more encompassing ones (Kegan,1982; Wade, 1996). Environmental factors and personal attitudes needed for this type of change are beginning to be understood and studied (Bursik, 1991; Helson & Srivastava, 2001). Models depicting conceptualizations of how changes in worldview and human growth might take place are prolific (Beck & Cowan, 1996; Kegan, 1982, Piaget, 1952; Wilber, 2000). Most of these change models depict the building up of conflicting ideas causing stress and dissatisfaction with the current state of affairs. They also describe a resolution process that takes place (when human vertical growth occurs) in which the individual reconfigures his or her worldview around another set of assumptions and moves to a more sophisticated level of development (Cook-Greuter, 1999; Kegan, 1982; Maslow, 1971; Wade, 1996). I refer to this change process as the "dilemma based model." (read the rest)

Loevinger & Cook-Greuter's Levels of Ego Development

 A Characteristic Explanation For Exploration Purposes of the Loevinger/Cook-Greuter Model

The Enneagram and Ego Development: Exploring the confluence of two powerful systems for understanding personal growth


By Paul Marko with, David Daniels and Terry Saracino

How does the Enneagram model as described by Palmer/Daniels work with the ego development system defined by Loevinger/Cook-Greuter? When we as Enneagram professionals work with clients to help them to "dis-identify" from type are we aiding them to move through expansion levels on a step model? Is ego development slightly disparate for the different Enneagram types, or subtypes? Can the knowledge of both systems help Enneagram professionals in all fields understand and work with clients in a more productive way? Finding possible answers to these and other questions was a topic at the July Enneagram Teacher's Conference. (read the rest)