constructive developmental framework

The constructive developmental framework (CDF) is a theoretical framework for epistemological and psychological assessment of adults. The framework is based on empirical developmental research showing that an individual's perception of reality is an actively constructed "world of their own", unique to them and which they continue to develop over their lifespan. CDF was developed by Otto Laske based on the work of Robert Kegan and Michael Basseches, Laske's teachers at Harvard University. The CDF methodology involves three separate instruments that respectively measure a person's social–emotional stage, cognitive level of development, and psychological profile. It provides three epistemological perspectives on individual clients as well as teams. These constructs are designed to probe how an individual and/or group constructs the real world conceptually, and how close an individual's present thinking approaches the complexity of the real world.

The constructive developmental framework (CDF) is a theoretical framework for epistemological and psychological assessment of adults. The framework is based on empirical developmental research showing that an individual's perception of reality is an actively constructed "world of their own", unique to them and which they continue to develop over their lifespan. CDF was developed by Otto Laske based on the work of Robert Kegan and Michael Basseches, Laske's teachers at Harvard University. The CDF methodology involves three separate instruments that respectively measure a person's social–emotional stage, cognitive level of development, and psychological profile. It provides three epistemological perspectives on individual clients as well as teams. These constructs are designed to probe how an individual and/or group constructs the real world conceptually, and how close an individual's present thinking approaches the complexity of the real world. ==Overview== The methodology of CDF is grounded in empirical research on positive adult development which began under Lawrence Kohlberg in the 1960s, continued by Robert Kegan (1982, 1994), Michael Basseches 1984, and Otto Laske (1998, 2006, 2009, 2015, 2018). Laske (1998, 2009) introduced concepts from Georg Wilhelm Friedrich Hegel's philosophy and the Frankfurt School into the framework, making a strict differentiation between social–emotional and cognitive development. Kegan (1982) described five stages of development, of which the latter four are progressively attained only in adulthood. Basseches (1984) showed that adults potentially transcend formal logical thinking by way of dialectical thinking, in four phases, measurable by a fluidity index. Both Kegan's and Basseches' findings were updated and refined by Laske in 2005 and 2008 respectively. In 2008 and 2015, Laske proposed that dialectical thought forms are an instantiation of Roy Bhaskar's four moments of dialectic (MELD; Bhaskar 1993), and that these ontological moments form a sequence M→E→L→D that underlies individual cognitive development (Laske 2015), providing a basis for a dialectical cognitive science as well as a cognitively oriented management science. Based on the concept of 'dialogical dialectic', Laske stressed the need for a dialogical, in contrast to a monological, social science. The CDF methodology involves three separate instruments that respectively measure a person's social–emotional stage ('what should I do and for whom?'), cognitive level of development ('what can I know and what therefore are my options?'), and psychological profile ('how am I doing right now?'). The first two tools (ED, CD) provide an epistemological, the third (NP) a psychological, perspective on a person or team. See the list of references below. In CDF, social-emotional, cognitive, and psychological assessment are arrived at separately, as follows: A person's social-emotional profile addresses the question "What should I do and for whom?"; it is evaluated based on a semi-structured 1-hour interview in terms of "stages" (created by Kegan-Lahey in 1988, refined by Laske 2005). A person's cognitive profile addresses the question "What can I know and what consequently are my options?"; it is evaluated based on a semi-structured 1-hour interview in terms of "dialectical thought forms" and the fluidity of their use during the interview or in a written text (Basseches 1984; refined by Laske 2008). A person's psychological profile addresses the question "How am I presently doing?"; it is evaluated based on Morris Aderman's Need-Press Questionnaire (NP) grounded in Henry Murray's theory of personality (Aderman 1970). In CDF, each of these profiles by itself is considered a pure abstraction since it is only in their togetherness that the "hidden dimensions of a person's consciousness" can be empirically understood and made the basis of an intervention. Importantly, a CDF intervention requires dialectical thinking, in contrast to purely logical thinking as used in positivistic research. For this reason, CDF is a model of dialogical, not monological, research. Laske, Otto E. (2018), Interdevelopmental Institute Blogs, https://www.interdevelopmentals.org/?page_id=4831. Laske, Otto E: Dialectic as core discipline of integral epistemology: Establishing Bhaskar's MELD as the corner stone of professional thinking about human flourishing. Integral Journal of Theory and Practice, vol. 10 no. 2 (2016). Laske, Otto E.: How Roy Bhaskar extended and deepened the notion of cognitive adult development, Integral Leadership Review, Summer (2016). Laske, Otto E: Dialectical thinking for integral leaders: a primer. Integral Publishers, Tucson, AZ (2015), . Laske, Otto E. (Hrsg.): The Constructive Developmental Framework – Arbeitsfähigkeit und Erwachsenenentwicklung. Wirtschaftspsychologie, Nr. 1/2010, . Laske, Otto E.: À la découverte du potentiel humain: Les processus de développement naturel de l'adulte. Gloucester, MA: Interdevelopmental Institute Press 2012. Laske, Otto E.: Humanpotenziale erkennen, wecken und messen. Handbuch der entwicklungsorientierten Beratung. Bd. 1. Interdevelopmental Institute Press, Medford, MA 2010, . Laske, Otto E.: Measuring hidden dimensions. Foundations of requisite organization. Volume 2. Interdevelopmental Institute Press, Medford, MA 2009, . Laske, Otto E.: Measuring hidden dimensions. The art and science of fully engaging adults. Volume 1. Interdevelopmental Institute Press, Medford, MA 2006, . Laske, Otto E: Transformative effects of coaching on executives' professional agenda. PsyD dissertation. Bell & Howell Company, Boston, MI 1999. Ogilvie, Jean: Cognitive development: a new focus in working with leaders. In: Wirtschaftspsychologie, Nr. 1/2010, , pp70–75. Schweikert, Simone: CDF als Bildungswerkzeug für Menschen im Zeitalter der Wissensökonomie. In: Wirtschaftspsychologie, Nr. 1/2010, , pp90–95. Shannon, Nick: CDF: towards a decision science for organisational human resources? A practitioner's view. In: Wirtschaftspsychologie, Nr. 1/2010, , pp34–38. Stewart, John, John Stewart reviews Laske on dialectical thinking, Integral Leadership Review 8/31/2016.

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