Assets

Assets

Reflections on Online Integral Education

The Learning Community as a Vessel for Transformation

Published: June 1, 2009
PDF 172.8KB
By Allan Combs

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

Published: September 1, 2009
PDF 239.6KB
By Edith Friesen and Ian Wight

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.

Classroom-as-Organization

An Integral Approach

Published: June 1, 2010
PDF 534.7KB
By Mark McDonald, Kirsty Spence, and Beth Sheehan

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

Published: June 1, 2011
PDF 515.7KB
By Jeanne Simons

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

Published: January 1, 2012
PDF 1MB
By Martin E. Schmidt

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

Published: January 1, 2012
PDF 4.5MB
By Sheri R. Klein

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.

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