Description

Authors

Liz Cavallaro(a), and Brent French(b)

(a) US Naval War College, Newport, RI, USA; (b) Worcester Polytechnic Institute, Worcester, MA, USA

Abstract

This article discusses human development research ideology based on Robert Kegan’s constructive-developmental theory (CDT). The purpose is to promote more comprehensive research designs based on CDT. Lessons are derived from a quasi-experimental study among mid-level U.S. Navy officers during a year-long graduate education program, using an intervention designed to enhance their cognitive development. The design included a pretest and posttest assessment with both quantitative and qualitative elements, and an intervention for an experimental group. This article shows that there are several limitations to employing traditional methods in constructive-developmental research, particularly if researchers do not first consider which ideology is most appropriate for the exploration of human meaning-making. In addition, this article introduces several important elements for consideration by constructive-developmental researchers and suggests a different ideology for the study of human development. The proposed ideology incorporates pragmatism and might spark renewed conversation around the use of a three-decade old assessment tool with the potential for rich new discoveries via deep multiple method work.