Developing the Horizons of the Mind : Relational and Contextual Reasoning and the Resolution of Cognitive Conflict

Developing the Horizons of the Mind is a comprehensive book on Relational and Contextual Reasoning (RCR), a theory of the human mind which powerfully addresses key areas of human conflict such as the ideological conflict between nations, the conflict in close relationships and the conflict between science and religion. K. Helmut Reich provides a clear and accessible introduction to the fresh RCR way of thinking that encourages people to adopt an inclusive rather than an oppositional approach to conflict and problem-solving. Part one outlines the key aspects of RCR theory and supporting empirical data and part two provides examples of its application in the world. RCR provides a stimulating and challenging tool to several disciplines, including philosophy, psychology, religious studies and education, and this book will be a valuable resource for cognitive scientists, psychotherapists, theologians, educators and all those involved in conflict resolution. Half-title 3 Title 5 Copyright 6 Dedication 7 Contents 9 Figures 12 Tables 13 Acknowledgements 15 Introduction 17 Part I The Theory of Relational and Contextual Reasoning (RCR) and its Empirical Study 25 1 Introduction 27 Caveats 27 The nature of relational and contextual reasoning 28 Basic features 28 Preliminary remarks on logic 31 Components of RCR 32 RCR, a postformal theory 35 An empirical finding and its first analysis 36 Previous work on relational thinking 38 Summary of the introduction 39 2 Development of RCR 41 Anthropology adopted 41 Theories of cognitive development 42 Cognitive development and RCR 43 Unreflected, object-reflecting, and means-reflecting thought 45 Intra-inter-trans–the ‘logic’ of RCR development 48 Input to the present study from earlier work 49 Summary of RCR development 50 3 Metaphysical Assumptions and Theory of RCR 51 Assumptions adopted from the philosophy of knowledge 51 Options 51 Present epistemological choice 53 Assumptive framework and methodology adopted 56 Theory of RCR 57 Philosophical analysis 57 Ontology, epistemology and methodology of RCR 59 The logic imbedded in RCR 61 Summary of the metaphysical and theoretical grounding of RCR 62 4 Empirical Studies of RCR 63 Overview 63 Methodological commonalities 65 Pilot study 1: RCR level descriptions and RCR effectiveness as pragmatic reasoning schema 66 Method 66 Results 67 Discussion 69 Pilot study 2: additional RCR interview problem 71 Administration 71 Typical results and analysis 71 Subsequent performance of the new problem 74 Pilot study 3: RCR and Piagetian operations 75 Method 75 Results and discussion 78 Pilot study 4: RCR, Piagetian operations, cognitively complex thinking, and evolved logics 79 Hypotheses 80 Method 80 Results 82 Discussion of pilot studies 3 and 4 88 Summary of empirical studies and outlook 90 5 Other Thought Forms and Matching Them to the Problem at Hand 91 Other thought forms relevant to RCR 91 Piagetian logico-mathematical thinking 91 Task 92 Underlying logic 92 Applications of formal binary logic 93 Examples of formal binary logical operations 96 The INCR group 98 A Piagetian task from the Internet 99 Cognitively complex thinking 100 Dialectical thinking 101 Analogical thinking 103 Concluding remarks 104 Matching the form of thought to the structure of the problem 107 Development of children’s natural epistemology 107 Five examples of matching the thought form to the problem 108 The problems 108 The Piagetian task 109 The cognitively complex problem 110 The dialectical problem 110 The analogical problem 111 The RCR problem 111 Concluding remarks 113 Summary of other thought forms and matching them to the problem at hand 113 Part II Applications of RCR 115 Overview 117 6 Methodology 119 Method for applying RCR 119 Demonstration of a particular search 120 Background knowledge about science and religion/theology 120 Applying RCR to science and religion/theology 127 7 Religion 132 Religion and the nature of human beings 132 Religion and its truth claims 132 Applying RCR 134 Understanding religious doctrines 136 The empirical study 138 The three personae and the single Trinitarian God 139 Conclusions 141 Co-ordination of religious and scientific world views 142 RCR and religious development 145 Fowler’s stages of faith 145 Oser/Gmünder’s stages of religious judgement 146 Conclusions 148 8 The Archaeology of RCR 149 Fathers of the Council of Chalcedon 149 Vincent van Gogh 150 William James 152 Rainer Maria Rilke 153 Robert Musil 155 Niels Bohr 156 Conclusions 159 9 Psychology 161 Psychology as a discipline 161 Desiderata resulting from applying RCR 161 Meeting the desiderata 162 The case of individual development 165 Psychophysiological phenomena 167 Which music for which purpose? 168 Conclusions 172 10 Education 173 Who controls the educational system? 173 Teaching the investiture contest 174 Stimulating RCR in the classroom 175 Hurdles on the way to RCR 175 General approach in the classroom 176 Specific stimulating actions 177 Concluding remarks 179 11 Social Issues 181 Overcoming illegal use of drugs 181 RCR desiderata 181 The situation in Switzerland 182 The Swiss governmental programme 183 The programme of the city of Frankfurt am Main, Germany 187 Nuclear power 190 RCR desiderata 190 Event descriptions 191 Dealing technically with existing nuclear powe installations 193 Human aspects 194 Coming to grips with certain wider human problems 194 Energy for the future 196 Ways to solve old problems and create new work 197 Rehabilitation of depressed areas 197 Employment via a ‘third system’ 198 Concluding remarks 200 12 Conclusions 201 This volume 201 Postscript 203 The visions of Reginald Victor Jones 203 The visions of Daniel Goeudevert 204 Appendix 1 Interviewing techniques 207 Preparations 207 Taking into account the age of the interviewee 208 The actual interview 208 Appendix 2 Scoring manual for RCR 210 Brief summary of RCR levels 210 Exemplars of interview excerpts as a help for scoring 211 References 215 Index 235 Half-title......Page 3 Title......Page 5 Copyright......Page 6 Dedication......Page 7 Contents......Page 9 Figures......Page 12 Tables......Page 13 Acknowledgements......Page 15 Introduction......Page 17 Part I The Theory of Relational and Contextual Reasoning (RCR) and its Empirical Study......Page 25 Caveats......Page 27 Basic features......Page 28 Preliminary remarks on logic......Page 31 Components of RCR......Page 32 RCR, a postformal theory......Page 35 An empirical finding and its first analysis......Page 36 Previous work on relational thinking......Page 38 Summary of the introduction......Page 39 Anthropology adopted......Page 41 Theories of cognitive development......Page 42 Cognitive development and RCR......Page 43 Unreflected, object-reflecting, and means-reflecting thought......Page 45 Intra-inter-trans–the ‘logic’ of RCR development......Page 48 Input to the present study from earlier work......Page 49 Summary of RCR development......Page 50 Options......Page 51 Present epistemological choice......Page 53 Assumptive framework and methodology adopted......Page 56 Philosophical analysis......Page 57 Ontology, epistemology and methodology of RCR......Page 59 The logic imbedded in RCR......Page 61 Summary of the metaphysical and theoretical grounding of RCR......Page 62 Overview......Page 63 Methodological commonalities......Page 65 Method......Page 66 Results......Page 67 Discussion......Page 69 Typical results and analysis......Page 71 Subsequent performance of the new problem......Page 74 Method......Page 75 Results and discussion......Page 78 Pilot study 4: RCR, Piagetian operations, cognitively complex thinking, and evolved logics......Page 79 Method......Page 80 Results......Page 82 Discussion of pilot studies 3 and 4......Page 88 Summary of empirical studies and outlook......Page 90 Piagetian logico-mathematical thinking......Page 91 Underlying logic......Page 92 Applications of formal binary logic......Page 93 Examples of formal binary logical operations......Page 96 The INCR group......Page 98 A Piagetian task from the Internet......Page 99 Cognitively complex thinking......Page 100 Dialectical thinking......Page 101 Analogical thinking......Page 103 Concluding remarks......Page 104 Development of children’s natural epistemology......Page 107 The problems......Page 108 The Piagetian task......Page 109 The dialectical problem......Page 110 The RCR problem......Page 111 Summary of other thought forms and matching them to the problem at hand......Page 113 Part II Applications of RCR......Page 115 Overview......Page 117 Method for applying RCR......Page 119 Background knowledge about science and religion/theology......Page 120 Applying RCR to science and religion/theology......Page 127 Religion and its truth claims......Page 132 Applying RCR......Page 134 Understanding religious doctrines......Page 136 The empirical study......Page 138 The three personae and the single Trinitarian God......Page 139 Conclusions......Page 141 Co-ordination of religious and scientific world views......Page 142 Fowler’s stages of faith......Page 145 Oser/Gmünder’s stages of religious judgement......Page 146 Conclusions......Page 148 Fathers of the Council of Chalcedon......Page 149 Vincent van Gogh......Page 150 William James......Page 152 Rainer Maria Rilke......Page 153 Robert Musil......Page 155 Niels Bohr......Page 156 Conclusions......Page 159 Desiderata resulting from applying RCR......Page 161 Meeting the desiderata......Page 162 The case of individual development......Page 165 Psychophysiological phenomena......Page 167 Which music for which purpose?......Page 168 Conclusions......Page 172 Who controls the educational system?......Page 173 Teaching the investiture contest......Page 174 Hurdles on the way to RCR......Page 175 General approach in the classroom......Page 176 Specific stimulating actions......Page 177 Concluding remarks......Page 179 RCR desiderata......Page 181 The situation in Switzerland......Page 182 The Swiss governmental programme......Page 183 The programme of the city of Frankfurt am Main, Germany......Page 187 RCR desiderata......Page 190 Event descriptions......Page 191 Dealing technically with existing nuclear powe installations......Page 193 Coming to grips with certain wider human problems......Page 194 Energy for the future......Page 196 Rehabilitation of depressed areas......Page 197 Employment via a ‘third system’......Page 198 Concluding remarks......Page 200 This volume......Page 201 The visions of Reginald Victor Jones......Page 203 The visions of Daniel Goeudevert......Page 204 Preparations......Page 207 The actual interview......Page 208 Brief summary of RCR levels......Page 210 Exemplars of interview excerpts as a help for scoring......Page 211 References......Page 215 Index......Page 235 "Developing the Horizons of the Mind is the first book on Relational and Contextual Reasoning (RCR), a new theory of the human mind which powerfully addresses key areas of human conflict such as the ideological conflict between nations, the conflict in close relationships, and the conflict between science and religion. K. Helmut Reich provides a clear and accessible introduction to the new RCR way of thinking that encourages people to adopt an inclusive rather than an oppositional approach to conflict and problem-solving. Part one outlines the key aspects of RCR theory and supporting empirical data, and Part two offers examples of its application in the modern world. RCR provides a stimulating and challenging tool to several disciplines, including philosophy, psychology, religious studies and education, and this book will be a valuable resource for cognitive scientists, psychotherapists, theologians, educators and all those involved in conflict resolution."--Publisher's description Pt. I. The Theory Of Relational And Contextual Reasoning (rcr) And Its Empirical Study. 1. Introduction. 2. Development Of Rcr. 3. Metaphysical Assumptions And Theory Of Rcr. 4. Empirical Studies Of Rcr. 5. Other Thought Forms And Matching Them To The Problem At Hand -- Pt. Ii. Applications Of Rcr. 6. Methodology. 7. Religion. 8. The Archaeology Of Rcr. 9. Psychology. 10. Education. 11. Social Issues. 12. Conclusions. K. Helmut Reich. Includes Bibliographical References (p. 199-218) And Index. This book is about Relational and Contextual Reasoning (RCR), a new theory of the human mind that addresses key areas of human conflict, such as the ideological conflict between nations, in close relationships and between science and religion. K. Helmut Reich provides a clear and accessible introduction to the RCR way of thinking that encourages an inclusive rather than oppositional approach to conflict and problem-solving. This book examines the Relational and Contextual Reasoning (RCR), a theory of the human mind which powerfully addresses key areas of human conflict such as the ideological conflict between nations, the conflict in close relationships and the conflict between science and religion.