Krimel said to dmb:
You asked where I saw Wilber abusing his sources. I answered regarding the particular example with which I am most familiar. I would add that as a result of this I seriously do not trust his assessment of any of the people he cites. You don't like my answers. I find your responses lame. You can't believe I am serious... Ok, I declare this particular horse dead. ...Flatland is more interesting and more to the point. At least I think so.

dmb says:
Okay, its a dead horse (and I'm neurotic jackass) but let me kick it just one more time. I just pulled Wilber's "Integral Psychology" (2000) off my shelf. This book would be more to the point if one were specifically interested in his synthesis of the various psychologists. Here's a sample, Sir Krimelcase...

"Piaget's studies are pivotal, of course. Even with all of their shortcomings, Piaget's contributions remain a stunning accomplishment; certainly one of the most significant psychological investigations of this century. He opened an extraordinary number of avenues of research: following the pioneering work of James Mark Baldwin, Piaget demonstrated that each level of development has a different worldview, with different perceptions, modes of space and time, and moral motivations (discoverries upon which the work of researchers from Maslow to Kohlberg to Loevinger to Gilligan, the Professor and Mary Anne would depend); he showed that reality is not simply given but is in many important ways constructed; his METHODE CLINIQUE subjected the unfolding of consciousness to a meticulous investigation, which resulted in literally hundreds of novel discovies; ..Few are the theorists who can claim a tenth as much. The major inadequacy of Piaget's system, most scholars now agree, is that Piaget generally maintained that cognitive development (conceived as logico-mathematical competence) is the only major line of devoplment, whereas there is now abundant evidence that numerous different developmental lines (such as ego, moral, affective, interpersonal, artistic, etc.) can unfold in a relatively independent manner. In the model I am presenting, for example, the cognitive line is merely one of some two dozen developmental lines, none of which, as lines, can claim preeminence. But as for the cognitive line itself, Piaget's work is still very impressive; moreover, after almost threee decades of intense cross-cultural research, the evidence is virtually unanimous:Piaget's stages up to formal operational are universal and cross-cultural." 22-23

dmb

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