[[Cook-Greuter]]

EDT is distinguished from other development theories because it is focused on meaning making


Theory of growth and meaning making

Like nested dolls

Higher doesn't necessarily mean better. Greater awareness includes greater recognition of paradoxes and challenges

First half = increased differentiation towards a a separate adult self with clearly defined boundaries

Second half = Increasing deconstruction of constructed boundaries towards a conscious union


Some general tenets of constructive developmental theory:


- In general, full-range human development theories share most of the following assumptions:

	-     Development theory describes the unfolding of human potential towards deeper understanding, wisdom and effectiveness in the world.
    
	-     Growth occurs in a logical sequence of stages or expanding world views from birth to adulthood. The movement is often likened to an ever widening spiral.
    
	-     Overall, world views evolve from simple to complex, from static to dynamic, and from ego- centric to socio-centric to world-centric.
    
	-     Later stages are reached only by journeying through the earlier stages. Once a stage has been traversed, it remains a part of the individual’s response repertoire, even when more complex, later stages are adopted as primary lenses to look at experience.
    
	-     Each later stage includes and transcends the previous ones. That is, the earlier perspectives remain part of our current experience and knowledge (just as when a child learns to run, it doesn’t stop to be able to walk). Each later stage in the sequence is more differentiated, integrated, flexible and capable of optimally functioning in a rapidly changing and ever more complex world.
	-    People’s stage of development influences what they notice and can become aware of, and therefore, what they can describe, articulate, cultivate, influence, and change.
    
	-     As healthy development unfolds, autonomy, freedom, tolerance for difference and ambiguity, as well as flexibility, self-awareness, and skill in interacting with the environment increase while defenses decrease.
    
	-     Derailment in development, pockets of lack of integration, trauma and psychopathology are seen at all levels. Thus later stages are not more adjusted or “happier.”
    
	-     A person who has reached a later stage can understand earlier world-views, but a person at an earlier stage cannot understand the later ones.
    
	-     The depth, complexity, and scope of what people notice can expand throughout life. Yet no matter how evolved we become, our knowledge and understanding is always partial and incomplete.
    
	-     Development occurs through the interplay between person and 	environment, not just by one or the other. It is a potential and can be encouraged and facilitated by appropriate support and challenge, but it cannot be guaranteed.
    
	-     While vertical development can be invited and the environment optimally structured towards growth, it cannot be forced. People have the right to be who they are at any station in life.
    
	-     The later the stage, the more variability for unique self-expression exists, and the less readily we can determine where a person’s center of gravity lies.
    
	-     All stage descriptions are idealizations that no human being fits entirely.


differentiation vs. integration
- "Human development in general can be looked at as a progression of different ways of making sense of reality or in a sequence of stages of meaning making. The stages follow each other alternating between those that emphasize, on balance, differentiation over integration and those favoring integration over differentiation. This pattern of differentiation to integration can be observed both overall and from stage to stage."