Integral Education , livre ebook

SUNY series in Integral Theory

Sean Esbjörn-Hargens, editor

Integral Education
New Directions for Higher Learning
Edited by
Sean Esbjörn-Hargens Jonathan Reams Olen Gunnlaugson

Cover image of the chair from iStockphoto © Vinko Murko
Published by State University of New York Press, Albany
© 2010 State University of New York
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Library of Congress Cataloging-in-Publication Data
Esbjörn-Hargens, Sean.
    Integral education : new directions for higher learning / Sean Esbjörn-Hargens, Jonathan Reams and Olen Gunnlaugson.
          p. cm. — (SUNY series in integral theory)
    Includes bibliographical references and index.
    ISBN 978-1-4384-3349-3 (hardcover : alk. paper)
    ISBN 978-1-4384-3348-6 (pbk. : alk. paper)
    1. Education, Higher—Aims and objectives—United States. 2. Education, Higher—United States—Philosophy. 3. Educational change—United States. I. Reams, Jonathan. II. Gunnlaugson, Olen. III. Title.
    LA227.4.E835 2010
    378.73—dc22                                                                                                             2009052828
10 9 8 7 6 5 4 3 2 1

Figures
Figure 1. Some Aspects of the Quadrants
Figure 2. Twelve Foci of Integral Education
Figure 3. Twelve Ways of Knowing
Figure 4. The Four Seasons of the Integral Creative Cycle
Figure 5. Typical ARM Seating Arrangement
Figure 6. Classroom Application: Connecting the Disciplines
Figure 7. Parallels Across Frameworks
Figure 8. Classroom Application: When Is a Lime Not a Lime?
Figure 9. Five Dimensions of Thinking, Learning, and Living
Figure 10. Curriculum and Content Across Disciplines
Figure 11. Pedagogical Methods Across the Dimensions
Figure 12. Classroom Application: One Hundred Questions
Figure 13. Classroom Application: Letter to a Novice
Figure 14. Classroom Application: Midterm/Final Integrative Portfolio Reflection
Figure 15. Map of Structure Stages and State Stages
Figure 16. Consciousness Space
Figure 17. Comparison of Developmental Stages and State/Awareness Stages
Figure 18. Behavior/Skills
Figure 19. Quadrants of MfT: AQAL and Process Views
Figure 20. Correlation of the Evolutionary Strands of MfT
Figure 21. Dacher's Full Spectrum of Aspects, Lines, and Levels in All Four Quadrants from Integral Health
Figure 22. Intentions for Assessment
Figure 23. Scoring Rubric
Figure 24. Gordon in the Four Quadrants
Figure 25. Research Design Viewed Through the Four Quadrants
Figure 26. Integral Methodological Pluralism
Figure 27. Delicate Mandalic Theorizing of an Evolving Integral Education
Figure 28. Exploring Lines of Flight between Discourses Supporting Evolution of Consciousness and Evolutionary Pedagogies

Acknowledgments
When the idea for this book first materialized three years ago in conversations between us, there was a recognition that this book was waiting to be written. The rich and increasingly diverse interpretations of integral education needed to be gathered and woven together as a way of strengthening this field in the making. By calling upon the visionary and trail making roles of our colleagues, our intention has been to bring together a compelling opening statement for integral education as a field of study.
We wish to thank all our colleagues and associates for the chapters they have contributed to this volume as well as SUNY Press for their leadership in supporting the emerging field of integral studies. We also wish to thank Jennifer Gidley and Gary Hampson for their original impetus for a scholarly book on integral education. As well, we wish to express our gratitude for those involved in the annual Next Step Integral education seminar. These important seminars have been a seedbed for much that is now growing in this new field. A deep bow goes to the California Institute of Integral Studies, John F. Kennedy University, and the variety of institutions around the world that are supporting the emergence of integral education. We also are thankful to Ken Wilber for the role he has played in provocatively taking integral studies to the next level. Most importantly, we thank our students who have all too often been the “guinea pigs” in an exploratory process and have allowed us to experience the fullness and freedom of integral education. It is this direct experience of the value of an integral approach to education that has been the primary inspiration for putting this volume together.
Integral Theory in Service of Enacting Integral Education: Illustrations from an Online Graduate Program
Sean Esbjörn-Hargens, John F. Kennedy University
Earlier versions of this chapter appeared previously as:
Esbjörn-Hargens, S. (2006). Integral education by design: How integral theory informs teaching, learning, and curriculum in a graduate program. ReVision: A Journal of Consciousness and Transformation , 28 (3), pp. 21–29.
and
Esbjörn-Hargens, S. (2007). Integral teacher, integral students, integral classroom: Applying integral theory to graduate education. AQAL: Journal of Integral Theory and Practice . 2 (2), pp. 72–103.
The Complete Yoga: The Lineage of Integral Education
Jim Ryan, California Institute of Integral Studies
Originally appeared in ReVision: A Journal of Consciousness and Transformation , Vol. 28 No. 2, pp. 24–28.
Integral Transformative Education: A Participatory Proposal
Jorge Ferrer, Marina Romero, and Ramon Albareda, California Institute of Integral Studies
An earlier version of this chapter was originally published in Journal of Transformative Education , Vol. 3 No. 4, October 2005 pp. 1–22.
The Emergence and Characteristics of Integral Education
An Introduction
Sean Esbjörn-Hargens, Jonathan Reams, and Olen Gunnlaugson
It is mid-morning in a college classroom with a view of the surrounding hills reflecting soft light into the otherwise stark room. The professor is aiming to help his students find their way through the various theories they have been exposed to over the last four weeks of this course. One young woman raises her hand and asks in earnest seriousness, “But which is the best theory?” He is stopped short in that moment. He realizes that he has projected a variety of assumptions about what these graduate students know and how they know it. Her question invites him to reflect on what is needed in order to help her learn, rather than simply teach what he knows. He proceeds to convey the benefits of relating to the strengths and limits of various theories rather than simply adopting any one of them. Even then he recognizes that there is so much implicit in what and how he is teaching. In particular, he is faintly aware of the range of worldviews that exist within the students in this classroom and feels the challenge of trying to create an educational space that is sensitive to and challenging of these various modes of understanding reality and our relationship to it. How does he simultaneously acknowledge her desire to have a single theory be the “best” one and to point out there are more complex ways of relating to the range of theories, frameworks, and approaches available to us.
Reflecting on that moment, he comes to realize how much he has been inspired by a notion of education that aims to integrate a wide variety of educational influences and perspectives. He also realizes that he is still early in the process of realizing the potential that such an integrative, or integral approach to education holds. Like many educators, he finds himself on a journey into a territory where the contours and landmarks are changing as the world around us changes. The maps he has for this journey are themselves in transition, as well as shaping the territory in the process. His desire to manifest an integral pedagogy has set him on a course that involves map-making in a landscape in flux, and finding good companions for the journey is important.
The book before you is the outgrowth of a three-year long conversation, and of gathering colleagues to share their ideas, reflections, and stories about integral education. As this landscape is still in its formative phases, our intent has been to introduce the emerging principles of integral education and the range of frame-works used to em