Michael Lewis (1981-pages 403-405, 1987-pages 429-432) has developed a model for conceptualizing the progression of self-other differentiation and the concomitant development of self-recognition

each one of those stages there's four St stages and we can say that there's equal amount of stages above it has a sacred version and and a version that the sacred is lost

the soul can use the mind right and the mind is using the emotional body and so so now the the the journey is becoming more and more integrated

A last preliminary word on method: what follows is not to be read as stylistic description, as the account of one cultural style or movement among others. I have rather meant to offer a periodizing hypothesis, and that at a moment in which the very conception of historical periodization has come to seem most problematical indeed. I have argued elsewhere that all isolated or discrete cultural analysis always involves a buried or repressed theory of historical periodization; in any case, the conception of the ‘genealogy’ largely lays to rest traditional theoretical worries about so-called linear history, theories of ‘stages’, and teleological historiography. In the present context, however, lengthier theoretical discussion of such (very real) issues can perhaps be replaced by a few substantive remarks.

many of those empirical claims have been overturned.

repetition of the cycle of stage

Therefore, Fried's model of social evolution must be viewed as a tendencyrather than a specific sequence of stages through which every coherent community of people must pass

he Three Stages of Backward DesignThe UbD framework offers a three-stage backward design process for curriculum planning, and includes a template and set of design tools that embody the process. A key concept in UbD framework is align-ment (i.e., all three stages must clearly align not only to standards, but also to one another). In other words, the Stage 1 con-tent and understanding must be what is assessed in Stage 2 and taught in Stage 3.