Integral Education

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.

• List of FiguresAcknowledgmentsThe Emergence and Characteristics of Integral Education: An IntroductionSean Esbjörn-Hargens, Jonathan Reams, and Olen GunnlaugsonI. Historical Contexts 1. Western-Islamic and Native American Genealogies of Integral EducationGary P. Hampson, Southern Cross University2. Elements of the Underacknowledged History of Integral EducationMarkus Molz, University of Luxembourg and Gary P. Hampson, Southern Cross University3. The Complete Yoga: The Lineage of Integral EducationJim Ryan, California Institute of Integral StudiesII. Distinct Approaches 4. Integral Theory in Service of Enacting Integral Education: Illustrations from an Online Graduate ProgramSean Esbjörn-Hargens, John F. Kennedy University5. Integral Transformative Education: A Participatory ProposalJorge Ferrer, Marina Romero, and Ramon Albareda, California Institute of Integral Studies6. A "Developmental Action Inquiry" Approach To Teaching First-, Second-, and Third-Person Action Research MethodsErica Steckler and William R. Torbert, Boston College7. Teaching Integratively: Five Dimensions of TransformationRoben Torosyan, Fairfield University8. Encountering the (W)hole: Integral Education as Deep Dialogue and Cultural MedicineMatthew Bronson, California Institute of Integral Studies, and Ashok Gangadean, Haverford CollegeIII. Case Studies 9. Jazz, Creativity, and Consciousness: A Blueprint for Integral EducationEd Sarath, University of Michigan10. Grounding Integral Theory in the Field of ExperienceTerri O’Fallon, Pacifi c Integral11. An Open Way of Being: Integral Reconceptualization of Mathematics for TeachingMoshe Renert and Brent Davis, University of British Columbia12. Written in "Three Voices:" A Turn Toward Integral Higher EducationIrene Karpiak, University of Oklahoma13. Integral Education, Integral Transformation, and the Teaching of Mind-Body MedicineJoel Kreisberg, John F. Kennedy University14. Matching Educational Intentions with Assessment: Using an Integral MapNancy T. Davis, Florida State University15. Expanding Our Vision in the Teaching and Design of University Science—Coming to Know Our StudentsSue Stack, University of TasmaniaIV. Looking Ahead 16. Integral Mind, Brain, and EducationKatie Heikkinen, Harvard University17. Embodying Integral Education in Five DimensionsCarissa Wieler, John F. Kennedy University18. Opening Up the Path of Integral EducationOlen Gunnlaugson, Simon Fraser University19. Contemporary Integral Education Research: A Transnational and Transparadigmatic OverviewMarkus Molz, University of Luxembourg20. Spirituality and Integral Thought in Higher EducationAlexander Astin, UCLA and Jonathan Reams, Norwegian University of Science and Technology21. Evolving Higher Education Integrally: Delicate Mandalic TheorizingJennifer M. Gidley, Southern Cross UniversityAuthor BiographiesIndex