Integral Education: New Directions for Higher Learning

Acknowledgments

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. xi 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. xii Acknowledgments ...