Photo by Cristofer Maximilian on Unsplash

Awareness-Based Systems Change

Mindful Metaphysics, Theory U, and Participatory Learning
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"In order to create real change in the world we need to shift the inner place from where we operate, not just as individuals, but also in our collective actions, as groups, as organisations, and as larger systems."

- Otto Scharmer, Senior Lecturer at MIT, Founding Chair of Presencing Institute. Author of Theory U: Leading from the Future As it Emerges. 

Mindful Metaphysics
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Mindful metaphysics originates from an inner place. It not a way of thinking about the world; but rather a way of living in it: a way of being present to the world in a spirit of wisdom, compassion, and creativity. It is, to quote Lauren Elizabeth Clare in her Visual Thesis on Participatory Learning, "resonant" with the surrounding world. That is, it is inwardly responsive to the modes of existence, the ways, of others: other people, other animals, the hills and rivers, trees and stars. And it is inwardly responsive to creative possibilities for responding to them. It listens to possibilities as well as actualities, weaving them together. It is, to quote Lauren Elizabeth Clare, "participatory."

Mindful metaphysics is ecological in spirit, in that understands human beings as responsible to one another, and also part of, not apart from, the larger web of life. Indeed those who are "mindfully metaphysical" feel themselves as part of a living cosmos, where something like "life" or "spontaneity" goes all the way down into the depths of matter and all the out into the far reaches of the heavens. Their mode of consciousness entails a shift from ego-consciousness to eco-consciousness, along with a sense of the relationality, the mutual becoming, of all things. From the perspective of mindful metaphysics, the whole of the universe is a creative advance into novelty. Novelty itself, newness, is part of the very nature of existence. This means that the future is open, no matter what. Newness is always a possibility.

Mindful metaphysics, understood in this way, is a living embodiment of process philosophy (or process-relational philosophy), as influenced by the philosophy of Alfred North Whitehead. It can be inspired by other philosophies: indigenous philosophies, perennial philosophies, deep ecology philosophies, and others. The world does not need one philosophy conducive to mindful metaphysics. It needs many. Still, it is a natural expression of process philosophy, which offers theoretical support for a mindful and resonant way of living in the world. This philosophy is a post-mechanistic or organic theory about the nature of the universe emphasizing interconnectedness, process, the intrinsic value of life, and beauty. It presents the image of a living universe characterized by spontaneity and creativity, extending from the depths of matter to the vast reaches of stars and galaxies, encompassing everything in between.

The social ideal of process philosophy is ecological civilization. The fundamental units of such a civilization are local communities, in rural and urban settings, that are creative, compassionate, participatory, inclusive, humane to animals, and harmonious with the earth, with no one is left behind. Members of such communities understand, intuitively, that they are part of, not apart from, the larger web of life and feel a deep sense of kinship with the more-than-human world. Part of their education occurs in the "classroom" of life itself, in intimate contact with the more than human world. From the perspective of process philosophy, other people can be our mentors, but so can hills and rivers, trees and stars. Mindful metaphysics, then, is an existential embodiment of this theory in daily life, both individually and within communities. 
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​- Jay McDaniel

Deep Listening as Prehensive Presence 
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In a small town, a diverse group of individuals gather with a shared vision—to imagine and plan a community center that embodies the values of inclusivity, learning, and recreation. Influenced by the principles of process philosophy, they seek to create not just a physical space, but a living, evolving community that responds to the needs and dreams of all who participate.

Their session begins in silence. Each person sits quietly, eyes gently closed or gazing softly ahead, focusing on simply being present. In this stillness, they attune themselves to the subtle rhythms of their surroundings and the collective energy in the room. This moment of silence is not empty but brimming with potential. It is a practice of mindful presence, allowing each person to notice their thoughts and feelings without judgment, to become fully aware of what is happening both within and around them.

As the silence deepens, they start to open their hearts to the future as it arrives, moment by moment, blending seamlessly with the present. In this practice, they become receptive to possibilities—ideas that emerge not through force or rigid planning but through openness and mutual inspiration. There is a sense of anticipation, a recognition that creativity and insight arise when people share space with both humility and hope.

After this period of shared silence and receptivity, the group begins to engage in active co-creation. Ideas flow freely, conversations spark insights, and sketches of the envisioned community center take form. They consider flexible, multipurpose spaces that can adapt to various activities: art workshops, language classes, intergenerational games, music performances, and quiet corners for contemplation. The discussion is lively yet grounded in their initial shared silence and openness. They are not merely discussing blueprints and budgets but weaving dreams into reality, testing ideas, and nurturing each other’s contributions.
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Someone passing by curiously asks what they are doing. One participant, with a warm smile, replies: “We are practicing mindful metaphysics.” The phrase captures the heart of their endeavor—a process where they mindfully embrace the present while inviting the future to co-create with them. Here, metaphysics is not an abstract pursuit but a lived practice, woven into the fabric of community, collaboration, and the unfolding of new possibilities.

​This illustration captures the essence of process philosophy as articulated by Alfred North Whitehead, highlighting how reality is a continuous process of becoming, characterized by interrelations between actual entities (moments of experience), their prehensions (ways they grasp or take in the world), and their evolving subjective aims. 

Prehensive Presence 

In the first phase, individuals and collectives are prehensively present to the world and their own bodies in the mode of causal efficacy. This mode refers to a direct, non-judgmental experience of the world as it impacts the perceiver. Here, experience is rooted in the felt connections and causal relationships that shape existence. It involves a deep, often pre-reflective awareness of the world as it influences and is influenced by the individual or group. In process philosophy, this kind of embodied, causal awareness highlights that all entities are interconnected and impacted by the web of reality without being overly filtered by analytical judgment. This phase emphasizes the foundational relational nature of all experience.

Openness to Shared Subjective Aims 

The second phase embodies an openness to collective engagement and to shared subjective aims. In process thought, subjective aims are the purposes or intentions that guide an actual entity toward its self-realization. This openness reflects the process philosopher’s belief that new possibilities are always emerging, and that entities respond to these possibilities in relation to each other. Importantly, it includes the notion of initial aims from God—possibilities or "lures for feeling" that are proposed to entities, guiding them toward the most harmonious and enriching potential outcome. The presence of God as a source of these initial aims shows that, in process philosophy, God is not coercive but instead influences the world through persuasion, inspiring creative and cooperative interactions.

Testing Ideas Against Experience

Exploring and testing of propositions—relevant possibilities or lures—against lived experience. In process philosophy, propositions are not abstract ideas removed from reality but are instead potential ways of understanding or acting that can be taken up and integrated into one's experience. This reflects Whitehead’s belief that knowledge and growth emerge through an iterative process of integrating new possibilities and evaluating them within the context of actual experience.

Theory U

The practice of mindful metaphysics resonates strongly with the practices of Theory U, a framework developed by Otto Scharmer that explores how individuals and groups can effect transformative change. Theory U offers a process for navigating complex problems and moving from reactive responses to deeper, generative solutions. It emphasizes the need to shift from habitual ways of thinking to more open, present, and co-creative modes of awareness. Let’s explore how these ideas align with the practice of mindful metaphysics.

Introduction to Theory U

Theory U outlines a journey of awareness and action that guides individuals and groups through three main stages: sensing, presencing, and realizing. The “U” shape symbolizes this process, where one descends into deeper awareness and presence and then ascends by acting from a place of higher clarity and collective intention. The phases are:

1. Sensing: Observing and listening with an open mind, setting aside judgments, and seeing reality more clearly.
2. Presencing: Entering a state of deep connection with oneself and the surrounding environment, leading to a clearer understanding of what is emerging and what the future calls for.
3. Realizing: Co-creating and acting from the newfound clarity, aligning intentions and actions with the emerging future.

Phase One: Sensing as Prehensive Presence

The first phase of mindful metaphysics, where individuals and collectives are prehensively present to the world and their own bodies in the mode of causal efficacy, aligns with the sensing stage of Theory U. Both practices emphasize a form of awareness that is rooted in direct, embodied experience without excessive judgment. In Theory U, this stage requires an open mind and a willingness to observe reality without preconceived notions. Similarly, in process philosophy, causal efficacy involves a felt, relational awareness of one’s interconnectedness with the world, creating a foundation for deeper understanding.

Phase Two: Presencing as Openness to Co-Creation

The second phase of mindful metaphysics—openness to shared subjective aims, divine initial aims, and co-creating with one another and with a felt sense of a called-for future—mirrors the presencing stage in Theory U. In both frameworks, this stage is about connecting to a deeper source of knowing and allowing new possibilities to emerge. In Theory U, presencing involves being fully present and receptive to what the future is calling for, enabling a shift from individual-centric thinking to a collective, co-creative mindset.

In mindful metaphysics, the openness to divine initial aims and the co-creation of a called-for future emphasize an attunement to propositions that resonate with a shared sense of purpose. This process is akin to Theory U’s presencing phase, where participants not only listen deeply to themselves and others but also to the larger whole, tapping into an emerging collective consciousness. The felt sense of a called-for future represents a kind of intuitive insight that informs the direction of co-creation, aligning with Theory U’s vision of moving beyond habitual patterns to embrace a more generative, interconnected way of being.

Phase Three: Realizing as Testing Ideas and Acting

The third phase of mindful metaphysics, which involves testing ideas against experience and openness to relevant possibilities, aligns with the realizing phase of Theory U. In this phase, actions are taken that embody the insights and inspirations gained from earlier stages. In process philosophy, testing propositions against experience is a way to integrate new ideas and adapt them based on concrete outcomes, similar to how Theory U encourages acting in ways that bring forth the emergent future.
In both practices, this phase emphasizes feedback loops where actions inform further reflection and adjustment, fostering continuous learning and growth. The realization phase in Theory U supports a cycle of innovation and co-creation that mirrors process philosophy’s iterative approach of experiencing, responding, and evolving through relational interactions.

Integrating Mindful Metaphysics and Theory U

Both practices (mindful metaphysics and Theory U) aim to shift from surface-level awareness to a more profound, participatory understanding of reality. The integration of these frameworks highlights the importance of presence, openness, and co-creation in navigating complex realities. The mindful metaphysical practice emphasizes a world in which divine inspiration (in the form of initial aims) and human creativity come together to shape a shared future. Theory U complements this by offering a structured journey from observation and sensing to presencing and acting, encouraging participants to co-create from a place of collective awareness and insight.
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Both approaches resonate in their view that true transformation requires an openness to new possibilities, a connection to deeper sources of knowing, and an active commitment to co-creation. This synergy between process philosophy’s mindful metaphysics and Theory U underscores the profound potential for collaborative, evolutionary change when individuals and groups align their actions with the flow of emerging possibilities.

Participatory Learning
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​Integrating mindful metaphysics and Theory U into daily life is essential for fostering an ecological civilization. This integration can occur across various domains:
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• Family Life: Cultivating open communication and empathetic relationships.
• Community Life: Encouraging participatory decision-making and collective problem-solving.
• Organizational Life: Implementing leadership models that prioritize awareness and systemic thinking.
• Business Life: Adopting sustainable practices and fostering innovation through collaborative efforts.
• Governmental Life: Developing policies that reflect holistic understanding and long-term ecological considerations.

However, it is clear to most of us that education, especially but not exclusively early childhood education plays a pivotal role in this transformation.

What kind of education can we imagine that incorporates themes of mindful metaphysics and Theory U?

​Lauren Elizabeth Clare's visual thesis points us in the right direction. It emphasizes participatory learning, highlighting the importance of play and empathy in educational settings. By incorporating these elements, education can become a dynamic process that nurtures creativity and deep understanding. This approach aligns with Theory U's focus on awareness-based change and process-relational philosophy's emphasis on interconnectedness. By embedding play and empathy into learning environments, we can cultivate individuals who are attuned to their surroundings and capable of contributing to an ecological civilization.

​It should be noted that, for Clare and for many others, "education" is by no means limited to classroom education in formal settings. It can occur in all of the sectors just mentioned: family and community life, to be sure, but also in organizational life, business life, and even governmental life. We can easily imagine a governmental agency, a committee in congress for example, that embodiedTheory U and mindful metaphysic principles in their meetings, It is possible. Read more about how humanitarian innovations are changing education with Clare’s papers and presentations.

The wisdom of Clare's approach is that it names some features of education that are not often mentioned: play, exploration, empathy, vision, and co-creativity, for example. Each of these "resonates" with process-relational philosophy.

Moreover, the inclusion of these qualities in education fosters a learning environment that is not only intellectually stimulating but also emotionally and socially nurturing. By emphasizing play, exploration, empathy, vision, and co-creativity, educational practices can help students develop an integrated sense of self that is aligned with both their own well-being and the well-being of their communities. This holistic development is essential for individuals to engage meaningfully with the complex, interconnected challenges of our time.

Play and Exploration: Play is not just a means of amusement but a vital pathway to discovery and learning. It encourages curiosity, adaptability, and resilience—qualities that are necessary for navigating uncertainty and fostering innovation. In an educational system inspired by mindful metaphysics and Theory U, play is embedded as a fundamental part of the learning process, enabling students to explore possibilities without fear of failure and to engage in a form of learning that is active, hands-on, and deeply personal. Exploration complements play by inviting students to push boundaries and ask questions that lead to new insights and solutions.

Empathy and Vision: Empathy is central to creating a learning culture where students feel heard, understood, and valued. It builds bridges between individuals and fosters a sense of collective responsibility, which is crucial for social cohesion and collaboration. Theory U highlights the importance of deep listening and being fully present—skills that are cultivated through empathetic practices. Vision, on the other hand, involves seeing beyond the immediate and imagining a future that reflects shared values and goals. When education integrates vision, it inspires learners to think systemically and to aspire toward transformative change, nurturing leaders who can envision and co-create pathways to an ecological civilization.

Co-Creativity: Co-creativity emphasizes that knowledge and solutions are generated collectively. This principle resonates with process-relational philosophy, which views reality as a web of relationships where each part contributes to the whole. In a classroom setting, co-creativity can take the form of collaborative projects, group discussions, and participatory learning experiences where students share their perspectives and build upon each other's ideas. This not only enhances learning outcomes but also prepares students to be effective participants in organizational, business, and governmental contexts where teamwork and joint problem-solving are essential.

By nurturing these elements, we can envision educational models that are life-affirming and future-oriented. Such models encourage learners to see themselves as active participants in shaping their world, equipped with the skills, mindsets, and values needed for sustainable and just societies. The ripple effects of this kind of education extend far beyond the classroom; they permeate family dynamics, community initiatives, organizational leadership, and policy-making processes.

Practical Implications: To implement this vision, educators and leaders can draw inspiration from existing examples of integrative learning approaches. Montessori and Waldorf pedagogy, for instance, emphasize experiential learning that aligns with these principles. As well, many American schools are implementing individualized learning programs to meet the evolving needs of the students. Workshops and training programs for adults can also incorporate Theory U practices, such as presencing and generative dialogue, to facilitate profound, systemic change. Governments and businesses can foster cultures of ongoing education that prioritize the well-being of employees and constituents, creating an ecosystem where learning, growth, and co-creation thrive.
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Integrating mindful metaphysics and Theory U into education ultimately calls for a shift in how we perceive learning itself—not as a means to an end but as an open-ended journey characterized by continual growth, relational awareness, and creative engagement. By embracing this broader vision, we can cultivate individuals who are not only informed and skilled but also deeply connected to themselves, others, and the world around them, laying the groundwork for a flourishing, ecological civilization.