Integral Education: New Directions for Higher Learning

403 Pages·2010·8.899 MB·English

by  Sean Esbjörn-Hargens, Jonathan Reams, Olen Gunnlaugson

INTEGRAL THEORY / EDUCATION e edited by sean esbjörn-hargens, jonathan reams,
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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
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simply presenting alternatives, to integrating the best of mainstream and alternative r
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approaches and taking them to the next level. Integral Education accomplishes this e
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by bringing together leading researchers and practitioners from higher education s
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whoareactivelyexploringthefrontiers of education from an integral perspective. It
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presents an overview of the emerging landscape of integral education from a vari- a
etyoftheoreticaland applied perspectives. Key characteristics of integral education m
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includeexploringmultiple perspectives, employing different pedagogical techniques ,
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(e.g., reflective, dialogical, empirical), combining conceptual rigor with embodied n
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experience,drawingondevelopmental psychology, and cultivating a reflective and
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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
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valuable resource for any integral effort within education. la
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“As the first book to explore the overlap between Integral Theory and education, it s
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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
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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
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SEAN ESBJÖRN-HARGENS is Associate Professor and Founding Chair of the
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Integral Theory Program at John F. Kennedy University. He is the editor of Integral
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Theory in Action: Applied, Theoretical, and Constructive Perspectives on the
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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
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Simon Fraser University.
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A volume in the SUNY series in Integral Theory a
Sean Esbjörn-Hargens, editor
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SUNY
education
P R E S S
NEW YORK PRESS
new directions for higher learning

Integral Education
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SUNY series in Integral Theory
—————
Sean Esbjörn-Hargens, editor
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Integral Education
New Directions for Higher Learning
Edited by
Sean Esbjörn-Hargens
Jonathan Reams
Olen Gunnlaugson
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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
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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
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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
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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
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