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Integral Education: New Directions for Higher Learning PDF

403 Pages·2010·8.899 MB·English
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INTEGRAL THEORY / EDUCATION e edited by sean esbjörn-hargens, jonathan reams, s b j and olen gunnlaugson ö r The educational challenges faced today are driving us toward a new step in the n evolution of educational theory and practice. Educators are called to go beyond -h a simply presenting alternatives, to integrating the best of mainstream and alternative r g approaches and taking them to the next level. Integral Education accomplishes this e n by bringing together leading researchers and practitioners from higher education s , whoareactivelyexploringthefrontiers of education from an integral perspective. It r e presents an overview of the emerging landscape of integral education from a vari- a etyoftheoreticaland applied perspectives. Key characteristics of integral education m s includeexploringmultiple perspectives, employing different pedagogical techniques , a (e.g., reflective, dialogical, empirical), combining conceptual rigor with embodied n d experience,drawingondevelopmental psychology, and cultivating a reflective and g transformative space for students and teachers alike. Integral Education provides u the most comprehensive synopsis of this exciting new approach and serves as a n n valuable resource for any integral effort within education. la u g “As the first book to explore the overlap between Integral Theory and education, it s o offers a wide range of perspectives, including scientific, academic, applied, theo- n retical, socio-historical, and anecdotal/narrative.” — Thomas J. Murray, EdD “This book fulfills the Integral Theoretical approach by being comprehensive in its i view of the field of education. I believe any professor worth his or her salt needs n to read it.” t — Mark J. Fischler, Plymouth State University e g SEAN ESBJÖRN-HARGENS is Associate Professor and Founding Chair of the r Integral Theory Program at John F. Kennedy University. He is the editor of Integral a Theory in Action: Applied, Theoretical, and Constructive Perspectives on the l AQAL Model, also published by SUNY Press, and Executive Editor of the Journal of Integral Theory and Practice. JONATHAN REAMS is Associate Professor of e Education at the Norwegian University of Science and Technology and Editor- d in-Chief of Integral Review. OLEN GUNNLAUGSON is a Postdoc Associate at u Simon Fraser University. c A volume in the SUNY series in Integral Theory a Sean Esbjörn-Hargens, editor t i o integral n SUNY education P R E S S NEW YORK PRESS new directions for higher learning Integral Education 3333559955__SSPP__EESSBB__FFMM__0000ii--xxiiii..iinndddd ii 66//1144//1100 22::2244::0088 PPMM SUNY series in Integral Theory ————— Sean Esbjörn-Hargens, editor 3333559955__SSPP__EESSBB__FFMM__0000ii--xxiiii..iinndddd iiii 66//1144//1100 22::2244::0099 PPMM Integral Education New Directions for Higher Learning Edited by Sean Esbjörn-Hargens Jonathan Reams Olen Gunnlaugson 3333559955__SSPP__EESSBB__FFMM__0000ii--xxiiii..iinndddd iiiiii 66//1144//1100 22::2244::0099 PPMM Cover image of the chair from iStockphoto © Vinko Murko Published by State University of New York Press, Albany © 2010 State University of New York All rights reserved Printed in the United States of America No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher. For information, contact State University of New York Press, Albany, NY www.sunypress.edu Production by Diane Ganeles Marketing by Michael Campochiaro 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 3333559955__SSPP__EESSBB__FFMM__0000ii--xxiiii..iinndddd iivv 66//1144//1100 22::2244::0099 PPMM Contents List of Figures ix Acknowledgments xi The Emergence and Characteristics of Integral Education: An Introduction 1 Sean Esbjörn-Hargens, Jonathan Reams, and Olen Gunnlaugson I Historical Contexts Western-Islamic and Native American Genealogies of Integral Education 17 Gary P. Hampson, Southern Cross University Elements of the Underacknowledged History of Integral Education 35 Markus Molz, University of Luxembourg and Gary P. Hampson, Southern Cross University The Complete Yoga: The Lineage of Integral Education 47 Jim Ryan, California Institute of Integral Studies II Distinct Approaches Integral Theory in Service of Enacting Integral Education: Illustrations from an Online Graduate Program 57 Sean Esbjörn-Hargens, John F. Kennedy University Integral Transformative Education: A Participatory Proposal 79 Jorge Ferrer, Marina Romero, and Ramon Albareda, California Institute of Integral Studies 3333559955__SSPP__EESSBB__FFMM__0000ii--xxiiii..iinndddd vv 66//2222//1100 33::0099::0077 PPMM vi Contents A “Developmental Action Inquiry” Approach To Teaching First-, Second-, and Third-Person Action Research Methods 105 Erica Steckler and William R. Torbert, Boston College Teaching Integratively: Five Dimensions of Transformation 127 Roben Torosyan, Fairfi eld University Encountering the (W)hole: Integral Education as Deep Dialogue and Cultural Medicine 149 Matthew Bronson, California Institute of Integral Studies, and Ashok Gangadean, Haverford College III Case Studies Jazz, Creativity, and Consciousness: A Blueprint for Integral Education 169 Ed Sarath, University of Michigan Grounding Integral Theory in the Field of Experience 185 Terri O’Fallon, Pacifi c Integral An Open Way of Being: Integral Reconceptualization of Mathematics for Teaching 193 Moshe Renert and Brent Davis, University of British Columbia Written in “Three Voices:” A Turn Toward Integral Higher Education 215 Irene Karpiak, University of Oklahoma Integral Education, Integral Transformation, and the Teaching of Mind-Body Medicine 229 Joel Kreisberg, John F. Kennedy University Matching Educational Intentions with Assessment: Using an Integral Map 245 Nancy T. Davis, Florida State University Expanding Our Vision in the Teaching and Design of University Science—Coming to Know Our Students 257 Sue Stack, University of Tasmania 3333559955__SSPP__EESSBB__FFMM__0000ii--xxiiii..iinndddd vvii 66//1144//1100 22::2244::1100 PPMM Contents vii IV Looking Ahead Integral Mind, Brain, and Education 271 Katie Heikkinen, Harvard University Embodying Integral Education in Five Dimensions 289 Carissa Wieler, John F. Kennedy University Opening Up the Path of Integral Education 303 Olen Gunnlaugson, Simon Fraser University Contemporary Integral Education Research: A Transnational and Transparadigmatic Overview 317 Markus Molz, University of Luxembourg Spirituality and Integral Thought in Higher Education 331 Alexander Astin, UCLA and Jonathan Reams, Norwegian University of Science and Technology Evolving Higher Education Integrally: Delicate Mandalic Theorizing 345 Jennifer M. Gidley, Southern Cross University Author Biographies 363 Index 369 3333559955__SSPP__EESSBB__FFMM__0000ii--xxiiii..iinndddd vviiii 66//1144//1100 22::2244::1100 PPMM 3333559955__SSPP__EESSBB__FFMM__0000ii--xxiiii..iinndddd vviiiiii 66//1144//1100 22::2244::1100 PPMM

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