SUNY Series in Integral Theory
The SUNY Series in Integral Theory presents authored and edited volumes that are committed to improve and diversify integral thought and support the development and application of the AQAL model. It proposes to do this by by turning Integral Theory onto itself: an act of theoretical-applied self-reflection. In so doing, this series will play an important role in setting the stage for the continual emergence of Integral Theory as a legitimate field of academic discourse within multiple disciplines.
This series will accomplish this by bringing together the best scholars in the field of Integral Theory and showcasing their work through applications, theoretical extension and clarification, and critical reflection. Integral Theory will increasingly thrive as valuable contributions to its criticism, clarification, application, and expansion come from individuals working within its context, wrestling with its distinctions and principles.
Moving Integral Theory Forward
One major intention for this series is to make Integral Theory the object of critical reflection and the subject of applied discussion. The aim is to provide an academic context where authors can explore the pressing questions concerning the state and potential growth of applying Integral Theory to numerous fields: What types of research and scholarly analysis need to be engaged to carry the field of Integral Theory forward? What works and does not work in terms of applying Integral Theory in various professions? What are the strengths and limits of the AQAL model and what alternative views need to be considered and explored?
The hope is that this series will create an invitation for a diversity of perspectives to join the conversation expressed through: free thought, respectful challenge, theoretical exploration, and shared celebration. This series will help set the tone and scope for the field of Integral Theory in particular and integral studies in general for years to come.
The series will publish 3 to 5 books each year, which aim to deepen the conversation around Integral Theory. While the majority of these books will be grounded in the AQAL model, the series will also include alternative, critical, and complimentary approaches to Integral Theory. In 2010, the first four volumes were published. Currently there are over fifteen manuscripts in process with another ten being considered or written. Prominent as well as emergent voices from the integral community will be featured as authors and editors within the series. Thus, this new book series will go a long way toward helping to showcase the amazing integral work that is occurring around the planet.
This book provides a practical introduction to Integral Psychotherapy. Grounded in the work of theoretical psychologist and philosopher Ken Wilber, it organizes the key insights and interventions of pharmacological, psychodynamic, behavioral, cognitive, humanistic, existential, feminist, multicultural, somatic, and transpersonal approaches to psychotherapy. Integral Psychotherapy does not attempt to unify these diverse models, but rather takes a metatheoretical perspective, giving general guidelines for which is most appropriate in a wide range of clinical situations. It also strongly emphasizes the therapist’s own personal development, under the premise that the depth and complexity of the human psyche must be understood first within the self if it is to be understood fully in others. This essential text is for therapists and others drawn to holistic approaches to psychotherapy, and serves as a theoretical ground and precise guide for those interested in applying the Integral model in therapeutic practice.
Integral Theory is the result of 30 years of research and is being applied in over 35 distinct disciplines. This volume brings together two dozen leading scholar-practitioners who are actively applying integral principles and who address a range of issues from an integral perspective, including climate change, embodiment, feminist aesthetics, community discourse, treatment of depression, developmental theory, and global ethics. The strengths, limitations, and potential of Integral Theory and the AQAL model are weighed by each contributor. This collection pushes the field of Integral Theory in new ways and new directions, and provides a comprehensive overview that makes it an invaluable resource for any integral effort.
In Integral Psychotherapy, self-help meets rigorous scholarship. Integral Psychotherapy is a dynamic framework for understanding the mind and uniting spirituality and psychotherapy. Authors R. Elliott Ingersoll and David M. Zeitler use the Integral model to guide readers through a startling new view of psychotherapy as a spiritual journey of self-discovery. This is the first book that grounds the Integral approach in mainstream research while showing how Integral Psychotherapy treats body, mind, and spirit, and it offers an accurate history of many psychological ideas (some mistaken) prevalent in our society. Integral Psychotherapy debunks the fads and fashions of self-help gurus while mapping terrain readers can use to bring their lives into focus. With humor and compassion, the authors show that the life of the mind is complex and complexity is our friend.
The educational challenges faced today are driving us toward a new step in the evolution of educational theory and practice. Educators are called to go beyond simply presenting alternatives, to integrating the best of mainstream and alternative approaches and taking them to the next level. Integral Education accomplishes this by bringing together leading researchers and practitioners from higher education who are actively exploring the frontiers of education from an integral perspective. It presents an overview of the emerging landscape of integral education from a variety of theoretical and applied perspectives. Key characteristics of integral education include exploring multiple perspectives, employing different pedagogical techniques (e.g., reflective, dialogical, empirical), combining conceptual rigor with embodied experience, drawing on developmental psychology, and cultivating a reflective and transformative space for students and teachers alike.