The educational challenges being faced today are driving us toward a new step in the evolution of educational theory and practice. Educators are called to go beyond simply presenting alternatives, to integrating the best of mainstream and alternative approaches and taking them to the next level. Integral Education accomplishes this by bringing together leading researchers and practitioners from higher education who are actively exploring the frontiers of education from an integral perspective. It presents an overview of the emerging landscape of integral education from a variety of theoretical and applied perspectives. Key characteristics of integral education include: exploring multiple perspectives, employing different pedagogical techniques (e.g., reflective, dialogical, empirical), combining conceptual rigor with embodied experience, drawing on developmental psychology, and cultivating a reflective and transformative space for students and teachers alike. Integral Education provides the most comprehensive synopsis of this exciting new approach and serves as a valuable resource for any integral effort within education.
Table des matières
List of Figures
Acknowledgments
The Emergence and Characteristics of Integral Education: An Introduction
Sean Esbjörn-Hargens, Jonathan Reams, and Olen Gunnlaugson
I. Historical Contexts
1. Western-Islamic and Native American Genealogies of Integral Education
Gary P. Hampson, Southern Cross University
2. Elements of the Underacknowledged History of Integral Education
Markus Molz, University of Luxembourg and Gary P. Hampson, Southern Cross University
3. The Complete Yoga: The Lineage of Integral Education
Jim Ryan, California Institute of Integral Studies
II. Distinct Approaches
4. Integral Theory in Service of Enacting Integral Education: Illustrations from an Online Graduate Program
Sean Esbjörn-Hargens, John F. Kennedy University
5. Integral Transformative Education: A Participatory Proposal
Jorge Ferrer, Marina Romero, and Ramon Albareda, California Institute of Integral Studies
6. A “Developmental Action Inquiry” Approach To Teaching First-, Second-, and Third-Person Action Research Methods
Erica Steckler and William R. Torbert, Boston College
7. Teaching Integratively: Five Dimensions of Transformation
Roben Torosyan, Fairfield University
8. Encountering the (W)hole: Integral Education as Deep Dialogue and Cultural Medicine
Matthew Bronson, California Institute of Integral Studies, and Ashok Gangadean, Haverford College
III. Case Studies
9. Jazz, Creativity, and Consciousness: A Blueprint for Integral Education
Ed Sarath, University of Michigan
10. Grounding Integral Theory in the Field of Experience
Terri O’Fallon, Pacifi c Integral
11. An Open Way of Being: Integral Reconceptualization of Mathematics for Teaching
Moshe Renert and Brent Davis, University of British Columbia
12. Written in “Three Voices:” A Turn Toward Integral Higher Education
Irene Karpiak, University of Oklahoma
13. Integral Education, Integral Transformation, and the Teaching of Mind-Body Medicine
Joel Kreisberg, John F. Kennedy University
14. Matching Educational Intentions with Assessment: Using an Integral Map
Nancy T. Davis, Florida State University
15. Expanding Our Vision in the Teaching and Design of University Science—Coming to Know Our Students
Sue Stack, University of Tasmania
IV. Looking Ahead
16. Integral Mind, Brain, and Education
Katie Heikkinen, Harvard University
17. Embodying Integral Education in Five Dimensions
Carissa Wieler, John F. Kennedy University
18. Opening Up the Path of Integral Education
Olen Gunnlaugson, Simon Fraser University
19. Contemporary Integral Education Research: A Transnational and Transparadigmatic Overview
Markus Molz, University of Luxembourg
20. Spirituality and Integral Thought in Higher Education
Alexander Astin, UCLA and Jonathan Reams, Norwegian University of Science and Technology
21. Evolving Higher Education Integrally: Delicate Mandalic Theorizing
Jennifer M. Gidley, Southern Cross University
Author Biographies
Index
A propos de l’auteur
Sean Esbjörn-Hargens is Associate Professor and Founding Chair of the Integral Theory Program at John F. Kennedy University. He is the editor of
Integral Theory in Action: Applied, Theoretical, and Constructive Perspectives on the AQAL Model, also published by SUNY Press, and Executive Editor of the
Journal of Integral Theory and Practice.
Jonathan Reams is Associate Professor of Education at the Norwegian University of Science and Technology and Editor-in-Chief of
Integral Review.
Olen Gunnlaugson is a Postdoc Associate at Simon Fraser University.
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