Listening into the Dark: An Essay Testing the Validity and Efficacy of Collaborative Developmental Action Inquiry for Describing and Encouraging Transformations of Self, Society, and Scientific Inquiry

Abstract

Collaborative Developmental Action Inquiry (CDAI) is introduced as a meta-paradigmatic approach to social science and social action that encompasses seven other more familiar paradigms (e.g., Behaviorism, Empirical Positivism, and Postmodern Interpretivism) and that triangulates among third-person, objectivity-seeking social scientific inquiry, second-person, transformational, mutuality-seeking political inquiry, and first-person, adult, spiritual inquiry and consciousness development in the emerging present. CDAI tests findings, not only against third-person criteria of validity as do quantitative, positivist studies and qualitative, interpretive studies, but also against first- and second-person criteria of validity, as well as criteria of efficacy in action. CDAI introduces the possibility of treating, not just formal third-person studies, but any and all activities in one’s daily life in an inquiring manner. The aim of this differently-scientific approach is not only theoretical, generalizable knowledge, but also knowledge that generates increasingly timely action in particular cases in the relationships that mean the most to the inquirer. To illustrate and explain why the CDAI approach can explain unusually high percentages of the variance in whether or not organizations actually transform, all three types of validity-testing are applied to a specific study of intended transformation in ten organizations. The ten organization study found that adding together the performance of each organization’s CEO and lead consultant pn a reliable, well-validated measure of developmental action-logic, predicted 59% of the variance, beyond the .01 level, in whether and how the organization transformed (as rated by three scorers who achieved between .90 and 1.0 reliability). The essay concludes with a comparison between the Empirical Positivist paradigm of inquiry and the Collaborative Developmental Action Inquiry paradigm.

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