The People Index - individuals who are doing things in the vicinity of the Process Arts. Inclusion does not imply endorsement or relationship. This is a list of folks who talk the talk in whatever context.


from: http://stevecady.com/

Steven H. Cady

external image steve.jpg
Steven is a scholar practitioner committed to using cutting-edge approaches that inspire system-wide change in organizations, and he is actively pursuing research and practice that unleash passion at the individual and organizational levels. Steven is a tenured Graduate Faculty member at Bowling Green State University, where he is director of the Institute for Organizational Effectiveness and has served as the director of the Master of Organization Development Program. He has also served as the chief editor for the Organization Development Journal.
Steven publishes, teaches, and consults on topics of organizational behavior and psychology, change management, and organization development. His current clients include strategic planning and process improvement for Anne Grady Services, school district reform for the Diocese of NW Ohio (Toledo), strategy and education initiatives for The Tavistock Group and Lake Nona Property Holdings.

Steve Cady's Vita
References & Awards


Steve is behind Nexus For Change conferences



Kai Degner


from : http://www.jmu.edu/bethechange/degner.shtml
Photo: Kai Degner
Photo: Kai Degner

In February 2003, spurred by a classmate's deployment to Kuwait, undergraduate Kai Degner hatched an idea: Get students talking. Not Bickering. Talking, and listening. Degner's original vision of a visual symbol to engender civil conversation morphed into an orange band -- an invitation to discuss any topic the wearer feels passionate about: Anti-war. Patriotism. Abortion. Gay rights. Prayer. Democracy. Write a word or phrase on the band, then wear it and let the dialogue, education and action begin. A week later, 2,000 orange swatches were splashed across campus. Within a month, the OrangeBand Initiative launched. Some 50 campus forums and 6,000 bands later fueled the OrangeBand momentum. That grabbed the attention of C-SPAN, which came to campus to cover a forum with three JMU undergraduates recently returned from military service in Iraq. That forum showed the nation the power behind the phrase "What's your orange band?" Still an OrangeBand leader, Kai Degner is helping to change the world.

from an email:

I'm actually teaching a class right now where we're doing something similar, though the whole class is focused on the intersection of civil discourse and civic engagement and process consciousness is a core objective. It's an 18-person seminar that meets weekly for 2.5 hours. After setting the context, I introduced them in the first five weeks to dialogue, deliberation, and debate by having them experience Conversation Cafe, World Cafe, debate, and a group voting technique. They even had a homework assignment of doing a Conversation Cafe using questions from Conversation Week's website. Then, they chose teams by issues of interest (censorship, immigration, etc), and had to create an intention statement for their team's discussion. Now, they have to craft a sequence of discussion methods that will achieve their intended purpose for the discussion. The learning for the team is about process, while the rest of the students practice being participants. The first group did a debate on censorship and followed that with three concurrent Conversation Cafes (splitting the class into smaller groups) that each team member hosted. It worked wonderfully for that team's goals and made for a great class.

Spending time with them to introduce them to the NCDD resources, showing some particular and accessible methods that accomplish different goals, and stressing their role in choosing an appropriate process seems like a good combination so far. So, for specific details: Conversation Cafe Host Manual: http://www.conversationcafe .org/Host%20Manual.htmWorld Cafe short guide: http://www.theworldcafe.com /articles/cafetogo.pdfA Debate Primer: http://www.dushkin.com/usingts /guide/method4.mhtml All kinds of other goodies: http://www.thataway.org /exchange/

Also see:




Donald N. Levine


external image levine.jpg


------ Themes: Sociology, Aikido, Aiki Extensions, Dialogue, Ethiopia, Academia

His most recent book is called Powers of the Mind: the reinvention of liberal learning in America

Career Resume
September 2007 (updated Feb 08)

Turning combat to conversation: a four-track career

1. Mode of Intellectual work
turning dogmatic partisan controversies into mutually respectful dialogues
Accomplishments
*President of Social Theory Section, American Sociological Association, involving prep discussions and daylong conference on ways to resurrect fruitful exchanges;
*Widely hailed Visions of the Sociological Tradition (Univ. of Chicago Press, 1995), designed to produce dialogue among different narratives regarding the sociological tradition and offering "dialogical narrative" as form of choice for today's world;
*Supervising dissertation by Social Thought candidate Adam Kissel, on the architectonics of interdisciplinary communication

Acknowledgements
*Dedication of volume by alumni of NEH Seminar for College Teachers: “These essays are indebted to Professor Donald N. Levine, our director for the seminar. What Wallace Stevens said of the poet is surely true of Don: he fulfills himself as he sees his imagination become the light in the minds of others.”
*R.K. Merton on Visions of the Sociological Tradition: "A major work of social theory for our time. A knowing and brilliant synthesis of diverse readings of the developing sociological tradition."
*Festschrift, The Dialogical Turn: Essays in Honor of Donald N. Levine. Ed. Charles Camic and Hans Joas. Rowman and Littlefield, 2003.

New projects
*Inquiry into theoretical and practical bases of diverse forms of dialogue (w/Chas Camic, Adam Kissel, Tom Smith??)
*Inquiry into semantics of Wisdom


2. Mode of curriculum and pedagogy
teaching conversation as culminating power of new curriculum of the liberal arts
Accomplishments:
*Yearlong conversations among U of Chicago faculty culminating in resurrected two-year curriculum of general education
*Powers of the Mind: The Reinvention of Liberal Learning in America. University of Chicago Press, 2006.

Acknowledgments
*Blurbs by NYRB reviewers and Lee Shulman, etc.
*Powers as the subject of annual faculty seminar at Ping Institute in the Humanities, Ohio University, Miami, OH, in February 2008
New projects
*Promotion of curricula oriented to teaching dialogical powers.
*Promotion of New School formula of bi-departmental appointments.

3. Mode of nonviolent political action
helping a polarized Ethiopian polity move beyond archaic dysfunctional communication styles that reinforce a penchant for violent solutions

Accomplishments:
Served as solo initial mediator between the regime and the opposition parliamentarians imprisoned en masse following demonstrations in the wake of May 2005 elections.
Authored series of widely hailed statements about bringing the polarized sides together published at website of the Ethiopian Institute for Nonviolent Education and Peace Studies, www.eineps.org/forum
Keynote speaker at 4th International Conference on Ethiopian Development Studies, Western Michigan University, August 3, 2007
Participant in conferences to restore confidence in Ethiopia's political future and promote inter-religious harmony, part of yearlong millennial celebrations, Addis Ababa, Jan 2008.

Acknowledgments:
From an Ethiopian American leader: "You cannot imagine the impact you have had on getting Ethiopians from the polarized groups to start talking to one another."
From organizers of conference on building political confidence in the future of Ethiopia:
"You are the only person in whom both sides have confidence. We cannot hold this conference without you."
From Somali doctor: "I wept through your keynote address. You must come and meet with our Horn of Africa Peace Group in Dallas."

New projects
Awassa Peace Dojo expansion
Intervening in inter-tribal conflicts with "stop the violence" budo

4. Mode of bodymind practices
advancing aikido as a practice devoted to resolving attacks of any sort in a harmonious and constructive manner
Accomplishments
*Twenty-five-year stewardship of University of Aikido Club
*Taught acclaimed "Conflict theory and Aikido" course at University for twenty years;
*Founder and president, Aiki Extensions, Inc. <www.aiki-extensions.org>
*Organized Training Across Borders seminar in Nicosia, Cyprus, April 2005, for a hundred participants from a dozen countries of the Eastern Mediterranean region and beyond
*Initiated, co-directed, and supported Salaam Shalom Aikido project, Israel and Palestine, 2005-present

Acknowledgments
*Awarded rank of yondan (4th-degree black belt) by the International Aikido Association
*Vote of confidence of renewed growth by AE Board of Directors on August 23, 2007

New projects
*Peace Dojos Worldwide
*Conference on Aikido in Higher Education
*Enlarging youth outreach dojos into youth growth centers
*Extending aikido to warring tribes in Southern Ethiopia
*Participation in WISDOM research group

from : http://sociology.uchicago.edu/people/faculty/levine.shtml

Official Mini-CV

The University of Chicago Department of Sociology
The University of Chicago Department of Sociology

The University of Chicago Department of Sociology

Professor
B.A. University of Chicago, 1950
M.A. University of Chicago, 1954
Ph.D. University of Chicago, 1957
Office: Gates-Blake 509
Phone: 773-702-7917
Email: dlok@midway.uchicago.edu
Donald N. Levine is the Peter B. Ritzma Professor of Sociology.
Levine's current research and teaching interests focus on classical social theory, modernization theory, Ethiopian studies, conflict theory and aikido, and philosophies of liberal education.
Levine's current research projects include an examination of the positive and negative effects of modernization, body and society, a cross-cultural study of masculinity and warriorhood, translating and editing texts of Georg Simmel, and the study of the history and future of liberal learning.
Journals
Dr. Levine serves on the editorial boards of the American Journal of Sociology, Journal of Classical Sociology, Journal of the History of the Behavioral Sciences, Theory, Culture and Society, and the Aiki Thought papers.
Centers
Committee on African Studies
Research Interests
Culture, Social Theory, and Transnational Processes.

Selected Publications
Powers of the Mind: The Reinvention of Liberal Learning in America. Chicago: University of Chicago Press, 2006.
"Merton's Ambivalence towards Autonomous Theory-and Ours." Canadian Journal of Sociology 31(2), 2006.
"Japan, Ethiopia, and Jamaica: A Century of Globally Linked Modernizations." International Journal of Ethiopian Studies 2(1), 2006.
"Somatic Elements in Social Conflict." In Embodying Sociology: Retrospect, Progress and Prospects, ed. Chris Shilling. Oxford: Blackwell, 2006.
"Georg Simmel." In Fifty Key Sociologists: The Formative and the Contemporary Thinkers, ed. John Scott. London: Routledge, 2006.
"Does Modernity have a Core Ethical Complex After All?" In The Concept of Modernity, ed. Gerard Delanty (forthcoming).
"Reconfiguring the Ethiopian Nation in a Global Era," Journal of Ethiopian Studies, 2005.
"Modernization and its endless discontents." After Parsons: A Theory of Social Action for the 21st Century, Russell Sage, 2005.
"The Continuing Challenge of Weber's Theory of Rational Action, Economy and Society at 2000, Stanford University Press, 2005.
The Dialogical Turn. Essays in Honors of Donald N. Levine, ed. C. Camic and Hans Joas. Rowman & Littlefield, 2004.
"Dialogues of the Nations: Revisiting Visions and Its Critics, The Sociological Quarterly, 2001.
Greater Ethiopia: The Evolution of a Multiethnic Society, revised edition. Chicago: University of Chicago Press, 2000. Amharic translation: Tiliqua Etyopya. Addis Ababa: Addis Ababa University Press, 2001.
"Ethiopia and Japan in Comparative Civilizational Perspective." Passages: Journal of Transnational and Transcultural Studies, Spring 2001.
"On the Critique of 'Utilitarian' Theories of Action: Newly Identified Convergences Among Simmel, Weber, and Parsons, Theory, Culture and Society, 2000.
"Theory and Practice Revisited: Reflections on the Philosophies of Richard McKeon and Talcott Parsons,"
Pluralism in Theory and Practice: Richard McKeon and American Philosophy, Vanderbilt University Press, 2000.
"Simmel Reappraised," in Reclaiming the Sociological Classics, ed. Charles Camic. London: Blackwell, 1997.
Visions of the Sociological Tradition. Chicago: University of Chicago Press, 1995. Portuguese translation: Vis.1es da Tradi? .o Sociol ?gica. Rio de Janeiro: Jorge Zahar, 1997.
"Conflict, Aggression, and the Body in Euro-American and Asian Social Thought." International Journal of Group Tensions 24 (1994): 205-17.
The Flight from Ambiguity: Essays in Social and Cultural Theory. Chicago: University of Chicago Press, 1985; paperback, 1988.
©Department of Sociology, University of Chicago
  • 1126 East 59th Street, Chicago, Illinois 60637
  • Phone: (773) 702-8677
  • Fax: (773) 702-4849



from : http://www.middlebury.edu/academics/ump/majors/teach/hours/jmillerl.htm

Jonathan Miller-Lane

external image getDirectoryPhoto.php?name=jmillerl&full

Assistant Professor of Education
Email: jmillerl@middlebury.edu
Middlebury Office Hours:
Mondays 10:30am-12noon & Tuesdays 2:45-4:45pm
Twilight Hall 107
Phone: (802) 443 - 3459




Degrees, Specializations & Interests:
BA, Middle Eastern & African History Northwestern University, Evanston, IL June 1985

MEd. George Washington University, Washington, D.C. August 1993

Ph.D. Education University of Washington, Seattle, WA July 2003

Blue Heron Aikido, Middlebury, VT Nidan, Black Belt Rank

What makes education in a democracy different from education in a totalitarian state? How do we prepare students in a democracy for a democracy? These questions form the focus of Jonathan Miller-Lane’s teaching and scholarship. He and his wife Karen came to Middlebury from Seattle, Washington. Karen Miller-Lane is a Naturopathic Physician and licensed acupuncturist who practices in Middlebury. Prior to Seattle, Jonathan and Karen lived and worked in the Marshall Islands for two years and in Washington, D.C. for six.
Jonathan earned his Ph.D. in Secondary Education from the University of Washington in Seattle. His research focused on the facilitation of disagreement in discussion and whether the principles and practice of Aikido might help foster facilitation skills. He has an M.Ed. from The George Washington University in Washington, D.C. and a B.A. in Middle Eastern and African History from Northwestern University in Evanston, Illinois.
Jonathan teaches TEDU 0318 Methods in Middle and Secondary Education in the Fall and TEDU 0115 Education in America in the Spring. During the J-term, he co-teaches the intensive seminar focusing on special education with John Murphy from the Addison County Supervisory Union. In both Fall and Spring semesters, Jonathan co-directs the Student Teaching Seminar together with Gregg Humphrey and Claudia Cooper of the Teacher Education department. He also supervises student teachers in the local schools. When not at the College, you will find Jonathan trying to start up an Aikido club on campus and creating/consuming good food with his wife and partner, Karen.
PROFESSIONAL EXPERIENCE

Middlebury College, Middlebury, VT. August 2003 – present
Lecturer, Secondary Education. TE115 Education in America, TE318 Secondary Methods. Supervise pre-service teachers in local schools. Co-facilitate TEDU414 Student Teaching Seminar Fall & Spring and TEDU327 Field Experience in Middle/Secondary Education during Winter Term.

University of Washington, Seattle, WA September 2001 – July 2003
Teaching Assistant: Teacher Preparation Program, Social Studies Methods. Organize and direct weekly lab session on using technology in the classroom.
Co-Director of Masters level weekly session on Teaching as Reflective Practice for secondary and elementary student cohorts.
Instructor: EDTEP 543 Teaching and Learning in Elementary Social Studies. Spring 2002 & 03.

Bainbridge Island High School (BHS), Bainbridge Island, Washington
Department Chair: 1998-2000.
Social Studies Teacher: September 1995- June 2001.
Courses taught: Senior Honors Humanities Seminar, Modern World History, Culture-Power & Society, Citizenship & World Affairs, Contemporary World Issues, Western Civilization, Basic World Civilization, Pacific Northwest History, Sociology. Faculty Advisor: Class of 1999. Washington State Social Studies Teacher Certification grades 7 - 12.

BHS Teacher of The Year 1998, 1999, 2001.

College of The Marshall Islands, Republic of The Marshall Islands August 1993 - June 1995
Chair: Teacher Education Department / Instructor: Social Sciences Department
Courses taught: Introduction to Teaching, Social Studies Methods, Human Growth & Development, Methods of Evaluation, Introduction to Sociology, Introduction to Cultural Anthropology, Speech & Communication, Expository Writing, and Introduction to Political Science. Developed new courses in Marshallese government and culture with Chair of Marshallese Studies Department. Faculty Advisor - Student Body Association 1994/95.

University of Guam (UOG), Mangilao, Guam September 1994 - 1997
Adjunct Faculty: College of Education
Supervising faculty for two students completing BA Practicum in Elementary Education in the Republic of the Marshall Islands (RM I), academic year 1994-95. Taught ED 489 Methods of Evaluation, summer 1994; ED489 & Ed 473 Developing Cognitive Abilities Summer 1996 at UOG satellite campus in Majuro, RMI for elementary teachers.

INTERNATIONAL LIVING EXPERIENCE

Beirut, Lebanon 1961-2; Aleppo, Syria 1962-64; Jeddah, Saudi Arabia 1964-66; Rabat, Morocco 1966-68; Benghazi, Libya 1968-70; Mbabane, Swaziland 1974-76; Sana'a, Yemen 1979-80; New Zealand & Australia 1983-84; Majuro, Rep.of The Marshall Islands, 1993-95/Summer 96 & 97.

PUBLICATIONS & PRESENTATIONS

Powerful teaching: Assest building curriculum for teachers. Chapter of a larger compilation of curriculum materials for teachers. Search Institute, St. Paul, Minnesota, Spring 2003.

“Embodied Disagreement & Democratic Education: Curricular Implications.” Paper presented at the meeting of the American Education Research Association (AERA), San Diego, April 2004.

“Aikido and The Facilitation of Disagreement.” Paper presented at the annual meeting of the College and University Faculty Assembly of the National Council of the Social Studies, Chicago, November 2003.
"Better Understanding the Body Politic: Aikido as Civic Discourse.” Paper presented at the meeting of the American Educational Research Association (AERA), New Orleans, April 2002.

"Bending Back to Move Forward: Using Reflective Practice to Develop A High School Civic Education/Aikido Course." Paper presented at the meeting of the American Educational Research Association (AERA), Seattle, March 2001.

"Aikido as Civic Education." Presentation to Council on Public Legal Education, Conference entitled Reinventing Democratic Life: Law, Justice and The Education of Citizens, Seattle, November 4, 2000.

OTHER PROFESSIONAL EXPERIENCE

Moderator & Organizer: "Rethinking Citizenship: A Series of Five Youth/Adult Forums", Fall 01- Spring 02. Sponsored by Bainbridge Island Humanities Council, Bainbridge Island, WA.

University of Washington Jackson School of International Studies

Hyogo, Japan/Washington state, USA Teacher Exchange. Summer 1998.

Aikido Instructor, Middlebury, VT.


caveat