![]() ![]() ![]() Chapter One identifies features of the youth problematique and the broad cultural pedagogical context surrounding it, through a layered analysis of causal factors. The key research focii of the dissertation are addressed in each of these five chapters. The five main chapters are academic publications, developed and published as part of the research process. These three types of text are each visibly distinguished by a colour-coded facing sheet. The most obvious ways in which this dissertation differs from a standard social sciences dissertation is that it interweaves three different types of text throughout the dissertation: the five main chapters the Prologue, Metalogue and Epilogue and the reflective narratives-Prelude, Interludes and Coda. It does so through what I refer to as postformal research, which I distinguish from formal research in numerous ways. The research aims to identify and elucidate a new movement of consciousness through integrating and cohering literature on postformal, integral and planetary consciousness in conversation with literature from a variety of postformal pedagogies. The research draws attention to and situates itself within four complex, interlinked challenges: the current planetary crisis the epistemological crisis underpinning it the global youth problematique and the inadequacy of the modernist, formal education model to meet these challenges. This conceptual dissertation is both a study of, and an enactment of, the evolution of consciousness for the purpose of evolving education. From this perspective integral education could be still in its infancy. From a macrohistorical perspective where major shifts in human consciousness may occur across thousands of years, we may be in the very early stages of what many call integral consciousness. To represent the breadth and depth of the emerging consciousness, I have coined a complex conjoined term, postformal-integral-planetary2 to conceptually link these three theoretic threads and invite dialogue between their communities of practice (Gidley, 2008). Within this narrative there are three major discourses that identify and/or enact the emergence of new patterns of thinking and being: the adult developmental psychology discourse on postformal reasoning (Commons & Richards, 2002 Cook-Greuter, 2000 Sinnott, 2005) the integral consciousness discourse1 and the cultural historical and eco-philosophical literature on planetary consciousness (Elgin, 1997 Gangadean, 2006 Montuori, Combs, & Richards, 2004 Morin & Kern, 1999 Russell, 2000). ![]() This chapter provides a broad theoretical contribution to integral higher education by contextualising it within an evolution of consciousness narrative. ![]()
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