http://www.univie.ac.at/knowledge/peschl/teaching/wthse2/knowledge_creation/

> B6 Presencing — Creating radically new knowledge | Project 5

[face-to-face | whole group | individually | outdoor]

page navigation: Contents | Learning outcomes | Deliverables | WWW-Form (for turning in project deliverables) | Readings |

Contents & objectives

In this phase the group enters into a space of creating (profoundly) new knowledge in an individual process of letting-go and emergence: in a first step the process of collective sense making about the KCT’s thematic field is continued. On the basis of the thematic field and its reflection each participant individually exposes him-/herself to the silence of nature by letting-go his/her patterns of thought and perception; in that activity one creates an empty space in which the new can emerge in a fragile process of balancing openness, listening to “what wants to emerge”, following one’s train of thoughts and letting them go...

In this process of presencing (Scharmer 2007, Senge et al. 2004) both radically new and at the same time “organically grown” knowledge emerges out of a profound understanding of the thematic field (having been developed in the previous units) and a deep unity with what is there and with oneself; this is achieved by discovering and exploring both the core assumptions and the potentialities of the field and oneself.

In a final step the resulting themes and questions of the participants are brought together and “negotiated” in a (generative) dialogue-like setting. This dialogue aims at coming up with a collective project description reflecting both the individuals’ themes and a shared vision of the KCT.

Learning outcomes

• Understanding, practicing, and ability to moderate the process of a dialogue
• Reflection of one’s assumptions and the possible implications of changing them
• Understanding, experiencing and experimenting with the process of presencing and creating radically new knowledge
• Experience of what it means to generate knowledge which “wants to emerge”
• Understanding and experiencing the process of exposing oneself to silence, listening, and waiting for new/emergent knowledge
• Attitude of openness
• Understanding and experiencing the fragility of processes of knowledge creation

Process

1. Re-entering the thematic field and bringing it back to mind — Dialogue

2. Presencing: Letting-go and entering the field of emerging new knowledge
   • listen to what wants to emerge
3. Reflection & negotiating joint project — Generative Dialogue

Deliverables [Project 5: Joint project theme/idea]

Find a common theme and negotiate a concrete project (idea) out of the process of presencing (in a dialogue like manner)

• Written description of a joint project (idea) having emerged out of the individual and collective processes of this day [use electronic form in below]:
• Project has to fulfill the following criteria:
  • it should be radically/profoundly new
  • it should reflect the joint vision of the KCT
  • it should be concrete, feasible, and realizableit should be realizable as a prototype (see phase Prototyping)
• Format:
• 1-3 sentences sketching what the theme, core idea, and intention of the project is
• 2-4 questions which are driving this project

• Document the project idea in the KCT’s WWW project/observation space

 

WWW-Form for turning in project deliverables [Project 5]

• Please fill in this electronic form
• Each KCT has to deliver only one form
• Deadline: 5 after this unit!

 

WWW-Form for delivering your project (items with an "*" are compulsory)

Family Name*	(name of person who is responsible & submitting this form)
First Name*
Student ID (Matrikelnummer)*
e-mail address*
Names of other participants in the KCT*	First name | Family name
Number & name of KCT*	KCT1 KCT2 KCT3 KCT4 KCT5 KCT6 KCT7 KCT8 KCT9 KCT10
Joint project idea *
Link to project/observation space * please use the form of: http://www...	http://...
login information* please provide the login information for entering into the observation/project space	login name: password:
Topic/title/theme of the joint project*
Short description of the joint project* 1-3 sentences sketching what the theme, core idea(s), and intention of the project is
Driving questions* 2-4 questions which are driving you and this project
Reflection* provide a short reflection on the experiences, difficulties, etc. in the process of finding this topic (or a link to the relevant places in the observation space)
Message to the instructor (optional)
If you encounter any problems please contact the instructor.

Readings

Dialogue

Bohm, D. (1996). On dialogue. London; New York: Routledge.

Bohm, D., D. Factor, and P. Garrett (1991). Dialogue. A proposal. http://www.david-bohm.net/dialogue/dialogue_proposal.html [26.2.2006].

Ehmer, S. (2004). Dialog in Organisationen. Praxis und Nutzen des Dialogs in der Organisationsentwicklung (Dissertation). Kassel: Universität Kassel, Beiträge zur Supervision.

Isaacs, W.N. (1999). Dialogue and the art of thinking together: A pioneering approach to communicating in business and life. New York: Doubleday Currency.

Isaacs, W.N. (1999). Dialogic leadership. The Systems Thinker 10(1), 1–5.

Schein, E.H. (1993). On dialogue, culture and organizational learning. Organization Dynamics 22(2), 44–51.

Presencing/U-theory

Peschl, M.F. (2007). Triple-loop learning as foundation for profound change, individual cultivation, and radical innovation. Construction processes beyond scientific and rational knowledge. Constructivist Foundations 2(2-3), 136–145.

Scharmer, C.O. (2000). Presencing: Learning from the future as it emerges. On the tacit dimension of leading revolutionary change. Helsinki School of Economics, Finnland and the MIT Sloan School of Management: Conference On Knowledge and Innovation, May 25-26, 2000. http://www.dialogonleadership.org/PresencingTOC.html [02.02.2005].

Scharmer, C.O. (2007). Theory U. Leading from the future as it emerges. The social technology of presencing. Cambridge, MA: Society for Organizational Learning.

Schein, E.H. (1996). Kurt Lewin’s change theory in the field and in the classroom: notes toward a model of managed learning. Systems Practice 9(1), 27–47.

Senge, P., C.O. Scharmer, J. Jaworski, and B.S. Flowers (2004). Presence. Human purpose and the field of the future. Cambridge, MA: Society for Organizational Learning.

 

 

 

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last update: Friday, 01-Mar-2013 00:36:18 CET | version 1.4	up
© M.F.Peschl	site navigation (courses): PhD-M: Phil. of Science (SE) Knowledge Lab (SE) B knowledge creation/pesencing units B0: Questions B1: Emergent Fields B2: Co-Initiating B3: Negotiating Observation B4: Deep Observation B5: Creating Collective Sense Organs B6: Presencing B7: Crystallizing & Prototyping B8: Creating New Realities B9: Reflection & Theory   Diretions to outdoor location TBA