Finally, there may be the development of a mature commitment in relativism: we recognize and learn from diversity, yet know that we must live by a specific narrative. We must construct the world in a particular manner, while living our lives as responsible parents, employees, leaders and citizens. There may even be a step beyond this commitment in relativism—something that Richard Rorty calls the “ironist” perspective in which we fully embrace several different narratives that may (ironically) contradict one another. At any one moment and in any one place we operate from one of the narratives and constructs, knowing full well that we must engage a different narrative and construct at other times and in other places. Rorty describes this as a contingent way of thinking and acting.
Implications and Applications: What to do about Q2
After this complex analysis of Quadrant Two, we are left with the fundamental question still unanswered: What do we do about Q2? We must create conditions for receiving feedback. This means that we must find time and place for Q2 and create conditions for constructive feedback. We must find or build trusting relationships—learning from the American School and its emphasis on the building of trust in intentions and competence. We also must be sensitive to cross-cultural differences and invite an initial dialogue regarding differing perspective on the nature and purpose of feedback.
We can push the envelope of the American School even further by participating in something called “double loop learning.” I will have more to say about double loop learning later in this book (Chapter Seven); however, at this point I can recommend the creation of processes by which and settings in which we reflect with significant people in our lives on ways in which each of us has been most receptive to and benefited most from feedback given by the other person.
