Transpersonal Psychology & Adult Development Theory
Human development reveals how we make sense of reality in different ways. Modern
psychology has moved through four distinct iterations, or as Maslow called them, waves. The
first three schools of psychology: psychoanalysis, behaviorism and humanistic psychology deal
with the accepted “scientific domain” as it was established during the time of the Renaissance.
In other words, they kept spiritual matters completely out of the picture, which more or less
denied the transcendent aspect of soul. Transpersonal psychology integrates the whole
spectrum of human development from pre-personality to trans-personality. Transpersonal
psychology according to Maslow even transcends the self-actualization of humanistic
psychology. In recent years, we have become fascinated with this journey to self-actualization
and beyond. A variety of child and adult development theories have helped us see a road-map
of human development. Some stop at self-actualization and others offer long-term
development that moves into self-transcendence. All owe their beginnings to psychologist Jean
Piaget, who is the “father” of developmental theory.
Cognitive Developmental Theory
Jean Piaget is most famous for his stages of childhood development. Piaget described the
mechanism by which the mind processes new information and his work revealed that we
understand whatever information fits into our established view of the world. When information
does not fit, we must reexamine and adjust our thinking to accommodate the new information.
Piaget described four stages of cognitive development and relates them to a person's ability to
understand and assimilate new information.
1. Sensorimotor: (birth to about age 2) During this stage, the child uses motor skills and
reflex actions to understand the world around her. Her movements and sensations lead
to thoughts and eventually she sees that she is separate from the world around her. Her
soother exists even when she can’t see it because it has rolled under the table.
2. Preoperational: (from the onset of talking through roughly age 7) As the child learns,
she is able to refer to objects symbolically. The round bouncy thing becomes a “ball.”
She can remember and think about things that aren’t right in front of her, but time can
still be a challenge. “Magical thinking” is prevalent as fantasy seems real. She is still very
fixated on her own view and expects others to be as well. New information is adjusted
to reflect her view.
3. Concrete: (about first grade to early adolescence) Once reaching this stage, she is better
able to take in new information and adapt her point of view to it. She develops the
ability to think abstractly and to make rational judgments about concrete or observable
phenomena.
4. Formal Operations: (adolescence) This is the final stage of cognitive development
according to Piaget. As young woman now, she can make rational judgments about
abstract ideas rather than needing concrete objects. She is capable of hypothetical and
deductive reasoning.
Piaget’s four stages are the accepted purview of western education. These stages represent
cognitive development only – or how we think about things. Our ability to develop socially,
emotionally, and spiritually are not fully contained in these stages, although they do relate to
them. To understand social development, we turn to the work of Harvard professor of adult
learning and professional development, Robert Kegan, Ph.D.
Kegan has used Piaget’s stages as a model for developing a set of social stages related to social
awareness. These stages occur within Piaget’s because they are predicated on the advances in
thinking that Piaget’s stages describe. A brief summary of the stages he describes in his book
The Evolving Self include:
1. Incorporative – In this stage the sense of self is not developed. There is no distinction
occurring yet between self and other, and therefore no sense of “self” exists. The child
cannot ask the question, “Who am I” because all he knows to exist is what he perceives
through his senses. He is embedded in the sensory experience and has no other
awareness.
2. Impulsive – The next stage is born when the child’s use of his senses and reflexes lead to
the understanding that he has reflexes. With this understanding comes the appearance
of “mental objects” and the dawning that something can exist as separate and distinct
from himself. His sense of self begins to emerge. Kegan says of this stage, "Rather than
literally being my reflexes, I now have them, and "I" am something other. “I" am that
which coordinates or mediates the reflexes..." Even though he now understands he can
act in order to fulfill a need, others are still only an extension of him, another reflex that
can be used to satiate his needs.
3. Imperial – In this stage the child is now aware that he has needs, versus is needs, and
also clues into the fact that he can consciously manipulate things to get his needs
satisfied. This is a more mature understanding of the power he has to act. In the
impulsive stage he was working more from instinct. The imperial child is only aware of
his own needs and does not yet see that others also have needs. He is often vocal and
forceful in getting his needs met, and as Kegan says, the “little dictator” comes out.
4. Interpersonal – In this stage the child becomes aware of the needs of others. This
awareness is critical to moving into later adult capacities. Complex social skills such as
empathy are born as well as the capacity to feel complex emotions such as guilt and
shame. At this stage, the child has no way of determining which needs should take
priority in a conflict—his needs or the needs of others.
5. Institutional – In this stage he begins to internalize social norms, common values, family
values, societal rules and expectations, and can apply them when trying to assess
whether his needs or another’s needs take priority. These guidelines to go by will be
different from culture to culture, family to family. This stage can further develop into
the Interindividual self where one is able to (objectively) see and appreciate differing
sets of values and still be clear about one’s own values. Tolerance for others appears at
this level of development, as value can be seen in value systems that are outside of
those one is born into.
Ego Development Theory
“By most modern Western expectations, fully functional adults see and treat reality as
something preexistent and external to themselves made up of permanent, well-defined objects
that can be analyzed, investigated, and controlled for our benefit. This view is based on a
maximal separation between subject and object, thinker and thought. It epitomizes the
traditional scientific frame of mind that is concerned with control, measurement, and prediction.
It also represents the goal of much of Western socialization. Most adults have little or no insight
into the basic arbitrariness of defining the objects and are completely unaware that according to
Koplowitz, ‘the process of naming or measuring pulls that which is named out of reality, which
itself is not ameable or measurable.’3 They operate under the assumption that subject and
object are distinct, and that by analyzing the parts one can figure out the whole. From the
conventional Western perspective, the acquisition of this scientific, rational mindframe (or
formal operations in Piaget’s model) is seen as the goal of socialization and defines what it
means to be a fully grown adult.”
Excerpted from the website of adult development expert Susanne Cook-Greuter
Susanne Cook-Greuter, a student of Kegan’s, has researched and published her work on the
successive stages of ego-development, describing the most common stages in Western society.
Her theory covers the evolution of human meaning-making at the preconventional,
conventional and postconventional stages. Each level, while being whole unto itself, also
transcends and includes the previous one, as part of a larger, more complex system.
This theory describes a system with three inter-related components – operative, affective and
cognitive. Operative refers to doing – what is my purpose, what needs do I act upon, what ends
am I moving toward? Affective deals with being – how do I feel, what am I perceiving, how am I
experiencing and processing events? Cognitive addresses the area of thought – how do I think,
how do I make sense of my experience, what logic lies behind my perspectives? Each stage
emerges from a synthesis of doing, being and thinking.
The stages follow an alternating pattern, navigating between differentiation and integration;
from independence to connection. Upon emergence from a previously shared worldview, there
may be a focus on differences from the previous stage, while both asserting individuality and
feeling the loss of what has been left behind.
1. Preconventional Stages: These stages range from birth through pre-adolescence and
consist of:
 Symbiotic – undifferentiated infancy
 Impulsive – governed by impulses, magical thinking, beginning to assert growing
sense of self, concerned with gratification of basic needs
 Self-protective – toddler, battle of wills, concrete thinking

Rule-Oriented – entering school, seeing differences, learning to follow rules, social
conventions (this stage is the link between self-protective and conformist)
2. Conventional Stages Most people after age of 12 have reached these stages. It is
estimated to be populated by 80% of adults.
 Conformist – early adolescence, desire to fit in, self-identify defined by group, don’t
want to rock the boat, attention to outer appearance, do not like disapproval
 Self-Conscious – start to reflect upon self, capable of introspection and selfunderstanding, focus on individual differences, express uniqueness, assert needs
and wants, desire to step out of the crowd and be accepted because of personhood
rather than conformity, can be opinionated and argumentative
 Conscientious – widely considered to be adult stage in much of Western culture,
society and institutions target, support and reward its achievement, likely to
associate with values compatible idealistic goal oriented people. People in this stage
are interested in reasons, causes, goals, consequences, effective use of time;
introspection, feedback, dreams – asking “Do I live up to what I believe in?” If not,
then guilt and self-criticism arise – single-minded high intentions, achiever, analyze,
self-analysis, in love with hypothetical, fear of loss of control
3. Postconventional Stages These stages encompass a systems view, divided between
General Systems Stages and Unitive. The Q Process™ is most effective with individuals
who have attained a postconventional understanding of reality.
 Individualistic – understand that interpretation of reality depends on position of
observer – participant observer – holistic, relativistic approach, distrust conventional
wisdom, re-evaluate self-adopted societal roles, realize meaning-making socially and
culturally conditioned, scrutinize beliefs, become “now” oriented, body/mind
connection. Can be unpredictable, dreamers, confused with conflicting subidentities
 Autonomous – can comprehend multiple interconnected systems, capable of owning
and integrating sub-identities, strong autonomous self both differentiated and
integrated, commitment and responsibility, shadow and negative feelings
acknowledged without defending, thinking outside the box, spontaneity, mutual
interdependence, appreciation of others as mirror, faith in themselves and others.
Greatest fear is to not fulfill potential, can feel principled anger, righteous
indignation, overly forceful with convictions,
 Construct-Aware – recognize and become aware of: ego, meaning-making, paradox,
emotional behavior, pseudo-reality of language, defensive habits, complexities of
human nature. Desire to unlearn conditioned responses. Intuitive, empathic,
experience peak experiences, witness parade of thoughts and feelings, understand
growth in terms of evolution. Can be conflicted in giving up self-identity, thinking
back to simpler time in life, fear that no one understands can cause depression and
sense of aloneness
 Unitive – new way of perceiving human existence and consciousness – global justice,
interconnected with all of life, separation seen as illusion, transcend ego boundaries,
compassionate, in tune with life’s work, universal/cosmic awareness, respect
essence in others, acceptance of self and others, humility and grace. Conflicts simply
witnessed, non-demanding in relationships, balanced and integrated in their
belongingness. Can be perceived as aloof.
Cook-Greuter says that at higher levels of development, people become aware of the limitation
of language to adequately express the truth of “unfiltered” experience. Further, they cease
being so involved in their sense of self and self-development, questioning the “objective selfidentity” and preferring a more non-control “unboundedness” or a “radical openness” not
grounded in ego.
Cultural/Group Development as Presented by Spiral Dynamics
Additional research has been done to quantify groups and cultures as they develop. One wellknown model is known as Spiral Dynamics (SD), based on the work of Dr. Clare Graves
popularized by Dr. Don Beck and Christopher Cohen. SD tracks development using values or
vMemes. As people and cultures share values, they exhibit specific, predictable patterns of
growth based on the healthy and eventually unhealthy expressions of their value systems.
Interestingly, just as in physical evolution, it is the crises of value systems gone toxic that
invokes the appearance of the next vMeme. It arises to “solve the problems” created by the
limitations or excesses of the value system before it. Each level has a color to aid in
remembering what it entails, and the levels switch back and forth between an emphasis on the
individual (competition) and on the group (cooperation). Further, the levels are grouped: Tier
One (T1) and Tier Two (T2).
TIER ONE – The hallmark of tier one is fighting between value memes, inability to understand
the view of the meme ahead of us and the perception that those in the meme we left are “too
dumb to get it.” Communication between these vMemes is difficult. One can only hold one
value viewpoint at a time. This is a very simplified look at the vMemes of T1:
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Beige – all about physical survival (think desert) when we were living in small clans or
family groups. When we can’t survive well alone anymore…
Purple – shifts us into tribal structure and tribal leadership (elders) and its ritualistic
outlook formed to create bonds and provide protection from predators. When the tribe
becomes overbearing and its insistence upon submission to unpleasant rituals such as
human sacrifice…
Red – emerges to bring personal power front and center, “You can’t throw me into that
volcano!” Brute force becomes dominant. The strongest rule and the empire takes hold.
But when the bloodshed and violence become intolerable…
Blue – shifts us back into group structure with the appearance of the rule of law and
submission to religious law. Major religions and monarchy rises, courts are established.
Loyalty and obedience are rewarded. When those in charge begin to place themselves
above the law and abuse their authority…
Orange – emerges, bringing forth revolution (French, American), the emergence of
scientific thought, modern medicine to fight disease that religion and monarchy had no
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answer for. Democracy is created – one man, one vote, the notion of individual rights.
The middle class is born. Public education and the right to better oneself eliminate
institutionalized class discrimination. Rugged individualism, drive, and ingenuity are
rewarded, with an emphasis on efficiency, effectiveness, better, stronger, faster. When
our drive to progress at all costs begins taking an enormous toll on the human
being/human spirit, and the environment…
Green – emerges to bring connection and care back into focus, caring about others, not
just ourselves. Caring about all of life is valued. Tolerance is preached, although there is
no tolerance afforded to the intolerant. Willingness to consider multiple view points, to
honor all, to seek consensus in decision making, to curb excess for the good of others.
Spirituality and spiritualism are born and people begin to become focused on spiritual
development. When seeking spiritual highs proves to be a distraction from true
development and the inaction created by the demand for consensus devolves into a
tragic mess…
A momentous leap is required, according to Graves, into a T2 perspective or consciousness. This
is a much bigger transition than what occurs between the vMemes contained in T1. The biggest
drawback to making the transition is the belief by members of the green Vmeme that green is
the best way to be! This is also known as “Boomeritis” according to Ken Wilber.
TIER TWO – The hallmark of T2 is an ability to understand and appreciate the healthy and
necessary aspects that emerge at each of the T1, levels while still accurately seeing the
unhealthy and dangerous potential in each vMeme. We currently have no cultures
demonstrating T2 development. There are some individuals who have crossed into T2. Those in
T2 demonstrate mastery of key socio-emotional skill sets that confound individuals at lower
levels on the spiral.
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Yellow (the new beige) could be viewed as another survival vMeme, only now it is
survival on a whole-system level. Although no cultures are yet demonstrating the yellow
VMeme, the global systems currently being developed are beginning to herald its
arrival.The head still dominates but the heart is part of the equation. Creating entirely
new systems, new institutional relationships, non-linear, unencumbered, flexible and
able to move with the flow of life. People at yellow become able to communicate to
those at each level of the spiral through which they have passed–this can seem
disingenuous and suspicious to people in T1. They also appear to have the kind of
advanced cognitive development that allows for a more holistic view of reality –
paradox, the interconnectedness of life and systemic approach to problem solving. The
individual is once more lauded rather than maligned, but leadership is fluid and is
chosen based on the skills needed at any given moment, not by ritual (purple), strength
(red), blood/class (blue), drive/power/money (orange), or leaderless community
(green). However, anyone at this stage can access healthy expressions of ritual
(bonding), strength, loyalty and respect for authority, innovation and drive, and caring
concern for others. They are able to integrate the individual expression and the group
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expression. Even so, this level of consciousness will also have limitations that invoke the
next step up the spiral.
Turquoise (the new purple) – This is another bonding vMeme, with a Universal
awareness and a deep experiential knowing of Oneness. The heart leads but the head
isn’t far behind. We are safe once more. Life, and the living of it, is joyous, expansive,
playful, mystical. Everyone has a place. People with Turquoise consciousness seem to
radiate a quality of presence that mystifies people at lower levels of the spiral. They
seem to understand the way nature works and thus can manipulate it in seemingly
miraculous ways. They model a centeredness and connectedness that brings with it a
quality of inner peace. Yet they are also capable of great passion.
Coral (the new red) – this is a bit too far in the future to be clearly defined, but if the
pattern holds, it will have an individual focus and serve to meet some shortcoming of
turquoise.
While it can be said that individuals go through similar socio-emotional development (survival,
bonding, ability to follow rules, understanding other’s needs), individual development is more
granular than this model can show. From blue on up, most everyone achieves the level of
formal operations (Piaget) as well as some form of institutional socio-emotional development
(Kegan). T2 seems to require both a leap in socio-emotional development into the
transpersonal realm and cognitive development, beyond what Piaget defined. More work is
being done to tease apart the subtleties of human development at these higher levels.
When Development Stops
The above theories illustrate cognitive, social, ego and worldview stages of human
development. Kegan postulates, as do most adult development theories, that development can
continue into a heightened “Zen-like” state of living. Yet he also states that most people simply
stop developing at the level of the society in which they live. In fact, development beyond
societal norms is often discouraged and even attacked. One need only look to history for such
figures as Jesus, Ghandi, or Martin Luther King, to see how civilization treats those who get too
far out in front of society’s developmental level.
In Western culture, we are considered successful if we can live within the rule of law as well as
feed, clothe and house ourselves and our offspring. General education is considered successful
when one achieves the ability to do intellectual tasks such as reading, writing, and basic math.
Many adults do go on to acquire specialized skills in pursuit of a specific line of work, but this is
optional.
Additional socio-emotional skills such as communication can help us hold or be promoted in a
job, and lead to the accumulation of possessions to support a comfortable lifestyle. Yet the
continued development of these skills is optional. Successful relationships are often seen as a
luxury, a matter of luck, or finding the “right person,” as it is often the “other” who is blamed
for the lack of success. Rarely do we think about becoming the “right person.” The problem is
always “out there.”
Yet for our development to be complete, for us to move past the cognitive stage of
development known as “formal operations” we need to move into higher stages of socioemotional development toward self-actualization and on to self-transcendence.
Movement throughout the development schema from level to level has a dynamic that
transcends and includes the previous stage. However, when elements of the prior stage are
not integrated, shadow material is created that inhibits movement. During the earliest stages
of development, before the age of seven, children are still at the level of concrete thinkers and
learners. Because of their inability to think and reason abstractly, mistaken interpretations can
arise in response to environmental stressors and stimuli leading to the formulation of faulty
myths, messages and beliefs. These shadow elements become unconscious emotional reactive
patterns in adults, activated during times of conflict. These reactive moments, although
uncomfortable, contain within them the key to self-discovery and transformation. In order to
move forward in development, there must be shadow integration. The Q Process™ offers a way
to integrate the shadow elements, by exposing the unconscious myths that lie beneath the
surface.
A new push is on to help people see and understand the skills available at higher levels of
development and their inherent usefulness. Two such models which illustrate these skills and
benefits so well can be found in the work of Daniel Goleman’s Emotional Intelligence and Cindy
Wigglesworth’s, Spiritual Intelligence. The Q Process™ supports the growth of these skills in
order to develop increasing levels of self-awareness, awareness of others, and awareness of the
larger reality which we help to create.
We must challenge the notion of reality as separate and distinct from us and become aware
that we are each the primary meaning maker in our own life. The Q Process™ is a journey that
invites individuals into this arena of exploration. This transformational healing path leads to
self-realization and truly is the way of the mystic.
Map of Developmental Lines
Transpersonal Psychology and Adult Development Theory Bibliography
Books
Toward a Psychology of being, Dr. Abraham Maslow
The Atman Project: A Transpersonal View of Human Development, Ken Wilber
A Theory of Everything: An Integral Vision for Business, Politics, Science, and Spirituality, Ken
Wilber
Spiral Dynamics, Dr. Don Beck and Christopher Cowen
Emotional Intelligence: Why It Can Matter More than IQ, Daniel Goldman
Emotional Intelligence 2.0, Travis Bradberry & Jean Greaves
The Evolving Self, Robert Kegan, Ph.D.
In Over Our Head, Robert Kegan, Ph.D.
Articles
A Mini-Course in Spiral Dynamics, Christopher Cowen and Natasha Todorovic
(www.spiraldynamics.org)
Ego Development: Nine Levels of Increasing Embrace, Susanne R. Cook-Greuter, Ed. D.
(www.cook-greuter.com)
Spiritual Intelligence and Why It Matters, Cindy Wigglesworth
(www.deepchange.com)
Robert Kegan's Awesome Theory of Social Maturity, Mark Dombeck, Ph.D
(www.mentalhelp.net/poc/view_doc.php?type=doc&id=11433)
Map of Developmental Lines Diagram accessed on line at
http://integraldiagrams.info/authors/ken-wilber/72157594473275002/details