Graves's emergent cyclical levels of existence (E-C theory or ECLET) is a theory of adult human development constructed from experimental data by Union College professor of psychology Clare W. Graves. It produces an open-ended series of levels, and has been used as a basis for Spiral Dynamics and other managerial and philosophical systems.
Names.
Graves used a variety of names for his theory during his lifetime, ranging from the generic "Levels of Human Existence" in his earlier work to lengthy names such as "Emergent Cyclical, Phenomenological, Existential Double-Helix Levels of Existence Conception of Adult Human Behavior" (1978) and "Emergent Cyclical Double-Helix Model of the Adult Bio-Pyscho-Social Behaviour" (1981).
In his posthumously published book, "The Never Ending Quest", Graves titled the chapter introducing the theory "The Emergent Cyclical Model," and used the phrases "emergent cyclical conception" ("E-C conception") and "emergent cyclical theory" ("E-C theory") repeatedly as short names throughout the subsequent chapter on verifying his work.
However, "levels of existence" is the more commonly known part of the phrase, and was used in the title of the peer-reviewed 1970 article in the "Journal of Humanistic Psychology", the single such academic psychology publication Graves made during his lifetime (although he also presented at academic conferences).
Graves himself considered the levels to be artifacts of the theory, therefore this article adopts the following conventions:
Typographically, this article adopts the letter pair formatting chosen for "The Never Ending Quest", which places the letters directly adjacent to each other (AN) rather than hyphenated (A-N). This is the form used in the manuscript abandoned in 1977. Graves used both hyphenated and unhyphenated forms, both before and after abandoning his manuscript. In contrast, in the same source "E-C" for "emergent cyclical" is always hyphenated.
Motivation and experimental design.
Graves began his work in response to questions from his students regarding which of various conflicting psychological theories was correct. Rather than construct a hypothesis about how the conflicting systems could be resolved, Graves posed several open-ended questions and looked to see what patterns would emerge from his data. While not typical at the time, these approaches would later become known as grounded theory and inductive thematic analysis.
Graves settled on the following questions to frame his experiments:
These questions led him to design a four-phase experiment, in which collected pertinent data from his psychology students and others. His initial research, conducted between 1952 and 1959, involved a diverse group of around 1,065 men and women aged 18 to 61. Supplemental studies were carried out over the next twelve years.
Phase one: Essays on personal conceptions of the mature adult human.
Students in Graves's class on "Normal Psychology" were assigned to develop their own personal conception of the psychologically mature adult human. These students included full-time male undergraduates, coed graduate students in teacher education and industrial management, and coed night school students. The students were given four weeks to produce the essay, during which the class covered relevant topics around the nature of personality and relevant human behavior for developing such a conception.
Graves's students were not aware of the research project, and were told that the papers would be graded on:
Next, the students spent four weeks in small groups where each student presented their conception to the group and received criticism, after which they turned in a defense of their existing conception, or a modified conception. This step demonstrated the reaction of students to peer criticism. Finally, after another four weeks of small group study of existing conceptions of mature personality in academic psychological literature, the students once again turned in a defense or modification of their conception. This step demonstrated the reaction of students to being confronted by authority. Graves observed the students in their small group work, without their knowledge as logistics allowed, and interviewed each student after the final defense or revision was turned in.
Phase two: Classification of the essays.
Each year, Graves recruited seven to nine new judges who knew nothing of the project, and instructed them as follows:
Take these conceptions of mature personality, study them, then sort them into the fewest possible categories if you find them to be classifiable. Do not force any into categories. If some do not fit any category you decide upon, just place them into an unclassifiable group.
Each judge first produced their own classification, and then the judges produced a single classification by unanimous agreement. Essays for which no unanimous classification could be determined were added to the unclassifiable group.
Phase three: Observation of behaviors of groups of people with similar conceptions.
Graves also taught classes in Organizational/Industrial, Experimental, and Abnormal Psychology, and most of his students from the Phase One studies took one of those classes from him the semester after taking Normal Psychology. These classes were structured such that students were organized into groups which, unknown to them, each contained students with the same classification of mature personality. Students who had not participated in Phase One were grouped together, providing what Graves called a "moderate control" effect. Students in the Organizational and Experimental Psychology classes were given specially designed problems to solve, while those in the Abnormal Psychology class were given many standard psychological tests as part of that class's normal approach. Graves studied the groups through one-way mirrors, gathering data on how they organized themselves, interacted with each other, solved problems, and performed on standard tests.
Phase four: Making sense of the data through research.
From 1960 until his retirement in the late 1970s, Graves researched other work in order to make sense of confusing aspects of his data. Since many adult humans do not take psychology classes (the source of his data), including those from cultures who do not participate in western educational systems, this phase also included research on how such adults might fit with Graves's collected data.
Development of the theory.
Graves's analysis of the data collected and researched through the experiments described above became the basis for emergent cyclical (E-C) theory.
Graves theorized that in response to the interaction of external conditions with internal neurological systems, humans develop new bio-psycho-social coping systems to solve existential problems and cope with their worlds. These coping systems are dependent on evolving human culture and individual development, and they are manifested at the individual, societal, and species levels. While there is an ordered progression of stages, later stages are not presented as "better" in the sense of moral superiority. Rather, each level is best suited to the existential problems that caused it to emerge.
E-C theory produces an open-ended system of levels, which set Graves's work apart from many of his contemporaries, such as Abraham Maslow, who sought a final, perfectible state of human development. 
Both progression and regression through the levels are possible in response to environmental conditions.
The emergent cyclical double-helix.
Emergent cyclical theory is more broad than just the well-known set of levels of existence, and Graves considered the levels themselves to simply be artifacts of the theory. E-C theory holds that new bio-psycho-social coping systems emerge within humans in response to the interplay of external life conditions or existential problems with internal neurobiology. It is this interaction, which cycles between what Graves referred to as "express self" and "sacrifice self" systems, which is the core of the theory
Graves identified the existential problems / life conditions with letters in the first half of the alphabet (A, B, C, D, E, F...), and the emergent coping systems with letters in the second half (N, O, P, Q, R, S...). Each system emerges in response to the corresponding existential problems. (N in response to A, O in response to B, etc.) Color codes, which are common in later systems built on E-C theory, are not something that Graves ever used.
When parallel conditions and systems are paired (AN, BO, CP, DQ, ER, FS...), they describe a level of existence. In these states, the active neuronal system is the one most suited to solving the existential problems that are present in their environment. It is also possible to have non-parallel situations, such as a person in an environment with E level problems who has developed the Q neuronal system but not yet the R. This person will often find the world confusing and stressful. On the other hand, a person who is centralized at FS but finds themself in an environment of primarily E problems will be frustrated for other reasons, such as everyone around them seeming to focus on the "wrong" problems and solutions.
Old systems remain available even after new systems are developed, and the level at which a person is centralized can move forwards or backwards. A person centralized at ER who feels the need for more community and spirit can, if conditions are right, move up to FS. Or they might shift back to the familiar DQ at which they were centralized in the past. For most people, multiple systems will be available, although one may dominate.
The six upon six hypothesis.
For most of Graves's original period of research, GT was the latest state to appear. Near the end, a small number of subjects expressing GT in his study shifted to a new state, HU. This emergence, seven or so years into his experiment, of a rare new system is what prompted Graves to view the set of states as open-ended, with no final, ultimate state existing.
Additionally, Graves noted a remarkable similarity between the HU and BO systems, leading him to re-evaluate GT, finding it to have similarities with AN. From this observation, he hypothesized that there are six fundamental coping systems, AN through FS. Beyond FS the cycle repeats with additional neurobiological systems adding much more development on the fundamental states, with the result that "motivations are recapitulated in a much vaster conceptual context." In recognition of this, he began using primes to mark the higher-order systems, renaming GT to A'N' and HU to B'O'. While Graves viewed this hypothesis as unproven, he felt that the data demanded its consideration.
Conditions for change.
A key part of E-C theory is the change process by which a person moves from one level of existence to the next. There are six conditions for change in this process:
Consider a person centralized at ER, who is facing new problems of the F sort, which will require a change to being centralized at FS. The person must have the potential to change, including openness to change. They must have solved the problems of their current level (the E problems), in order to have available energy and resources to focus on the next set of problems (the F problems). They must have felt the dissonance that comes from their currently dominant R system failing to solve the F problems. They must gain insight into how the R system is failing them, and how the S system will help. Any barriers to making this change must be removed or overcome, and once newly centralized at FS, the person needs a supportive environment while they come to fully understand how to successfully exist at this new level.
The levels of existence.
While the levels are the most well-known part of E-C theory, Graves emphasized that they are theoretical constructs rather than realities, calling them "the base points from which the living, behaving human varies." In contrast to the values focus of the later Spiral Dynamics formulation, Graves focused on the motivations that he saw as underlying each level, with alternating "express" and "sacrifice" themes.
Unless otherwise noted in the column heading or individual cell, the information in the following table is adapted from the first few pages of each level's description in "The Never Ending Quest".
Verification of the theory.
Graves compared his conception of adult development with those of many of the leading thinkers of his time, concluding that most were compatible with his view, but often had gaps compared to his set of levels, or only addressed part of the range. In a lengthy examination of Graves's work, 
Nicholas Reitter considers that in reaching these conclusions "Graves appears in his relative isolation to have convinced himself of greater scientific support than can reasonably be claimed for a particular developmental view such as his, however great its appeal and other merits." However, in his review of "The Never Ending Quest", Allan Combs agrees that Graves's theory shows "broad similarities to the highly researched stage the- ories of Lawrence Kohlberg (1981) and Carol Gilligan (1993), as well as Robert Kegan (1994) and others."
Graves also validated aspects of his change process