Reflections on Online Integral Education
The Learning Community as a Vessel for Transformation
Ten years of online teaching experience are reviewed in the context of integral philosophy and teaching with the Integral framework.
Integrally Informed Journaling for Professional Self-Design
Emerging Experience in Graduate Program Context
The authors present reflections on developing an integrally informed journaling component of a capstone Professional Planning Practice graduate course, conducted as a professional self-design studio.
An Integral Approach
When using the classroom-as-organization (CAO) approach, students are given the responsibility for planning, organizing, and leading a classroom. Insights derived from three separate CAO contexts are synthesized and viewed through both quadrivia and quadratic lenses to demonstrate the value of such an application.
Flatland Meets Elementary and Middle School Mathematics Instruction
This article examines the educational system in the United States and its weaknesses in promoting conceptual understandings of mathematics, developing students’ abilities to make connections between concepts, and enabling the creative use of mathematics in problem solving.
Educating the Essential Self
The AQAL Model in Socially Conscious Curricula
This article explores the use of the AQAL model to support student self-understanding in courses aimed at developing social conscience at an international school in Hong Kong.
Integral Theory and E-Portfolio Development
A Model for Professional Development
The development of teachers as reflective practitioners is an ongoing focus among educators. Reflection practices that include electronic portfolio (ePortfolio) development within teacher education and evaluation have largely ignored a multidimensional lens toward self-assessment and approaches that embrace the emotional, ethical, and sociopolitical domains of practice. In this article, Integral Theory is discussed as a promising framework for both teacher reflection and ePortfolio development.