Part 1 - the NR group

Transcription

As you read this book,
refer to this diagram or on the back cover
if you need to be reminded of the Octaikon’s faculties.
© A. Marcus J. Robbins
2010
Octaikon draft 10/02/2010
CONTENTS OF PART 1
CONTENTS ..................................................................................................ii
Dedication ....................................................................................................iii
About the book .............................................................................................iv
About the author............................................................................................ v
Think thank...................................................................................................vi
Preface .........................................................................................................vii
PART 1 – THE MODEL............................................................................... 1
1-1 So – what’s an Octaikon? ....................................................................... 1
Four ‘main’ faculties.................................................................................. 2
Observation............................................................................................. 3
Interpretation .......................................................................................... 4
Expression .............................................................................................. 5
Application ............................................................................................. 6
Four “linking” faculties ............................................................................. 7
Monitoring.............................................................................................. 7
Judging ................................................................................................... 8
Directing ................................................................................................. 9
Creating .................................................................................................. 9
Two intersecting faculties........................................................................ 10
Reflecting ............................................................................................. 11
Relating................................................................................................. 11
1-2 And who is Marcus? ............................................................................. 14
Beware of red underwear......................................................................... 14
Not so mellow yellow .............................................................................. 15
Green politicians ...................................................................................... 17
Ponder in the blue yonder. ....................................................................... 18
1-3 How is it used?...................................................................................... 20
What forms can it take? ........................................................................... 20
Pre-learning – kindergarten stage ............................................................ 22
Okki-blocs ............................................................................................ 22
Learning the model – primary stage ........................................................ 24
Okki the Acrobat................................................................................... 24
Okki-intro ............................................................................................. 25
Okki-blocs (again) ................................................................................ 25
Learning the model – secondary.............................................................. 25
Interactive Octaikon ............................................................................. 26
Okki-vista.............................................................................................. 26
Dr. Okki’s check-up.............................................................................. 27
Exercising the faculties............................................................................ 28
Games – Okki@play............................................................................. 28
Creativity – Artoc................................................................................. 30
Exploring concepts – tertiary stage.......................................................... 31
ii
Okki-maps............................................................................................. 31
The website........................................................................................... 34
Bibliography................................................................................................ 35
ANNEX 1: Development of the graphic..................................................... 45
ANNEX 2: How to make resources ............................................................ 46
ELECTRONIC DIAGRAMS .................................................................. 46
LAMINATED OCTAIKONS ................................................................. 46
OKKI-BLOCS ......................................................................................... 46
ANNEX 3 Other ancient ideas.................................................................... 47
ANNEX 4 Similar modern ideas................................................................. 48
PART 2 – MAINLY BODY……………………………….….…see Book 2
PART 3 – MOSTLY SOUL …………………………….………see Book 3
Dedication
To Ian, a good friend and colleague in forestry, with whom I would have
liked to discuss this book and heard his thoughts. He died of cancer in
1999.
iii
About the book
This book introduces a graphic model (Octaikon) that represents a person –
body and soul – differentiated into ten faculties. It can be used as a lifelong
learning tool. The model helps mutual understanding, promoting balance
and closeness in our relations with other people. It can clarify and compare
a wide range of existing secular and spiritual concepts about who and what
we are. Autobiographical anecdotes are interwoven into the text taken from
the author’s life and work. It is written from a Christian perspective, but is
open to readers of all religions or none.There are three parts, each
consisting of several sections, within which are a range of ideas illustrating
how the Octaikon was developed and used.
Part 1: The model – explains the rationale for the Octaikon, how it
evolved, and what its ten faculties mean. Educational resources are
introduced that can be used in diverse ways in a variety of work/home
situations and age groups. All the resources can be found on the Octaikon
website at www.octaikon.co.uk .
Part 2: Mostly body – shows how the graphic has been used to understand
secular ideas of personality, learning, management, relationships, health,
politics, and science – so as to form a framework for considering spiritual
ideas.
Part 3: Mainly soul – brings in the spiritual dimension, and links it to the
physical. Ideas on God, churches, doctrines, talents, the Bible and conflict
are covered. These are mainly, but not only, from a Catholic perspective.
Annexes cover the evolution of the graphic, and how to make the physical
resources. There is an extensive annotated bibliography which gives details
of where more can be learnt about the ideas and concepts mentioned,
depending on the reader’s background, previous knowledge, and context in
which he or she wishes to use the Octaikon.
iv
About the author
I am a professional forester by training, specialised in seed supply and
silviculture. My particular area of expertise has been in development
projects within the tropics. During the last decade I focused on
management, training and producing teaching materials. I started work in
Nigeria as a volunteer – 1968-69. I spent ten years in Nicaragua and
Honduras, and married Gilli in the process. Then we spent four years in
Nepal, three in Belgium and five in the Caribbean. Gilli and I returned to
England in 1997, with four children – Adrian, Anna, Esther and Nicholas,
and currently live in Oxford. My extended family used to include horses,
dogs, cats, hamsters, parrots, chameleons and a monkey. Until recently the
wildlife around me was our children. Life continues to get more and more
interesting!
Nick, Gilli, Marcus, Esther, Adrian, Anna. 2003
If you have any queries, please contact me at:
[email protected]
v
Think thank
Did you know that the word “thank” derives from “think”? Fr. Timothy
Radcliffe notes this in his book What’s the point of being a Christian? and
makes the profound observation that part of thanking is thinking truly.
And if I think truly, I must indeed thank the many authors that have written
books and made me think, including Fr. Timothy. I love books, and without
the ones I have read, I would never have had material for this one. They are
listed in the bibliography, with some comments on how the books have
helped. My apologies if I have misrepresented any of the authors’ ideas –
any errors or omissions are entirely my fault.
I must also thank my family and friends who have thought about and read
innumerable drafts of the text and made suggestions as to how to improve
it. They have been very patient and understanding!
I hope that, in turn, this book (and the other website resources) will
stimulate you, the reader, to think about this world (and the next) give
thanks for it, and help to make it a better place for yourself and everyone
else.
Marcus Robbins
Oxford 2010
vi
Preface
In our world, more than ever, we need balance in our lives instead of
extremes and going overboard. You just have to look at the conflicts,
terrorism, breakups and breakdowns to realise the need for this. Balance is
needed to forge relationships that bond and don’t break. Bonds of love and
understanding that replace bondage of fear and hate. As always, what the
world needs now is love.
Whilst living in Barbados during the 1990’s, and thinking about this state
of the world, I made observations about life in general, and drew
conclusions. Here are some of them (there’s nothing new here!):
• We all differ in our approaches to life. If we could just accept and
embrace this diversity, we would get on much better in our
relationships and complement each other.
• We should not separate the spiritual and secular sides of our lives –
they must be considered together and integrated to make us whole.
• There are many expressions of religious belief. All have elements of
what is true. We need to recognise and celebrate where we are
agreed.
• The divisions within Christianity are a scandal. Part of the problem
lies in our different perceptions of authority and doctrines. Clarify
these and there would be more mutual understanding.
• There are lots of secular and spiritual ideas and concepts to help us
achieve greater understanding – there is no need to invent new.
Many have a common thread, which can help us learn from them
more effectively.
• We should be ready to share our beliefs with others, but it can be
difficult. We can confuse people by our ignorance, become
embarrassed, or put people off by being dogmatic or irrelevant.
• Many people are getting fed up with “religion” or “faith” but happy
to accept there is a spiritual dimension to life. We need to explain
things better.
• We don’t seem to be doing a good job of keeping our children’s
attention on spiritual things. We need new and fresh ways of
explaining ideas and concepts that can grow with them.
Over the last decade I have tried to act on these conclusions – to embrace,
integrate, celebrate, clarify, learn, share, explain and grow in my
understanding of who and why we are as people.
To help me, I developed a graphic tool (Octaikon) to compare, summarise,
present and gain insight into the many concepts and ideas I have come
vii
across that try to explain how we behave and what we believe. I have
found this graphical model so useful for doing this, and developing my own
ideas, that I decided it could help other people as well – hence this book to
explain it.
In describing how the tool has been used, I cover a very wide range of
ideas and concepts. However, I am not an expert in any one of them. So the
descriptions and interpretations you will read are my own as a layman, and
you may or may not agree with them. The book documents a personal
journey of discovery and learning using the graphic, which is still
underway. I hope you will join with me on that journey in the same spirit.
You can read the book in several ways:
(1) Read it all the way through the three parts to understand the
Octaikon, how to use it to improve your faculties, and to compare
and contrast a range of ideas you may not even have come across
before. You will also learn about me. Do not spend too much time
on any one topic, but quickly get a complete overview before
coming back to any topics you are interested in and which may not
be clear.
(2) Use it as a reference to remind you of how the Octaikon works, and
the topics that can be found on the website. Each diagram is
captioned with an Okki-map reference number.
(3) When you have grasped the Octaikon idea, you can browse the
different topics in parts two and three, concentrating on those that
interest you, and skipping those that don’t – and omitting the
autobiographical notes.
(4) Browse the bibliography, which contains all the text references. If
you are interested in a particular topic then get hold of the book or
follow the link to find out more.
(5) Put aside the book, and move on to the website, where you can find
all the resources you need to use the Octaikon. Note that in the
annexes of Okki-Stuff, you will find some useful tables of
characteristics that may help you begin to type yourself or others.
I hope you enjoy reading the book, visiting the website, and putting the
model into practice.
www.octaikon.co.uk
viii
PART 1 – THE MODEL
1-1 So – what’s an Octaikon?
At its simplest, the Octaikon is a model of you, me, or anyone. It can
represent not just one individual but many, a community, or even the whole
world. You can describe it as a pattern of a person, people, or population. It
has been developed from many existing ideas about why, who, and what
we are as human beings, which we will look at over the course of this book.
Here is the graphic (see the front cover if this is a greyscale printout).
What is the first thing you notice? Is it the white central area, or the
surrounding rainbow of colours with which the white merges and the
colours emerge? However it strikes you, you will probably perceive two
main parts – central and outer.
At a less simple level, then, the model represents your body and soul. The
white area without distinct form or boundary is your soul (however you
define it). If you are not happy with the concept of a soul, then it can mean
your spiritual dimension. And if that idea causes difficulty, then the central
area can be thought of as your goal in life – whatever is most important to
you. Everyone should be able to identify with that concept!
The surrounding colours, on the other hand, are body – the material,
physical part of us which we see and is most easily understood as you, me
or someone else. As the colours suggest, it can be broken down into
component parts. However, if we believe that there is a spiritual dimension
to ourselves, our body– in one way or another – is integrated into that
dimension.
1
Colours don’t need to be used. Levels of grey (as in printouts of this text),
or even textures or patterns can be used to identify the different elements.
But colour – for those that can see and appreciate them – is, I think, the
most useful and meaningful characteristic to use.
Differentiating the model one step more, our body and soul (or physical
and spiritual dimensions) can be divided up into ten elements or faculties.
By faculty I mean those aptitudes, capabilities or powers inherent in us
which we use to live our lives as human beings. That is the meaning of the
colours, which represent four “main” faculties (the squares), linked by four
outer faculties (the triangles), and two inner faculties, intersecting at the
centre.
The overall shape of the Octaikon doesn’t look like a person – of course. It
is an abstract model. But there is some correspondence to what is top and
bottom, left and right in us. The outline, in fact, is that of an irregular
octagon, taking its form from a combination of squares and triangles from
which the model has been constructed and which represent the faculties.
Four ‘main’ faculties
There are four ‘main’ faculties – the square elements coloured red, yellow,
blue and green. Tthey are paired: green opposite red, and blue opposite
yellow. I call them ‘main’ because they feature in the majority of concepts
from which the Octaikon was derived as four extremes of two intersecting
axes.
They are very easy to grasp, and are the logical way we relate to the world
around us. In the simplest terms:
•
•
•
•
We take in data – watch (we see a tiger)
We try to understand it – think (oops – is it coming for me?)
We express our thoughts – speak (“yikes, we gotta get outta here!”)
We put thoughts/words into action – do (we run for our lives)
The first and the last of these four faculties define the extremes of one axis,
and the middle two the extremes of an intersecting axis.
Examples of concepts where these four extremes and two axes can be
easily identified are Hippocrates and Jung’s four temperaments, Eysenck’s
four governance types, and Honey and Mumford’s four ways of learning.
We’ll come to them later in the book. Let’s start with the first of the main
faculties – taking in stuff.
2
Observation
The most obvious way we take in data from the world
around us is through our five senses – sight, sound, taste, smell and touch –
using our eyes, ears, nose, mouth, hands and skin. Each of these is a faculty
in its own right, but here they are grouped together. If you want one word
to represent what we do with these senses, the best I have come up with is
observe – hence Observation as the name of the faculty. Other words could
be used to summarise what is going on when we use this faculty such as:
acquire, consume, examine, perceive, note, detect, regard, review, watch,
smell, taste etc.
For the purposes of the Octaikon model and the concepts it helps to
summarise, input does not stop at sensory data (as you might guess from
the synonyms). It can also include the food we eat, the liquids we drink,
and the air we breathe – as well as drugs or medicines we take. Not only
that, it can include the economic and social things that we acquire around
us – clothes, money, home, friends, wife, children that all form the
extended you or me.
Although we talk of five senses, it may well be that further senses can be
indentified as we get a better grasp of extrasensory. Telaesthesia could be
included here, but some others may be better included with other Octaikon
faculties, depending on their nature.
When relating this faculty to concepts about the way we live, behave or
believe, we can be talking about the presence or absence of these inputs. So
the faculty could represent a lack of input, or our desire to avoid it, as well
as the active process of seeking inputs.
The faculty is represented by green, which seems appropriate. Why? – well
the colour stands for the environment around us from where we get sensory
data, goods and services. And it is the colour of plants and trees which are
excellent symbols of input as they absorb light, carbon dioxide, water, and
nutrients via their leaves and roots. For that reason I have associated a leafshaped symbol (or eye, if you prefer) with the faculty. It is located at the
left of the Octaikon.
The ten faculties are numbered for convenience, and observation is number
one. However, I will not introduce the other faculties in their numerical
order, as I want to show the logical sequential relationship between them.
So let’s move on to the next main faculty, which is the next step after we
have taken in stuff.
3
Interpretation
Having got all this sense data within us (and other stuff
from around us) we have to “make sense” of it all – which means using our
brain and mind (however we define that) to think about it all and draw
conclusions. So this is the next main faculty, which I have called
Interpretation. Many other words could be used to give an idea of what is
going on, such as calculate, reason, explain, investigate, cogitate, usehead, rack-brains, or work-out.
This faculty can be quite a woolly one, as our thinking about how the brain
works and what the mind is can indeed be very fuzzy – and likely to remain
so. The concept of the extended mind could mean that this faculty extends
beyond ourselves as a field. In certain respects we can include all the tools
we use to help us process information – such as computers. In fact, the
faculty can be thought of as equivalent to a computer’s processor and
memories.
Our instinctive faculty can be included here, providing input independent
of our senses etc. Instinct is the built-in, inherited information of which we
make use. Extrasensory abilities, such as precognition, might also form part
of the faculty.
It is interesting to note that the brain itself seems to bear a structure that
relates to the four main Octaikon faculties, so that the model can not only
reflect at a macro-scale, groups of people in communities and populations,
but also at a micro-scale, the individual organs within us. According to
Hermann, each brain hemisphere can be divided into two “quadrants”.
We’ll cover that later.
The colour blue ends up being associated with thinking. A good colour as it
happens – since we talk of blue sky thinking, and having our head in the
clouds. Hence the “thinks” balloon or cumulous cloud which I have used as
a symbol. Numbered, it is the third faculty, and positioned at the top of the
Octaikon.
As I have mentioned, it is serendipitous the way the colours are associated
with the faculties, since once one colour is fixed, the others have to follow
(if you want to retain some semblance of a colour wheel).
Now for the next main faculty which concerns making known those
thoughts and ideas.
4
Expression
This faculty includes all the ways in which we express our
thoughts, not only to ourselves, and also to other people – hence the name
Expression. Other words that convey a similar idea are: communicate,
mention, remark, speak, gesture, assert, sing. The most obvious part of our
body we use for this is our mouth, but also our hands and body.
If you think about it, the ways we have at our disposal to communicate are
many – and there are also a wide variety of tools to make our
communications clearer, wider and more far reaching. Books, telephone,
television, internet, are all ways of getting our messages across, but there is
of course much more to words.
We also have the way we say things, and our body language (gestures, even
smell) that convey what we want to say to other people and which require
us to meet physically face to face if we really want to communicate.
Expression also includes emotions and feelings – ways in which our body
transmits its state of being, even though we may not realise it. And some
people would argue that our thoughts, feelings and ideas can be accessed
directly person to person through the extrasensory perception i.e. telepathy.
It is also interesting that human language, so essential to be able to
communicate our ideas fully and which make us human, itself appears to
relate to the ten faculties. It can be argued that each part of speech has a
corresponding faculty whose function it supports. We’ll talk about that
later, too.
In our colour scheme, yellow coincides with this faculty which – from my
perspective – it is a good expressive colour that stands out in flowers, the
sun and stars. So a star is the symbol I have chosen. It is identified by the
number seven, and placed at the bottom of the graphic.
The faculties of Interpretation and Expression (thinking and speaking) thus
form, in the Octaikon, the extremes of a vertical axis – and can be
considered complementary. With regard to levels of understanding, we
have now arrived at knowledge – i.e. information imparted to others in
context.
And the final fourth main faculty is action – doing something about it all.
Words into deeds.
5
Application
For some people, getting the words out will constitute a
sufficient deed, but in most cases, the final stage after communication is to
do something using our whole body – hands, arms, legs – our faculty of
Application. Walking the talk – doing what you say. We can also use words
such as: act, construct, explore, fight, operate, put-to-use or make happen!
This is all physical stuff.
In the metaphor of a computer, this goes beyond the output on a screen or
paper, to the actual implementation of the results that the programme has
generated – say via a robot welding machine. We now have an amazing
range of ways to augment our actions, even to leaving earth and going to
the moon, and all that entails in travel technology.
Unfortunately, what we do as a consequence of what we observe, interpret
and express is not always good, and is alas, the source of many of our
problems – especially since we have so many tools at our disposal to make
it easier to harm people. But I digress – more of that later, too. As with the
other main faculties, if extrasensory abilities such as telekinesis exist, this
would be included here.
Having now used up three of the four so-called ‘psychological’ primary
colours (green, blue and yellow), we are left with red for application. Not a
bad colour, being the colour of blood, action, and danger – things
happening. And I have used a red triangle warning sign as the symbol
(people at work!). It is number nine, and placed at the right.
Observation and Application thus constitute the extremes of a horizontal
axis on the Octaikon, and are complementary, like Interpretation and
Expression. If the action is ethical, then with regard to levels of
understanding, we have gone from data, information, knowledge to
wisdom.
So that completes the four main faculties which underlie so many of the
concepts that people have used to describe our being, behaving and
believing. Watch-think-speak-do – that is the order one would normally
follow, but of course we use the faculties together all the time and
sometimes in a very illogical order (we act without thinking). And if these
faculties represent personalities, or ways of learning, then we will all be
coloured differently with regard to our preferences in using them.
We now move on to the next four faculties which link the main ones
around the perimeter of the Octaikon.
6
Four “linking” faculties
I have called these four faculties ‘linking’ because they join up the main
ones around the outside of the Octaikon, so converting what are four
faculties linked crosswise into a circle of eight faculties linked around the
perimeter. Like the previous faculties, these are deduced from existing
ideas where there are eight characteristics presented as a circle, such as the
team roles of Margerison and McCann, and Belbin and Pretty. The learning
styles of Kolb and McCarthy and Lumsdaine’s stages in problem-solving
have also helped to identify and characterise these faculties.
Following the colours already assigned, each new faculty has a colour that
is intermediate to the four ‘primary’ colours. The end result is not a normal
artists’ colour wheel, and is somewhat biased to the blue-greens. However,
the colours are easy for a layman to describe and remember. So, here is the
first of these intermediate linking faculties – all represented by triangles:
Monitoring
This links Observation and Interpretation. Now –
here’s a question. What would be an intermediate stage between observing
data and thinking about it? A moment’s reflection should lead you to
realise that we need to monitor or filter data to make sure it is relevant. If it
is irrelevant or unsuitable, then we should reject it, and only let in what is
needed. Such a process involves distinguishing between different types of
data coming in, being able to recognise them, and giving things a name. Is
that a tiger, or just shadows in the grass? Not only do we need to reject
unwanted stuff, but we also need to identify what is missing so as to make
complete sense of what we already have.
Other words that could be used to describe for this faculty are: assess,
categorise, check, classify, discriminate, inspect, reject, scrutinise,
supervise, fill-in-gaps etc. I have chosen the term Monitoring mainly
because of my management interest, where the term is useful. Filtering or
discriminating are also good terms.
As you can see, this is a more specific faculty compared to the other four
main broad-ranging ones. So it is with the other linking faculties. However,
they are all vitally important. This one is even more so in an age where we
are continually having to: describe and define newly invented or discovered
things and ideas; avoid information overload; put up firewalls against
undesirable stuff; and find out what we really need and maybe is missing.
And there is lots of stuff out there that is really not what it seems,
masquerading as something else. We need to be discerning!
7
The faculty is between green and blue, and is identified by the colour
turquoise. I have given it a symbol of a pair of spectacles (not the rosecoloured sort!). It is numbered two, coming after Interpretation. Its position
is top, left. (and it is a triangle).
So the logic here between the faculties should be clear: we gather sense
data (or other items), check that it is what we need and all there, and only
then should we start to interpret all that stuff that has entered our brain.
Now for the next linking faculty, going clockwise.
Judging
This links Interpretation and Application. It is not
necessarily in a natural sequence between these the main faculties, but is a
very important element. Think about what would be a logical link between
thinking and doing – what would you come up with? Based on the existing
concepts where this faculty is represented, it concerns exercising
judgements, making choices, or laying down or respecting laws or
regulations. – i.e. deciding what can or should be done – Judging.
Here are some synonyms: evaluate, prioritise, select, criticize, arbitrate,
confess, prefer, show bias, show mercy – anything where alternatives are
evaluated so that choices can be made or imposed.
To a certain extent, the adjacent Monitoring faculty includes elements of
judging (and so does the next, Direction) – but this is where the big
decisions/choices/laws are made. By the way, remember that all these
faculties tend to overlap, and contain elements of the others as they are
exercised. Like body and soul, the faculties merge and be difficult to
distinguish.
Since judging comes between blue and red, its colour is purple, mauve or
violet. Again, rather a good colour to represent the legal or doctrinal side of
this faculty. The symbol is a self-explanatory pair of scales, and it is
number four – positioned top-right. A good concept to illustrate this faculty
is Lumsdaine’s sequence of problem solving, where this step involves
choosing the best solution.
So – in summary – the logic of this faculty is that between thinking up
things to do, and doing them – we must decide which of them to do.
Freeze still, or flee that tiger? (or maybe become paralyzed with panic, in
which case we have lost our faculty!). Continuing clockwise around the
Octaikon, we come to the next linking faculty.
8
Directing
We’re getting there! This faculty links Expression and
Application. It is in the logical sequence of the main faculties, and is
concerned with using all those bits of knowledge that we have expressed to
ourselves or to other people so as to direct our own, or other peoples’
actions. Directing has an element of the Judging faculty here – but it is
more concerned with providing guidance that can be taken or not so that
what is done achieves our aims and objectives. Some synonyms clarify the
scope of this faculty: control, encourage, influence, mediate, facilitate,
motivate, suggest, mentor.
As you can see from these words, this faculty is very much involved in
relationships, and helping other people. Back to that tiger – I would be
using this faculty if I said “I say you guys – there is a tiger over there and I
think we should run. Maybe it would be best to go down this path and then
– aargh….” Too late! Yes – there is a time and place for each faculty, but
given time, this is a very important one.
Being between yellow and red, it is orange in colour (like the tiger!). – and
not a bad colour for notices that give you directions – take a look when you
are next out on the road. My symbol is a pointing hand – obvious, isn’t it?
It’s positioned bottom-right. Its number is eight.
This faculty often corresponds in other concepts concerned with
implementing or assessing the feasibility of something – trying it out – as
in Margerison’s team roles. When related to Kolb and MacCarthy’s
learning styles, it corresponds to people who like to ask What if? questions.
Summarising the logic, directing is what we do between expressing things
and doing them – so that everything is carried out in the most efficient and
effective manner possible (we hope). That leaves just one more outer
linking faculty to complete the octagonal shape, and is maybe the most
difficult to pin down.
Creating
This one links Observation and Expression. What does that
represent, then? What do we do between these two faculties? In character,
this is quite unique and forms no particular link in the sequence of using
the faculties. Hopefully we don’t just jump from observing to expressing
ourselves without giving things a bit of thought. But if we do, then we need
to be inspired and act on intuition.
9
This faculty, as you can guess from the name Creating, is very much in the
realm of inspiration and intuition – the immediate apprehension of the mind
without reasoning. It involves all things artistic – when we paint, compose,
or perform in response to the beauty (or not) that we find around us. It is
the faculty we use when we feel compelled to respond to creation and
become creative ourselves. We use it when we innovate, brain-storm or
shower thoughts and ideas onto a problem. Perhaps it is our hotline to God,
or at least to things spiritual. In some respects, it is the place of our
procreative capacities – our ultimate desire to create something in our own
image – sex!
More synonyms are – conceive, joke, praise, entertain, act-a-part, have
fun, design. These are very close to expression as a faculty, but here
intangible things are being communicated – things that are more spiritual
than rational.
Even if we don’t consider ourselves arty or creative, we all use this faculty
in one way or another – our desire to copy and emulate, or jig along to the
latest hit, is part of it, and we all like to do that. The creative team roles of
Margerison and McCann, problem-solving stages of Lumsdaine, and
learning styles of Kolb and McCarthy are spot on for this faculty. The
question learners use are why? why? why?
Now for the last colour. How would you describe a mixture of yellow and
green? I call it lime (green). And the symbol is a rosette – first class prize
for creativity.
So that finishes the four intermediate or linking faculties, completing the
spectrum and the octagon shape. Where, then, are the other two faculties,
you may well ask – it seems a bit odd that there are ten, when the model is
called an Octaikon?
Two intersecting faculties
The final two faculties do not have an obvious equivalent in the existing
concepts I have looked at. That is because the Octaikon model embraces
both the material and spiritual – body and soul, and most of the concepts
shy away from the spiritual. So these faculties are more or less my own
inventions, but very much needed to complete the model.
You will have noted that we have links between the adjacent main
faculties, but not between those that are opposite each other. This is where
the two final links go, intersecting in the middle of the model, passing
through the soul. They can therefore be imagined as more spiritual than the
others, though all have their spiritual component.
10
Reflecting
This is the vertical link joining Interpretation and
Expression. It represents our need to interiorise things and think them over.
We exercise the faculty of Reflecting when we conceive, rehearse and
develop information into ideas, concepts and knowledge. In so doing we
may get in touch with our spiritual side. There is an element of plain
analytical thinking here, and also interior dialogue as we talk things over
with ourselves. However, although there is an overlap with the linked
faculties, it should be clear that this one is going deep into our soul.
The following synonyms will help to clarify the breadth of meaning:
contemplate, meditate, dream, recall, memorise, muse, ponder, pray, bearin-mind, chew-over, self-examine, dialogue inwardly, yearn.
If you are spiritual it will be clear that this is an important faculty for
getting in touch with God – the divine – or rather, letting God get in touch
with you, and so it involves meditation and prayer. If you don’t believe in
that side of life, then the use of the faculty will be limited to such things as
reflecting on the meaning of life and the universe, your goals and
aspirations.
The faculty has no identifying colour – it is white, since it goes through the
centre – but I have symbolised it with a ring (silver or gold), representing
the mysterious marriage between body and soul. It is numbered 5. The
final faculty is closely linked with this one, crossing as it does with it.
Relating
This is the horizontal link between Observation and
Application. If you are journeying through the main faculties in sequence,
then this one takes you back to the beginning – applying to observing. As
such, it represents the way we both lead and follow other people, exercising
wisdom, balancing obedience to rules and regulations with caring and
loving ourselves and other people.
In a mechanistic way, like a computer, it is the process of feedback, making
any necessary changes to stay on track. In that sense it can be thought of as
controlling or responding. Like reflecting, there is a deep spiritual
dimension to this faculty, and it seems to be key to developing loving
relationships not only with other people but also with God. For a Christian,
it means being both a disciple and a witness of Christ.
11
These synonyms illustrate the breadth of meaning: associate, collaborate,
cooperate, connect, develop, enjoy, heal, join, learn, love, maintain, marry,
participate, regulate. Like reflecting, it has no colour, but I have
symbolised it by a crimson brown heart. It is number ten.
And that completes all the faculties. To summarise, here is the Octaikon
with all of them marked on it. The faculty numbers facilitate reference, and
also emphasise that they complement each other – the numbers of opposite
faculties all add up to ten. But there is nothing more significant about the
numbers than that!
I should clarify that there is nothing mystical about the elements of the
Octaikon. As I have explained, they are all based on the conclusions of
solid research by the many people behind the ideas. It is not meant to be a
mandala or other eastern mystical symbol, although there can be
similarities in meaning.
It is coincidental and serendipitous that the geometric symbolism of the
Octaikon supports its representation of body and soul. According to
Tresidder’s Dictionary of Symbols, an octagon is a symbol of rebirth to
eternal life (often used in Christian baptisteries), and mediates between the
four-sided square (earthly, human existence) and the circle (heaven or
12
eternity – divine existence). There is a lot more about number symbolism in
Tresidder’s book, but none of that finds its way into the Octaikon. As a
Christian, I am also aware of the symbolism of the cross, and happily
acknowledge its central place in the Octaikon. As you can see, the Celtic
Cross is also a useful symbol for the whole Octaikon idea.
With regard to the name, since the graphic was a tool, I needed a word to
describe it. The Orthodox Christian idea of an icon seemed appropriate,
hence Octa-ikon, as it is eight sided. I have used the k in recognition of
both Latin and Greek, uniting eastern and western ideas. You pronounce it
Oct-ai-kon (ai as in taiga). If you want a less erudite term for children, the
graphics can be called pieces-of-eight! Or rather, ‘peaces-of-eight’, as that
is what I am trying to foster – peace – and not the piracy associated with
that old form of money!
So – to emphasise – it is a graphical model of ten faculties with nothing
inherently mystical about it, but on which the various ideas I have studied
have been summarised or “mapped” to show how they relate to each other
and can be better understood. However, many of those ideas are in
themselves mystical.
And to a certain extent the Octaikon can be thought of as a template for a
simple mind map, as devised by Tony Buzan, helping to visualise and
remember ideas and concepts.
13
1-2 And who is Marcus?
Having explained the Octaikon and its colours, I’d now like to give you an
idea of who I am and what I am like, before explaining in the next chapter
how the graphic can be used. I think it helps to have a feeling for the
author, as well as the topic he is writing about, especially a topic like this.
That way you can see how I am colouring my treatment of the topic.
By profession I am a forester, with a great love of trees. Only later in my
career, at the beginning of the 90's, did I realise that successful forestry
depends on knowing about people as well as trees. I therefore took an
interest in management and other related topics. Besides looking at
different theories of how people live and work, I also explored their
spiritual side. As a Christian, I had always been concerned to understand
why there are so many expressions of Christianity, and wanted to find out
which, if any, was nearest to the truth.
I looked at a wide range of existing ideas. Of most interest have been those
concerned with personalities, team-working, problem-solving, and ways of
learning. At the same time I looked at what Christian writers had to say
about types of people, their abilities and talents. I was keen to explore what
is common with the management theories, as it seemed important to me not
to separate the physical from the spiritual side of our lives.
In the last chapter we looked at the Octaikon faculties, and the colours I
have associated with them. Looking back over my life, there are some
events that I can associate with a particular colour – so by way of
introduction to the work I have done, what colours personally mean to me,
here are a few colourful episodes that have stuck in my memory – and I’ll
limit myself to red, yellow, green and blue. As you read, think about your
own experiences – have you had similar ones? And try putting yourself in
my shoes – how would you have reacted if you were me?
Beware of red underwear
Red means action. I suppose the time in my life when I was most active
was in Honduras. There is a scene in the film The Gods must be Crazy that
reminds me of an episode there. The film is action packed and wonderfully
funny, set in the Kalahari. One of the characters is a biologist who is
researching elephant diet, and delving into dung. Things always go wrong
when he is around women. On one occasion, the hapless fellow gets his
Landrover stuck in a river, and trips up while carrying his female passenger
to safety from hippos. While trying to dry themselves modestly on the
14
riverbank, the poor man inadvertently reveals his briefs – bright red – and
is overcome with confusion, and slapstick comedy ensues.
Now the link to Honduras. I was once on a seed collecting expedition with
colleagues when we came to a deep and fast flowing ford – it had been
raining hard in the mountains. We decided to be wise and test the depth,
and I volunteered to wade across. I put on swimming trunks and gave my
clothes to Max, the seed collector-in-chief, who dutifully held them. The
water came up to my knees. We passed in our Landrover without incident,
but I have never forgotten Max’s bemused and somewhat embarrassed
expression when he handed back my underpants. They too were bright red.
Now, I don’t normally wear such colours, but an American neighbour had
been given the underwear as a birthday present. Since Dana (that was his
name) was a boxer-short type, and he knew that briefs were more my style,
he kindly gifted them to me. Neither Dana’s wife Mary, nor my wife Gilli,
really approved of them!
It’s funny how the colour red is associated with all sorts of strong
emotions, memories, attitudes, and danger as well as actions. It is either a
strong come-on-look-at-me signal, or an unambiguous stop-where-you areand-don’t-move one. Curious. Anyway, in the Octaikon graphic red seems
to be the most appropriate for action and associated characteristics.
Tresidder’s Dictionary defines red as the active and masculine colour of
life, fire, war, energy, aggression, danger, political revolution, impulse,
emotion, passion, love, joy, festivity, vitality, health, strength and youth. I
guess it all has to do with the colour of blood.
Not so mellow yellow
Yellow is for expression and emotion. Oranges, lemons and browns are
some of my favourite colours – one of the reasons why I like autumn as a
season – that time of mists and mellow fruitfulness. Such colours have
links with how I have expressed myself in transport.
My favourite means of getting around is the bicycle. I won my first, rather
heavy, Hercules roadster in a painting competition (it was still-life, mainly
of yellow bananas), and I painted all the bright chromium on my new bike
with dull gold. Later, I had an orange lightweight racer – which I could
pick up with my little finger. And then a yellowy-brown foldable one in
Brussels. The cobbles dealt it a death-blow, and it eventually folded
prematurely under me.
Other colourful means of getting around were our cars – which have been
shades of beige, brown and even bright yellow. As a volunteer back in
15
Nigeria, I had a Honda motorbike – black, but very yellow in character –
noisy and bouncy like a hornet.
In Honduras – I had a horse, bay brown in colour, pastured among a
grapefruit orchard. When Tejano would not come to call, I often got
annoyed and threw overripe yellow grapefruits at him. Poor Tejano! One
day he got into a fight with another stallion, and severely injured his neck.
Despite my efforts at massaging and injecting him for months, he never
recovered. I had to go on leave, and shed bitter tears when my friend Mike
wrote that Tejano had died – buried among the grapefruit trees.
I also had several sailing boats – two I made in Nicaragua, one in
Honduras: the first could be dismantled into six bits, with a lovely golden
wood frame; two were catamarans. All experimental but good fun. A fourth
I brought in Barbados, island of golden sun and sand. That was a cool
Hobie Cat that I christened Hot Dog. Very exciting, especially when it tried
to capsize stern over bow in strong winds. The most recent – 2009 – was a
catamaran I made out of recycled plastic cartons that once contained pale
cream milk.
All these means of transport were extensions of my personality – ways of
expressing myself, and if not yellow in colour, they were yellow in
expression. Tresidder’s Dictionary states that yellow is the most
inconsistent of symbolism, (just like the emotions it represents on the
Octaikon) swinging from positive and negative, according to context and
hue: virginity, happiness, fertility, treachery, cowardice, illness, humility,
and separation from materialist society. Not so mellow yellow.
Author and family with observer. Nepal 1980s
16
Green politicians
Green is for observation – input. And the one time in my life when I was
having to take in lots of information was in Belgium. After wonderful times
in Central America and Nepal, my family and I were seconded to the
European Commission in Brussels. Practice to policy in one big jump. On
the first visit, the city lived up to its expectations – cold, grey and drizzly –
but thereafter the climate improved, and the Commission people I had to
work with proved to be decidedly colourful. Our bêtes noire were the
“green” environmental members of the European Parliament, led by the
flamboyant Stanley Johnson (father of Boris).
I was posted to the Development Directorate as tropical forestry adviser.
Main role – to save the rainforests. Well – that was what the environmental
MEPs wanted us to do. My boss, Lucio, was an animated Italian always
concerned for my welfare. His immediate boss was a calm, traditional Brit
who expected you to work late, but would offer whisky at meetings. His
boss – the Director General – was a germanic German, a little aloof. We
had to work (to some extent compete) with the Environmental Directorate.
The DG there was French – rather flowery and particular. His name was
Pierre Defraigne – very keen on saving de fraigne forest. And one of his
men was a giant Greek -six foot seven, looking like Jaws from James Bond.
He once travelled to Rome with me, and had his suit stolen from the bus.
Unlucky thief!
During our three years in Brussels, the environmental MPs unloaded
millions of dollars to help save the rain forest, and we in the Commission
were left to try and find ways of spending it – sensibly. Sensible or not, our
efforts focused on Brazil and the Amazon – and my one trip to the tropics
while in Belgium was to Manuas, via Rio, with a boat ride down the river
from Santarem to visit forest reserves and discuss ways to preserve the
Amazon rainforest.
I still have a photograph of my French team leader, Alban de Villepin,
sitting on board the boat, engrossed in a briefing book I gave him. Amazon
Adventure: facts on the rainforest, dangers and survival was actually for
kids, but Alban had a sense of humour, and dutifully read it from cover to
cover, with an amused expression. He liked to call me Monsieur Robbins
Hood.
That trip, and the work in Brussels, was certainly characterised by the
colour green. Green for rainforests, for the environment and – as in the
Octaikon – for the senses. I was taking in a lot of data, but didn’t quite
know what to do with it. I was really green, trying to learn all sorts of new
things – jumping from practice to politics, attending international
17
conferences on forests, representing the EU. And it was also a time to learn
a lot about different European cultures and ways of learning. A time for
reflection – meditation – and growth.
Tresidder’s book states that green is generally a positive symbol, associated
with plant life, and by extension with spring, youth, renewal, freshness,
fertility and hope. But it can represent the negative – envy, jealousy, even
Satan. In general it is a therapeutic colour, promoting rest, reflection and
reception of our senses.
Ponder in the blue yonder.
And finally, the colour blue – for thinking, interpretation. And the periods
when I have had most time to think were in the skies. I have always loved
aeroplanes, and have done a lot of flying – as a passenger – especially
island hopping in the blue Caribbean. Nowadays, one of my favourite
pastimes is to pilot myself through the skies – virtually – to old haunts on a
computer flight simulator. Great times to think, recall, pray even, but
occasionally to get just a little bit worried.
One very memorable reality flight was back in Honduras – seed collecting
again. We had to charter a single-engined plane at short notice. Not the best
of charter companies. It was a long flight to the Mosquito coast, and the
spare seat was loaded with a huge plastic jerry can of smelly aviation spirit
for the return trip. Health and safety, you say?
It so happened that the fuel gauges didn’t work, and as we started to cross
the Honduran rainforest, I well remember the pilot sweating profusely as he
tried to guess which fuel tank to use. Did I pray? I think so. What’s more,
the pilot forgot his map, and my colleague and I had to extract our own
seed collecting one and identify (by the rivers) where we were.
That was not all. As we were landing on the Mosquito coast – one engine
cowling came loose and flew up in front of the windscreen. To his credit,
the pilot, despite seeing only half the runway, made a faultless landing.
Much relieved and thanking divine providence, we left him prodding the
wing tanks with a dipstick.
Another return trip from the Mosquitia was unforgettable. Gilli and I took a
predecessor of the twin-engined Douglas DC3 back to Tegucigalpa. The
skies were grey and it was bucketing down. We discovered the plane had
half the seats stripped out to make way for dozens of cages full of smelly,
noisy, red, yellow and blue macaws, right next to us. We turned green. One
of the landings was onto a “runway” totally awash with water. The noise
was deafening as we landed, spray and gravel hitting the underside of the
18
fuselage, and the macaws letting off a barrage of squawking. To cap it all, I
sat next to the door that leaked and thoroughly wet my trousers – from the
rain that is, not me!
Those flights gave us all plenty to think about, high up in the blue cloudy
skies of Honduras – a great place to ponder one’s past and future. Blue is a
very appropriate colour for thinking, thoughts, and ideas – hence its use in
the Octaikon. Tresidder states it can also represent infinity, eternity, truth,
devotion, faith, purity, chastity, peace, as well as spiritual and intellectual
life. Cool blue.
So that ends an initial glimpse into my life and family. You’ll find more
anecdotes as you read through the book, prompted by the various topics I
have looked at. But if you want to skip them, you’ll soon learn to say to
yourself “there he goes again!” and jump the paragraphs. Or maybe you
will be more interested in me and not my ideas? I hope it will be both!
19
1-3 How is it used?
Now that you have idea of the Octaikon and its creator, let’s consider about
how it can be used. Since I have found the model and the method of using
it so helpful to me, I think it has great potential in many situations where
people’s behaviour and beliefs are being discussed or taught, and good
relationships need to be developed, such as:
• For individuals, who would like to understand themselves better, and
do a bit of self-improvement.
• In families, when parents wish to explain to their children how they
function as persons and why we are different from each other.
• In schools, when teachers want to help adolescents understand
themselves and their peers better, and how to relate to each other.
• In religious catechesis, when instructors want to explain and
visualise the doctrines of faith, and how we relate to God.
• In marriage, when counsellors need to clarify roles and
responsibilities, sources of conflict, and how to restore relationships
• In management courses, when trainers want to explain personality
theories or problem solving, promoting team working.
• In missionary situations, when the evangelizer wants to explain
spiritual ideas in an understandable and non-threatening way.
• In communities, especially in developing countries, to facilitate
participation and inclusion in their development.
My vision for the Octaikon is therefore of a tool that can grow up with a
person as they develop from childhood to maturity in the many situations
(and more) described above – a tool for lifelong learning (LLL). This is a
recognised bit of jargon, and is defined in a Wikipedia article as: the
lifelong, lifewide, voluntary, and self-motivated pursuit of knowledge for
either personal or professional reasons. As such, it not only enhances
social inclusion, active citizenship and personal development, but also
competitiveness and employability. Quite a good summary of what I would
hope to achieve.
What forms can it take?
Since the model can be used at many levels and in different settings, two
main forms have been developed.
(1) The graphical , two-dimensional form can be on the computer (where
it can be animated), printed or on a laminated sheet. Throughout this book,
you will see many examples of an idea already mapped on the graphic
using keywords. If you are introducing such ideas to other people, a
20
laminated graphic can be used on which the idea is gradually mapped using
a white-board marker.
(2) The physical, three-dimensional form known as Okki-blocs, takes the
shape of wooden blocks. Each block or prism is of one colour, and different
objects can be placed in the middle to represent your soul or goal,
depending on what you want to emphasise. This form can be used as a
tangible way of introducing the various elements of the model, and is very
suitable for young people.
Here are some examples of what the various resources look like:
Ideally, both forms of the model can be used together in addition to
animated computer graphics while doing self study, or discussing different
ideas in many attractive and memorable ways.
At the time of writing, most of the electronic resources described below are
available via the Octaikon website, many in slide form and grouped
together as so-called Okki Stuff. But the physical aids, such as blank
laminated graphics, and wooden Okki-blocs, have to be made. You can find
out how in one of the annexes. I will tell you about the website at the end
of this section, so that you aren’t tempted to stop reading now, close the
book, and go online. Better to get an overview of what’s on offer, then
browse and see for yourself.
21
Since my vision of the Octaikon is a life-long learning tool, I’ll explain the
various ways in which it can be used starting with the youngest, and then
ending with the oldest. I can safely say that I personally have now passed
through all these age stages and just got into the last category.
Pre-learning – kindergarten stage
The youngest learners will need to be given a little help from their friends.
Children of 2-3 years old will not be able to understand the abstract ideas
that the graphic represents, of course, but they will be at a stage where they
can appreciate colours and shapes, and be ready to construct things.
Computer graphics and subtle designs will not be appropriate, but brightcoloured easily recognisable shapes can help with their basic skills. I
welcomed the opportunity to go off-line and in-workshop and experiment
making physical, wooden forms of the Octaikon that would be suitable not
only for their age, but also later as they grow up. If seeds of the idea are
sown at this age, when abstract concepts can be later understood, the
Octaikon form will already be familiar.
Okki-blocs
The wooden version I first made was a very large flat one, table-sized,
made up of separate squares and triangles cut from thick MDF (medium
density fibreboard). The symbols of the main faculties were cut out using a
jig saw. In fact, the whole design can be turned into a jigsaw. This may
have potential, but I soon moved on to a model using wooden blocks
(cubes and prisms, about 45mm across), called Okki-blocs.
The first version was kept together on a tray – in which a printed shape was
inserted to guide construction. But since I have been fascinated by and
attracted to magnets all my life, I made subsequent versions with tiny but
powerful ones inserted into adjoining faces to keep the shape together.
There is a video on You Tube where I describe one version. Those magnets
are a bit too powerful and would pinch tiny fingers – they even pinched
mine! The latest are just right. You can find out how to make them in
annex 2.
22
Such blocks can be used in various ways
•
•
•
•
•
They can be built into various objects
Simple geometric shapes can be understood
Ideas of gravity, stability and balance can be introduced
The colours can be used to learn about the spectrum.
The mysterious properties of magnets can be investigated.
A friend of our eldest son tried out the Okki-blocs at a Montessori school,
with some success. As a resource, it does not really follow the Montessori
principle of altering one characteristic at a time, but it can usefully
complement the other traditional resources. With a printed diagram to refer
to, children can correct themselves as they assemble the blocks to form an
Octaikon, aided or hindered by the magnets (like poles will repel, if you
remember your physics). They can give their imagination free rein when it
comes to making other shapes, helped by the magnets to defy gravity. Here
are a few shapes on a slide taken from the Okki Stuff resources:
The Montessori teacher herself may well find the Octaikon model useful
for understanding her children, and the faculties she is seeking to develop.
And I have used the model to understand and map Montessori ideas, which
you can see elsewhere. It was one of the most complicated maps I have
attempted!
23
Learning the model – primary stage
It would be nice to think that kindergarten children familiar with the Okkiblocs would be eager to know more once they get to primary school. But
maybe that is being too optimistic! But certainly, at 5 years on, they should
be able to grasp some of the abstract faculty ideas, and all of them by the
time they leave primary school.
Thus this should be an ideal time to enlist the Octaikon model in support of
personal, social and health education (PSHE) topics. With a view to doing
this, I have used my own creative faculty and learnt how to do Flash format
movies, thinking that something a bit more animated than wooden blocks
would be needed to attract their attention. Hence Okki the Acrobat was
born.
Okki the Acrobat
This is an animation which uses a character of that name to introduce and
explain the faculties in self contained episodes of about ten minutes each.
The animation is called It’s Okki Time! It is designed to be mediated by the
teacher. Okki the Acrobat has a few tricks up his sleeve. He can talk a bit
(the original is my voice, spoken real slow, then doubled in speed to sound
like a chipmunk). But his main skill, true to his name, is to bounce around
keeping balance and at the same time transforming into other wonderful
things. The animation can be found on the website. If needed the original
file can be edited and modified to suit specific needs. This is the opening
screen.
Our daughter Esther is a fully qualified primary school teacher, highly
dedicated and skilled, tried out Okki the Acrobat on her pupils. She found it
very easy to set up and show on an interactive white board. It appears to
have been a great success, and I gather the children were always pestering
her for the next episode, and delighted when Okki turned up in physical
form as Okki-blocs. So if you are a primary school teacher reading this, this
could be a good way into understanding the Octaikon idea.
24
Okki-intro
Besides using the animation to explain the faculties, simplified descriptions
have been written in slide format, also available on the website. An
example page is given next.
These slides form the first part of a series of resources under the title Okki
Stuff, and downloadable as PDFs from the website.
Okki-blocs (again)
The wooden block version will be of continued value in primary school
when talking about the faculties, as the model is a highly visual reminder.
For instance, as the teacher talks about each faculty, the relevant block can
be separated and held up to jog the memory. Or the block can be given to a
pupil if he or she is asked to talk about it, so as to remind them of the
faculty. It can also act as a sort of speaking stick, so that when the child
holds the block, only she or he is allowed to talk. Other ideas will come
readily to mind for the seasoned teacher. Such uses apply equally well for
adult training courses, e.g. in management, when it seems to appeal to us
adults to be back at school and playing games again!
Learning the model – secondary
Secondary school education should be an ideal time to use and develop the
Octaikon model in support of the various topics it was derived from. At the
time of writing, I had least experience of using it at this time. However, a
few resource aids are being developed in support of the age group, and they
look promising.
25
Interactive Octaikon
This is another flash animation, called All about Relationships, which is a
sort of teach yourself way into the faculties. The user explores the graphic,
clicking on each faculty to find out more. There are a series of questions
relating to each faculty to help grasp the implication of looking after each
one, plus some sound effects. It should keep the curious engaged for quite
some time. You can look at it from the website.
Okki-vista
This is another part of the Okki Stuff resources, in slide format. The idea is
to get the readers to imagine they are in a particular situation where all the
faculties are being used. Once they have been guided, in their imagination,
through the use of the faculties, they should be in a better position to
understand how to think about the faculties and consciously bring them into
use in everyday life.
The first Okki-vista I devised is to imagine looking after a child in a
playground – Playground in the Park. Other situations that may be useful
are: a new employee in the canteen, or a green undergraduate in the JCR.
The point is to make the user think how he or she should be relating to the
world around them. An example of one of the slides is given below. The
full set of Playground in the Park can be downloaded from the website.
Others are to come.
26
Dr. Okki’s check-up
Another Okki Stuff resource, this simply consists of a set of slides – one for
each faculty, which asks the user a series of closed questions, to which the
answer is yes or no. If the answer is yes – they can congratulate themselves
on doing something to support that faculty (answer yes for success!) On
each slide, alongside the questions, there is a comprehensive list of
synonyms for each faculty (some of which I have already noted). These
help the pupil to think broadly about each faculty, and not have a narrow
idea of what it means.
Here is an example of one set of questions and synonyms. The questions
are similar to those found in the interactive Octaikon.
27
A set of open questions might be more useful to get people thinking more
deeply and broadly – and it is probably best if the facilitators think those up
for themselves.
Exercising the faculties
All the resources so far described help users understand what each faculty
is about, and gauge the extent to which it is being used properly. That is all
well and good, but the next stage must be to exercise the faculty, and
improve its use. The Octaikon model itself can be used in many ways to do
this. Here are two main ones via games and artwork.
Games – Okki@play
The Okki Stuff resources found on the website include a series of slides
with suggestions for all ages, using either the Okki-blocs, or the printed
graphic. I have called them Okki@play – learning while having fun. Below
is a list of some examples to give an idea of the wide scope possible. The
user could think up many more
Facultate!
This involves the four main faculties. Several players do a combination of
I-Spy (observation faculty), Brainstorming ( interpretation faculty). Mime
(application faculty), and Half a’ mo (i.e. talking without stopping –
expression faculty). An example of the slide is below.
28
Faculty alphabet
Players try to see if they can identify words for each faculty beginning with
the same letter. Here’s an example using the letter D: Detect, Discern,
Deliberate. Digest, Design, Debate, Direct, Do and Develop (can you
match them with their faculties after reading this far?).
Empathise!
An object, such as the ubiquitous rubber duck (or something more
relevant), is placed on a blank Octaikon. Volunteers describe how they
would sense, think about, describe and use it. A second volunteer gets the
first to imagine how he or she would describe it, and then the second
volunteer explains how the first volunteer is right or wrong.
Reflect or recall
A blank Octaikon is placed in the middle of a table, and an object placed or
word written on it. Participants are asked to recall events associated with
the word and linked to one of the faculties. If the object is money, the user
might think back to the last most important financial decision he or she
made.
Cross or nineword
A blank laminated Octaikon can be used as a basis for a popular word
game, where a nine letter word (from a dictionary) is found, and written by
a non-player on the nine shapes (five squares, four triangles), so that each
letter is on an adjacent or diagonally touching space. Players then try to
work out the nine letter word, and make as many other three-letter plus
words as possible. Gilli and I are avid players of the Radio Times version
of this game. In the same way, the nine spaces can be used to play noughts
and crosses.
Balance
A set of Okki-blocs are placed on a table, with the centre white one placed
diagonally. This block has corners of varying roundness. The player
(usually a young one) sees how easy it is to balance a ruler on the different
edges. Rounded ones are easier. The moral – sharp edges to our character
easily lead to upsets!
Soulfull
Again a set of Okki-blocs are placed on the table without the centre white
block. Objects are placed in the centre space to represent different aspects
of our soul or goal, such as a candle, egg, plant with soil, or a pile of
money.
29
Feelies
Okki blocs can be made with different textures on the blocks, so that users
have to guess which block is which by touch only. This emphasises the
importance of sight. Alternatively, players could try to assemble the
coloured blocks blindfolded and see who gets nearest the original model.
Golf-ball
Okki-blocks with 45mm sides are the right size for placing a golf-ball in
the middle of the soul space. Put a face on the ball, then slide the blocks
around on a table, and see how the ball moves – it is counterintuitive! The
idea is expose the face and have it orientated correctly. Not easy!
Balls-eye!
Similar to the last idea, but different types of ball (with varying
bounciness), are dropped into the centre soul or goal space, trying to avoid
it bouncing out again. Very difficult, but there are tricks to be learnt. Moral
– it is difficult to achieve our goal and we have to persevere.
Those are some examples of what can be found on the website under Okki
Stuff: Okki@play. See if you can invent better ones!
Creativity – Artoc
I have experimented with the Octaikon graphic using it as a basis for
artistic creations, mainly via a painting programme on the computer. Some
interesting works of art can be thought up, on which to meditate or just as
decorations. Laminated, they can be used as drinks mats. Here is an
example – Christians should have no difficulty recognising the saying this
represents.
30
It is of course “I am the vine, you are the branches” spoken by Jesus. You
can see more on the website under Okki Stuff.
Exploring concepts – tertiary stage
After secondary school and either at University, in work, or beyond, the
Octaikon will be of increasing value, helping to explain many of the
concepts that generated it in the first place and to which students will
inevitably be exposed. Thus the original faculties come to represent a
whole range of characteristics and the Octaikon facilitates understanding of
all sorts of ideas.
In parts two and three of this book, you will find many examples of how
the model was used to compare ideas in topics such as health, management,
personalities, learning, spirituality, theology and religion. They cover all
the things that I have looked at over nearly 15 years trying to find answers
to the problems that I introduced this book with, and which have led to the
formulation of the Octaikon graphic.
I have had first hand experience using the Octaikon for University level
training courses that focussed on management, where it was very useful,
although I never got around to having a formal feedback questionnaire
distributed.
Okki-maps
All the topics described in parts two and three of this book, and many
more, are summarised on one page slides in the Okki Stuff resources, and
called Okki-maps. In this form they are a very useful aide-memoire of the
concept, easy to refer to if and when that topic arises. In a way, these Okkimaps now form a diary of ideas I have encountered, and my interpretation
31
of them. Sometimes these interpretations are a bit tentative, and might be
sniffed at by academics, but most of the time they are successful and
concise – but you’ll have to be the judge.
There are currently over 100 Okki-maps, and still increasing. I now have
bouts of what my wife can easily identify as an “Okki-moment” coming on.
In other words – I hear of a new idea to do with people, and suddenly
realise that it can be converted into an Okki-map. Then I’m off on the
computer , mapping it to my heart’s content, oblivious to anything else. My
family agree that I sometimes get carried away in my enthusiasm for
creating these new Okki maps – but it really is a harmless pastime, I think
they concede – and I hope you, the reader, will judge it is actually very
useful.
To reiterate an important point, I would be the first to recognise that the
relevance of the Octaikon faculties to some of these ideas is tenuous, and
the graphic becomes little more than a colourful background on which to
summarise an idea. But I would argue that the majority of the maps do
indeed correspond and are very useful ways of summarising and comparing
concepts and ideas.
Each Okki-map slide consists of an Octaikon on the right side, on which
keywords of the concept are mapped, corresponding as far as possible to a
relevant faculty. This is done as artistically as possible, so that the result is
like a Tony Buzan mindmap, and memorable because of being that. I
should say that I am an enthusiastic mind-mapper, totally sold on the idea.
One of my most useful computer programmes is MindManager, which I
initially used to brainstorm, design, and create the Octaikon website and
many others.
On the left side of the slide is a text summary of the main points, written in
what I call phrase-profile format, so that each line is intelligible in itself
(no word-wrapping is allowed if it breaks the sense). Also, each line is
centred, so as to form a symmetrical pattern of line shapes. This makes
reading very easy and also much more memorable. Writing like this is also
a great discipline that forces me to be brief, and use memorable turns of
phrase. If you are interested in this idea, I explain it more on the website.
The descriptive text usually finishes with several questions, helping to
stimulate the user into figuring out how the concept might apply to him or
her. Each slide is given a rating of pluses – the more there are, the more
difficult is the map to understand without some prior knowledge. Here is an
example:
32
All Okki-map slides are originally created in MS Powerpoint, and there are
versions of many of them, where the summary text is replaced with a few
bullet points, and the graphic is enlarged and animated, so that it can be
used for teaching purposes, with the elements gradually revealed. I am
aware that the presentation style can be misused, but this version can be
particularly helpful when talking about complex maps – such as the one
about Montessori teaching methods that I mentioned earlier. It also means
that the user can go back to the original MS Powerpoint files and edit the
text and maps if they don’t agree with the way I have made them. Here is
the complicated Montessori slide.
33
All these maps form part of the Okki Stuff resources in PDF format which
enables them to be easily printed out using Adobe Reader, two to a page –
which is a handy size, and easily readable. The PDF file is large, currently
about 6 Mbytes, so be patient while it downloads. But once down, you will
find it very easy to navigate and search, since all the internal links are
maintained, and you can use Abode’s search engine to find keywords.
If you want to make your own Okki-maps, there is a PPS template that can
be used on screen in Powerpoint – or if you are fed up with staring at a
computer, an excellent way of brainstorming (or thought showering) one is
to print out a blank Octaikon, as large as possible on an A4 sheet, laminate
it, and then use a board marker to map your concept. If something brilliant
surfaces, you can then set about immortalising it on computer.
The website
And that brings me to the final resource – the Octaikon website itself –
where all these resources can be found in glorious digital Technicolor and
resolution. If you have not been there before (and I hope you have read
through this whole section as I asked you to do), now would be a good time
to close the book, make a cup of tea, open up the web browser, and take a
look before continuing on. It won’t spoil your fun reading the next sections,
as in this book you will find much more about my family and me, which
you won’t find on the website. Here are the opening pages:
www.octaikon.co.uk
The website is an evolving one, where I have posted the most recent ideas
and test out the latest in animations that I have come across. There are
several links to animations on the menu page. For instance, you will find a
series of animated GIFs that provide mini-summaries of key ideas, which
can be downloaded onto your mobile, or sent with e-mails as a way of
drawing attention to something you think others really should know about –
like the perils of drinking too much…(or too little). But more of that in the
next chapter.
34
Bibliography
This bibliography lists all the books referred to in the text, and also others
that I have read that have helped me.
Alford, Helen J. (O.P) and Michael J. Naughton. Managing as if Faith
Mattered: Christian social principles in the modern organisation.
University of Notre Dame Press 2001. 336pp. ISBN 0-268-03462-1
A considered look at how our faith and ethical standards should influence
work practices and decisions in the workplace.
Anon (Editors of Catholic Exchange) . A Guide to the Passion – 100
questions about The Passion of the Christ. Passion Outreach.
www.xt3.com. Catholic Exchange 2004. 82pp. ISBN 0-9547321-1-1.
If you have seen this film, this book is an excellent explanation of the
scenes.
Anon. Evangelium Catechesis resources. Catholic Truth Society. For
information on this and other information about the Catholic church, visit
this webpage, and explore others:
http://www.cts-online.org.uk/Evangelium.htm
Anon. Philosophy Works (1) new light on life. Arcturus. 2006. 111pp.
ISBD 1-84193-524-7.
A handy booklet with philosophical tips to practical living that follow the
School of Economic Science’s Practical Philosophy course. There are two
other volumes
Anon. The Cloud of Unknowing – a new translation by Clifton Wolters.
Penguin Classics. 1961. 143pp.
An old edition – you would need to buy a newer one! A classic devotional
text, which takes a bit of digesting. In bite-sized chunks!
Anon. The World’s Religions – a Lion Handbook. Lion Publishing. 1982.
447pp. ISBN 0-85648-187-4
An excellent reference book, written from a Christian perspective, but
very sympathetic, balanced and inclusive. Our copy was brought in
Nepal, and certain images related to Mohammed had been blanked-out
with marker-pen!
Argyle, Michael. The Psychology of Interpersonal Behaviour. Penguin
Books. 1994. ISBN 0-14-017274-2.
A classic text. If you want a detailed analysis of how we relate to each
other, by a professional, this is an excellent book. Accessible and very
interesting.
Argyle, Michael. The Social Psychology of Work. Penguin Books. 1990.
pp.396. ISBN 0-14-013472-7. Another classic text by this author. A very
interesting text that explains the social factors that influence our
experience of work. Essential reading for any manager.
35
Belbin, Meredith Team roles. Information on this idea can be found at:
http://www.belbin.com/belbin-team-roles.htm
Bennett, David W. Metaphors of Ministry: biblical images for leaders
and followers. Baker Book House Press/Paternoster Press. 1993. 205pp.
ISBN 0-8010-2091-3 / ISBN 0-85364-719-4
Fascinating summary of all the images used in the bible, with a
comprehensive table.
Brand, Dr. Paul and Philip Yancey. Fearfully and Wonderfully Made.
Hodder and Stoughton. 1985. 210pp. ISBN 0-340-25955-8.
If you want an idea of the physical and spiritual parallels of how our
bodies work, this is great. Dr Brand is a relation of mine.
Buzan, Tony. The Mindmap Book: radiant thinking – the major evolution
in human thought. BBC Books. 1997. 320pp ISBN 0-563-37101-3
Explains all forms of manual mind-mapping. Full colour throughout, and
great for getting an idea of the techniques.
Catholic Religious Orders. For more information on Wikipedia, see:
http://en.wikipedia.org/wiki/Catholic_order
Collins, Fr. Pat. Preface by Dr. Jack Dominian. Mind and Spirit:
spirituality and psychology in dialogue. Columba Press. 209pp. ISBN 185607-542-7
An excellent and balanced overview of the topics, looking at the latest
research into related topics. A must read.
Corbett, Steve and Fikkert, Brian. When helping hurts: how to alleviate
poverty without hurting the poor, and yourself. Moody Publishers. 2009.
230pp ISBN -13: 978-0-8024-5705-9.
An excellent book that looks at concepts of poverty, principles to be
followed, and strategies to take – from a Christian perspective.
Cornwell, John. Darwin’s Angel- an angelic riposte to The God
Delusion. Profile Books. 2007. 168pp. ISBN 978-1-84668-065-6
Very witty defence of religion in response to Dawkins’ book.
Crabb, Dr. Larry. Understanding People: reaching deeper through
biblical counselling. Marshall Pickering. 1987. 224pp. ISBN 0-55101629-9
Has a useful analysis of personality.
Crean, Thomas. A Catholic replies to Professor Dawkins. Family
Publications 2007. 160pp. ISBN 978-1871217704.
One of many rejoinders to Prof. Dawkins’ The God Delusion – this one
from a Catholic viewpoint. The author is priest in the Dominican order.
De Mello, Anthony SJ. The Song of the Bird. Gujarat Sahitya Prakash,
1982. 219pp.
This is a lovely book full of contemplative stories from the East. One of
my favourites. Get it if you can.
36
Dawkins, Richard. The God Delusion. 2006. 406pp. Bantam Press. ISBN
0-593-05548-9.
Summarises Dawkins view of religion, as it gradually became clear in his
books on evolution. Although he may be a good biologist, he is not a
theologian. Worth reading to understand where he is coming from. I
scribbled agitatedly on most pages of my copy.
Edwards, Betty. Drawing on the Right Side of the Brain: How to unlock
your artistic talent. Harper Collins Publishers. 1993. 254pp. ISBN0-00638114-6
If you are not good at art, but would like to improve, this is highly
recommended.
Fairtrade. You can find more information on this initiative at:
http://www.fairtrade.org.uk/
Fleetwood, Peter. Listening to the non-believer. In: Priests and People –
pastoral theology for the modern world. Theme: Christian Unity, Islam
and Non-belief January 2003. pp.19-23. The Tablet Publishing Company.
ISSN 00009-8736. A very helpful article on dialogue between believers
and unbelievers. This issue also has other excellent articles on the theme.
Fortune, Don and Katie. Discover your Children’s Gifts. A parent’s
handbook to recognize and develop your children’s God-given gifts.
Chosen Books. 1989. 296pp. ISBN 0-8007-9151-7
See comments below.
Fortune, Don and Katie. Discover your God-given Gifts. Chosen Books.
1989. 296pp. ISBN
This and the previous volume are very good. They will enable you to
identify your and your children’s gifts and take practical steps to use them
fully.
Foster, Richard. Celebration of Discipline. Study Guide Edition. Hodder
and Stoughton. 1989 276pp. ISBN 0-340-73521
A clear coverage of meditation, prayer, fasting, study, simplicity, solitude,
submission, service, confession, worship, guidance and celebration. Has
study notes for groups Forward by Delia Smith.
Francis, Leslie J. Faith and Psychology: personality, religion and the
individual. Darton, Longman and Todd 2005. 154pp. ISBN 0-232-525447
Clearly and carefully explains links between personality and Christian
ministry, and the research on which it is based. Has a practical MyersBriggs type test. Recommended for reference and self-study.
Full Gospel Businessmen’s Fellowship International. The origins of
this group is inspiring – read Demos Shakarian’s book The Happiest
People on Earth – he is the founder.
Http://www.fgbmfi.org/
Gaarder, Jostein. Sophie’s World. Pheonix. 436pp. ISBN 1-85799-291-1
An excellent introduction to philosophical thought through a gripping
story about a girl called Sophie and an enigmatic philosopher called
Alberto Knox. A best seller
37
Gladwell, Malcolm. The Tipping Point: how little things can make a big
difference. 2000. 279pp. ISBN 0-349-11346-7.
Popular book on how ideas suddenly take off, and the sorts of people and
circumstances that are required. Bit dense in places.
Gould, Stephen Jay. Rocks of Ages: science and religion in the fullness
of life. Vintage. 2002. 241pp. ISBN 0-099-28452-9
A very good exposé of the idea of Non-Overlapping Magisteria (NOMA).
Useful read, even if you don’t agree with the idea (I don’t)
Guinness, Alma. Marvels and Mysteries of the Human Mind. The
Reader’s Digest Association Ltd. 1997. 336pp. ISBN 0 276 42039 X
An excellent coffee-table overview of how our brain works, as only
Reader’s Digest know how.
Goyder, David. Facing up to Reality: a rational approach to the
Christian faith. 1989 93pp. Churchman Publishing. ISBN 85093-171-2.
My father-in-law wrote this. It may not be easily available. It is a very
good approach based on his conclusions while having to answer questions
from his colleagues at work. Ask me for a PDF.
Griffiths, Bede. The New Creation in Christ. Meditation and Community.
Darton, Longman and Todd. 1992, 111pp. ISBN 0-232-52014-3
Fr. Bede Griffiths was a Benedictine monk who set up a Christian ashram
in India. The book explains his meditative approach. Rupert Sheldrake
spent time at his ashram.
Hamilton, S. Laurence and Peter N. King. Tropical Forested
Watersheds – Hydrologic and soil response to major uses and
conversions. Westview Press, Boulder, Colorado. 1983 168pp. Has the
article about the 4Ms: myths, misinformation etc. Sorry – out of print.
Very interesting if you are into forests!
Hampson, Michael. Head versus Heart, and our gut reactions. Mapping
the different ways we engage with the world. O books 2005. ISBN 1
903816 92 0.
A practical application of the Enneagram. Good compliment to Rohr &
Ebert’s book.
Herrman, Ned. You can find more about his ideas in the following PDF
article:
http://www.herrmann.com.au/pdfs/articles/TheTheoryBehindHBDI.pdf
Note: Herrman uses colours to explain his brain quadrants that are
different to the Octaikon. As far as I can gather, the colours have no
significance.
Heywood, Andrew. Political Ideologies: an introduction. Second edition.
Macmillan Press. 1998. 364pp. ISBN 0-333-69887-8
My daughter Esther had his for her social anthropology course. Lots of
very helpful summaries of the different ideas, and not too heavy to read.
Hinton, Michael (abridged by). The 100-Minute Bible. The 100-Minute
Press, Myrstole Farm, Canterbury, Kent, CT4 7BD. UK. 2005. 50pp.
ISBN 0-9551324-0-1 and 978-0-9551324-0-7. See also www.the100minutepress.co.uk. Excellent overview – can indeed be read in 100
minutes – written in the form of a Biblical narrative.
38
Hocken, Peter. Blazing the Trail: where is the Holy Spirit leading the
Church? Bible Alive 2001. 160pp. ISBN 0-9540335-0-7.
An easy and exciting read by this Charismatic priest. Makes you want to
do something, and tells you how.
Hodgkinson, Brian. The Essence of Vedanta: the ancient wisdom of
Indian Philosophy. Arcturus. 2006 230pp. ISBD 0-572-03202-X.
A good introduction. Although clearly written, some of the concepts may
be difficult to grasp. The author is a facilitator at the School of Economic
Science in Oxford. http://www.schooleconomicscience.org/
Honey and Mumford learning styles. The following websites will
provide information:
http://www.ruby3.dircon.co.uk/Training%20Files/Theory%20Pages/learni
ng%20styles.htm
http://www.peterhoney.com/
Huggett, Joyce. Listening to God. Hodder Christian Paperbacks. 1986. pp
240. ISBN 0-340-39274-6
This author has written a lot of books on the topic of prayer. If you want
to know more, especially on contemplative prayer, this is a good book to
start with.
Hughes, Selwyn. Every Day with Jesus- Jan/Feb 2004. Thriving
Spiritually. Crusade for World Revival (CWR), Waverley Abbey House,
Farnham, Surrey, UK.
One of Selwyn Hughes bible study notes – always with fresh insights
Hughes, Selwyn. Every Day with Jesus- Nov./Dec. 1989. Relationships.
Crusade for World Revival (CWR), Waverley Abbey House, Farnham,
Surrey, UK.
One of Selwyn Hughes bible study notes – with excellent observations on
relationships
Hughes, Selwyn. Every Day with Jesus- Sept./Oct. 1997. Keeping your
Balance. Crusade for World Revival (CWR), Waverley Abbey House,
Farnham, Surrey, UK.
One of Selwyn Hughes bible study notes – about the topic of this book.
International Bible Society – editors. The Holy Bible – New
International Version. Hodder and Stoughton. 1984 1251pp.
A good inter-denominational version, used by many churches.
Johnson, Sarah. Daring to be Different: being a faith family in a secular
world. Darton, Longman and Todd 2004. 189pp. ISBN 0-232-52398-3
An easy to read, practical, light-hearted look at ways to build and express
the Christian faith together in a family.
Johnson, Dr. Spencer. Who Moved My Cheese: an amazing way to deal
with change in your work and life. 2002. 95pp. Vermilion. ISBN 0-09181697-1.
Great read for air journeys, all about change. Typical of what you can find
in airport bookstores.
39
Jung, Carl. For information about Jung and his ideas, here are some
websites for starters:
http://webspace.ship.edu/cgboer/jung.html (Boeree’s article)
http://en.wikipedia.org/wiki/Archetype
http://en.wikipedia.org/wiki/Carl_Jung
Keating, Fr. Thomas
See the following excellent website for information on his contemplative
teaching: www.contemplativeoutreach.org,
Kreeft, Peter J. Catholic Christianity: a complete catechism of catholic
beliefs based on the Catechism of the Catholic Church. Ignatius Press.
1997. 426pp. ISBN 0-89870-798-6
This makes the standard Catechism much more readable. Kreeft has an
excellent way with words. Unfortunately lacks an index. Ask me if you
want one
Kreeft, Peter J. You can understand the Bible: A practical and
illuminating guide to each book of the Bible. Ignatius Press 2005. 327pp.
ISBN 1-58617-045-7.
A stimulating and balanced look at the Bible, with lots of interesting
comments. Kreeft writes with wit and insight.
LaHaye, Tim. Spirit Controlled Temperament. Kingsway Publications.
1997 188pp. ISBN 0-902988-36-X
One of the texts that helped me crystallise my ideas for the Octaikon. He
uses the basic Hippocratic temperaments to discuss the effect of the Holy
Spirit in perfecting them
Lennox, John C. God’s Undertaker – has science buried God? Lion
Publishing. 2009. 224pp. ISBN 978-0-7259-5371-7
This is the best counter to Dawkins’ and other atheistic attacks on religion.
The author is both a theologian, and a scientist – mathematician. Although
the book gets into all topics in depth, it is not difficult to read. Highly
recommended
Lewis, C. S. The Four Loves. Collins Fount Paperbacks. 1990 128pp.
ISBN 0-00-620799-5.
A classic text, not always that easy to read, but explaining in depth the
difference between agape (charity), eros, familial love, and friendship.
Libreria Editrice Vaticana. Catechism of the Catholic Church. Revised
Edition. Geoffrey Chapman. 1999. 778pp. ISBN 0-225-66867-X
Amazing, comprehensive and fully structured reference of Catholic
doctrine. Not an easy read – if you buy, get Kreeft’s version as well.
Lumsdaine, Edward and Monika. Creative Problem Solving: thinking
skills for a changing world. McGraw-Hill International Editions. 1995.
491 pp. ISBN 0-07-113478-6
Highly recommended text if you want to know how we think and analyse
problems. The authors are engineers, and it is very practical.
Luft, Joseph and Harry Ingham. The Johari Window.
http://en.wikipedia.org/wiki/Johari_window
This article gives a brief introduction and explains how you can work out
the windows.
40
Main, John. The Joy of Being – daily readings. Darton, Longman and
Todd. 1987. 62pp. ISBN 0-232-51731-2
These reading have been selected by Clare Hallward with an introduction
by Laurence Freeman. Very inspirational!
Margerison and McCann Team Management Wheel.
A wealth of information about this idea can be found at this website:
http://www.tms.com.au/tms07.html
McGrath, Alister. Dawkins’ God: genes, memes and the meaning of life.
Blackwell Publishing. 2005. 201pp. ISBN 1-4051-2538-1.
One of several antidotes to Dawkins’ ideas. Read before you launch into
the God Delusion.
McGrath, Alister, with Joanna Collicut McGrath. The Dawkins
Delusion. Atheist fundamentalism and the denial of the divine. SPCK.
2007. 78pp.
If you manage to read through Dawkins’ The God Delusion, then read this
afterwards to clarify things and get your balance. It will only take a
morning.
Meadows, Donella. State of the Village report.
http://www.miniature-earth.com/
Montague, George T. SM. Our Father, Our Mother – Mary and the
Faces of God; a biblical scholar speaks out on a controversial subject in
today’s church. Franciscan University Press. 1990. 174pp. ISBN 0940535-28-9
If you are curious about Marian doctrines, this is excellent. We knew Fr
George in Nepal. Lovely person, wonderful doctrines.
Montague, George T. SM. Still Riding the Wind – learning the ways of
the Spirit. Revised Edition. Resurrection Press, Mineola, New York. ISBN
1–878718-22-3 1995. 109pp. A modern spiritual classic, which is very
clear about the role of the Holy Spirit in the Christian’s life.
Myers-Briggs Type Indicator. For general information about the
background of this idea, go to: http://www.myersbriggs.org/
For examples of the questionnaires and more, go to the Consulting
Psychologists Press website: http://www.cpp.com/products/mbti/index.asp
O’Mahony, Gerald. Finding the Still Point: making use of moods.
Exploring Prayer: series editor: Joyce Huggett. Eagle, Guildford. 1993
91pp. ISBN 0-86347-110-2.
All about very practical ways of tackling times when you are depressed or
overstressed. Written by a Jesuit with experience.
Oppenheimer, Stephen. Excellent interactive map of the peopling of the
world.
http://www.bradshawfoundation.com/stephenoppenheimer/
Ozaniec, Naomi. Teach Yourself Meditation. Hodder. 2006. 199pp. ISBN
978-0-340-92940-7
Covers all types of meditation from a practical angle. A good reference on
the topic.
41
Pervin, Lawrence A. and Oliver P. John. Personality: theory and
research. Eighth Edition. John Wiley & Sons. 2001. 621pp. ISBN 0-47135339-6
Another book that our daughter Esther had on her social anthropology
course. I took it over when she finished, and found it very good.
Radcliffe, Timothy OP. What is the Point of being a Christian. Burns
and Oates. 2005. 218pp. ISBN 0-86012-369-3
A collection of essays about various aspects of the topic. The one on truth
is very good. Fr. Timothy is a member of the Blackfriars Dominican
community in Oxford. We discussed this in our Men’s Group.
Richardson, Don. Eternity in Their Hearts – startling evidence of belief
in the one true God in hundreds of cultures throughout the world. Regal
Books. 1984. 223pp. ISBN 0-8307-0925-8
Another author we met in Barbados. Really fascinating look at all cultures
that seem to have an inbuilt understanding of God.
Robbins, Stephen P. Organizational Behaviour; concepts, controversies
and applications, Second Edition. Prentice Hall International. 1983.
564pp. ISBN 0-87692-393-7
No relation. Picked this up cheap – very good if you want a textbook on
how organizations work.
Rohr, Richard and Andreas Ebert. The Enneagram – a Christian
Perspective. The Crossroad Publishing Company. 2004
A very intriguing read, and clear explanation of this rather mysterious
idea.
Rohr, Richard. Everything Belongs: the gift of contemplative prayer.
Revised and updated edition. The Crossroad Publishing Company. 2003
186pp. ISBN 0-8245-1995-7.
Another book we looked at in our Men’s Group. Full of thoughtprovoking and mind expanding ideas.
Rohr, Richard with John Feister. Jesus’ Plan for a New World. The
sermon on the mount. St. Anthony Messenger Press. 176pp. ISBN 978-086716-203-5
A very good explanation of the sermon on the mount and the beatitudes.
Half the book is dedicated to explaining how to interpret the passages in
context of life at Jesus’ time.
Russell, Edward. Design for Destiny the science of the future Neville
Spearman.1971 SBN85435 221 X. 189pp.
A fascinating alternative view of how we are organized through so-called
electromagnetic Life-fields. Not cranky, worth reading!
Sheldrake, Rupert. The Sense of Being Stared At – and other
unexplained powers of the human mind. Crown Publishers. 2003. 370pp.
ISBN 978-1-4000-5129-8
Covers the wide variety of unexplained phenomena that the author has
been researching. If you read this, you will want to read his new Science
of Life.
42
Sheldrake, Rupert. A New Science of Life – fully revised 3rd edition.
Icon Books. 2009. 370pp. ISBN 978-184831402-1
A fascinating and thought provoking book, which explains the ideas of
morphic resonance and morphogenetic fields as an explanation of form.
The author is a reputable biochemist prepared to push the limits of
traditional science.
Smith, Adrian B. The God Shift: our changing perception of the ultimate
mystery. 2004. 258pp. The Liffey Press. ISBN 1-904148-47-6.
I thought this was very good. Challenges the way we perceive God in light
of various factors: knowledge, science, theology, morality, revelation etc.
Buy it and be stimulated.
Stockley, David. Drug Warning. An illustrated guide for parents,
teachers and employers. Optima. 1992. 221pp. ISBN 0356 209806. Was
a good, comprehensive guide to the subject.
Swanson, Kenneth. Uncommon Prayer: approaching intimacy with God.
Hodder and Stoughton. 1989. 243pp. ISBN 0-340-50259-2.
One of the books that got me thinking about the idea of the Octaikon. He
argues that we should all try to experience four pieties: aesthetical,
sensual, intellectual, and emotional.
Teilhard de Chardin, Pierre. Le Milieu Divin. Fontana Religious. 1968.
160pp. ISBN unknown.
I feel as though I have a great empathy for this scientist/theologian. I love
the way he writes, but don’t always grasp what he has to say. But
intuitively I get the idea. Lovely!
Tresidder, Jack. Dictionary of Symbols: and illustrated guide to
traditional images, icons and emblems. Duncan Baird Publishers. 1997.
240pp. ISBN 1-900131-62-5
Great book if you want explanations of all sorts of symbols. Great to dip
into. I used it to get an idea of all the symbology associated with the
Octaikon.
Turner, Diane and Thelma Greco. The Personality Compass: a new way
to understand people. Element Books Limited. 1998. 303pp. ISBN186204-285-3.
Found this book in Oxford, and said Aha! Compulsive purchase. I enjoyed
it.
Tyrell, G.N.M. The Personality of Man – new facts and their
significance. Pelican Books. 1954. 2295pp. ISBN An old text. Despite its title, it mainly looks a extra-sensory phenomena.
Very interesting. Little has changed in understanding. One of the many
Pelican titles my father-in-law, David Goyder, referred to in writing his
own book.
Uys, Jamie. The Gods must be Crazy. DVD. Columbia TriStar Home
Entertainment. E-1701-UK-S. If you have never seen this film (and the
second one), get this DVD and laugh. Lots of lessons to be learnt, and a
whole range of character types to analyze. DVD has a feature film which
is a great antidote to the rather idealised view of the Kalahari bush people.
43
Valles, C.J. SJ. I am collecting Rainbows. Gujarat Sahitya Prakash. 1955.
149pp.
This was given to me by a friend in Nepal, but I only read it when I was
just about to complete this book, many years later. It is a lovely
autobiographical note by a Jesuit living in India, with great cross-cultural
observations.
Wansborough, Henry – editor. The New Jerusalem Bible: reader’s
edition. Darton, Longman and Todd. 1990. 1463pp. ISBN 0-232-51930-7
My favourite version of the bible – it’s nice to read old, well-known
passages in different words.
Wilber, Ken. A Theory of Everything: an integral vision for business,
politics, science and spirituality. Shabhala. 2001. 189pp. ISBN 1-57062855-6
Ken Wilber describes himself as an integral philosopher. His ideas are
challenging. He tries to integrate everything in a very thoughtful and
inclusive way. Also see his website: http://www.kenwilber.com/ and
Integral Life: http://integrallife.com/group/integral-life-spiritual-center
Winston, Robert – Editorial Consultant. Human: the definitive visual
guide. Dorling Kindersley Ltd. 2004. 512pp. ISBN 104053-0233-X
Fantastic coffee table book with everything you ever wanted to now about
people. It will set you back a few quid, but worth it.
Winter, David. Hereafter- a new look at an old question. What happens
after death? Hodder Christian Paperbacks. 1977. 93pp.
A very readable, short book that clearly explains this controversial topic in
a very balanced way. May be out of print, but in libraries. Worth looking
for.
Women’s Aglow. A vibrant charismatic group, like the Full Gospel
Businessmen’s Fellowship International
http://www.aglow.org.uk/
Wood, Derek. The Barnabas Factor: the power of encouragement. Intervarsity Press. 1988. 159pp. ISBN 0-85110-480-0.
A very good, readable, look at how encouragement can help change lives.
44
ANNEX 1: Development of the graphic.
Many of the concepts that I have studied described a person using two or
four descriptors, or multiples – eight or sixteen, varying discretely or
continuously. These are either in the form of intersecting axes or circular
arrangements. I therefore needed a graphic that would represent all these.
At the same time, I needed to represent spiritual ideas along with these
physical factors, so as to incorporate the concept of a human being with
both body and soul
I finally decided on a graphic table or map in the shape of an irregular
octagon, made up of five squares and four triangles. This seemed the best
compromise to represent the different relationships of factors, and allow the
outer parts to represent the “body”, and the inner part to represent the
“soul”. To make the graphic more attractive I decided to colour the eight
outer sectors using colours of the spectrum, merging them into a central
white area and removing lines, so that the result had minimal distracting
features, and would not interfere with text etc. superimposed on top. Here
are the steps in the design.
Not all users will like my use of colours and how they are associated with
each faculty. There are, however, many alternative layouts using lines and
greys that could serve the same purpose. Some examples are given below.
45
ANNEX 2: How to make resources
ELECTRONIC DIAGRAMS
All the pages and diagrams as Okki-Stuff on the website are available as
Powerpoint slides. You can re-size, modify and animate the vector
drawings and the text so that they can be used in your own presentations.
LAMINATED OCTAIKONS
A blank Octaikon can be printed out at maximum size on A4 paper and
then sealed with clear plastic using a laminator for annotating with a
whiteboard marker. Okki-maps and Artoc creations can also be laminated
for use as drinks mats, etc. Cut around the eight sides of the diagram, seal,
and then cut around away from the paper to ensure a waterproof edge.
OKKI-BLOCS
Wooden blocks can be made from 44mm x 44mm pine. Carefully saw off
cubes using a mitre jig at 90°. Ensure the sides are square and the same
dimensions by sanding to size. Use the mitre jig at 45° to make triangular
blocks. Ensure that the square faces are the same dimensions as the cubes.
Sand until smooth, rounding off edges and check that the cubes and
triangular blocks all fit together properly. Make a square tray for the blocks
using MDF board, one for the base, onto which is glued another with the
Octaikon shape cut out of it using a jigsaw. If you want to make a selfholding magnetic version, buy 16 x 3mm diam. x 4m magnets. Using a 2.5
drill, make holes in the exact centre of each adjacent face just a bit deeper
than the magnet.
Make sure that the two magnets on each block have opposite poles (north
and south) facing outwards (you may need to mark polarity with an
indelible markers). Push the magnet into the hole so as to be flush with the
surface of the wood. Paint the blocks using acrylic poster paints.
Suitable magnets are available from www.first4magnets.com
46
ANNEX 3 Other ancient ideas
As explained in the text, the Octaikon’s form, colours and symbols are
mainly derived from modern secular ideas of personality and team roles.
There is nothing intrinsically mystical about it. However, it is interesting to
consider some examples of the many ancient models (mostly Eastern)
with which there may be some corresponding elements.
•
•
•
•
•
An icon is a picture venerated by Orthodox Christians who consider
it as a window onto the spiritual world. In a way, the Octaikon helps
understand our spiritual side.
A mandala is a colourful geometric model of the cosmos. In
Buddhism it has spiritual significance and aids meditation. It is based
on circles (divinity) and squares (humanity).The octagon represents
an integration of both meanings.
A chakra is a centre of spiritual energy in the body. Yoga defines
seven such centres aligned up the body. There is some
correspondence with the Octaikon faculties
Sephiroth are divine emanations or aspects of being. The Kabbalah
has ten sephiroth linked into a “tree of life”. Again, there is some
correspondence with the faculties but not with the colours and
pathways used.
I-Ching is Chinese system of philosophy and divination. One
symbolism uses the two Yin and Yang elements to form eights sets of
three “trigrams” forming an octagon. Apart from the shape, there is
no correspondence.
47
ANNEX 4 Similar modern ideas
Although the Octaikon graphic was derived from several modern theories
of personality and team roles, it did not copy any existing graphics. The
design and colours were more or less fixed around 1995.
After I developed the Octaikon it was interesting to note that some business
models had used exactly the same circular order of colours to represent the
personality types or team roles. However, the orientation is different, the
diagrams are used to explain one theory only, and there is no spiritual
element.
See for example:
• The colour wheel used by Colour Works / Insights Discovery
http://www.thecolourworks.com/
• The team management wheel used by TMS Development
International Ltd.
http://www.tmsdi.co.uk/index.cfm
• Ned Herrman’s model of brain quadrants. There is no
correspondence in colour.
http://www.hbdi.com/
• Modern presentations of old ideas (e.g. feng shui) use circular
coloured diagrams, but there is no correspondence in colour
48
49
50

Part 1 - the NR group

Transcription

Similar documents

Sw eetBA BYPete! - MerryMakers, Inc.

Weather Series Learning Resource Guide

HugoAsphaug Kardamyli 140s

Free PDF

New books January 2011 Needlework Christophorus Verlag GmbH

Shanahan`s Colour Selector

انقر لإضافة عنوان - Erasmus Mundus Assur Project

What if simple living could make our lives better?

Novelties Crafting

Black Lace upcoming releases catalog