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Regenerating Integral Theory and Education : Postconventional Explorations Please do not remove this page Regenerating integral theory and education : postconventional explorations Hampson, Gary P https://researchportal.scu.edu.au/discovery/delivery/61SCU_INST:ResearchRepository/1266935420002368?l#1367448320002368 Hampson, G. P. (2010). Regenerating integral theory and education: postconventional explorations [Southern Cross University]. https://researchportal.scu.edu.au/discovery/fulldisplay/alma991012820881702368/61SCU_INST:Research Repository Southern Cross University Research Portal: https://researchportal.scu.edu.au/discovery/search?vid=61SCU_INST:ResearchRepository [email protected] Open Downloaded On 2021/09/27 11:37:52 +1000 Please do not remove this page REGENERATING INTEGRAL THEORY AND EDUCATION: Postconventional Explorations Gary P. Hampson REGENERATING INTEGRAL THEORY AND EDUCATION: Postconventional Explorations Gary P. Hampson Bachelor of Arts (Honours), Graduate Certificate (Strategic Foresight) A study submitted for the degree of Doctor of Philosophy School of Education Southern Cross University Australia February 2010 THESIS DECLARATION I certify that the work presented in this thesis is, to the best of my knowledge and belief, original, except as acknowledged in the text, and that the material has not been submitted, either in whole or in part, for a degree at this or any other university. I acknowledge that I have read and understood the University’s rules, requirements, procedures and policy relating to my higher degree research award and to my thesis. I certify that I have been duly guided by the rules, requirements, procedures and policy of the University. Print Name:......................................................................................... Signature:………………………………………………………………….. Date: ……………………………………………………………………….. ABSTRACT This study seeks to facilitate the (re)generation of integral theory and integral education theory through exploring and enacting postconventional modalities emerging from worldviews and paradigms beyond modernity and formal thought. Its quest sits in service to humanity-within-biosphere, with particular reference to education. The format involves a collection of published papers (one co-authored) cohered through an extensive introduction, interleafs, and conclusion. A generative critique of Ken Wilber’s integral theory is given, notably through a focused engagement with postformal thought. This leads to an ecology of academic fields being brought into play to help generate new types of integral thinking. Such exploration also helps develop postformal theory or postconventional poetics. In addition to postformal thought, fields include complexity theory, critical theory, ecosophy, futures studies, hermeneutics, poetics and poststructuralism. Each variously contributes to the postconventional ensemble which is cohered through creative transdisciplinarity: complexity theory supports an emergent research process and a partly decentralised format; critical theory emphasises the contrast between the modern-formal developmental level and that beyond; Guattari’s ecosophy complexly integrates biospherical, social and conceptual domains; futures studies complements historical awareness regarding temporal contextualisation; hermeneutics foregrounds construct-awareness; poetics enables an enactment of the metaphor “text as music”; whilst poststructuralism precipitates a deterritorialisation and “dialecticisation” of integral theory in addition to a querying of certain textual conventions. Contexts of integral studies and integral education are addressed, both theoretically through Ernest Boyer’s scholarship of integration, and historically through the identification of a Western genealogy including Classical, Hermetic, Neoplatonic, Renaissance, Humanist and Reconstructive Postmodern moments. Additionally, planetary consciousness is effected through Native American, Islamic and counter-hegemonic perspectives. Critiques include address of modernistic “economies of truth” including economism, technicism and atomism, Wilber’s orientation toward Green thinking, Richard Slaughter’s perspective on Causal Layered Analysis, and Wilberian integral education theory. Valorisations are given to “complexities of truth” including archetypes, “eco-logics,” holarchies, “nanotextology,” open systems, spiritual orientations, and vision-logic. Cross-level education is addressed in relation to content (knowledge, curricula), occasion (identities, pedagogy) and system; for each, a critical contrast is identified between approaches and interpretations following a modern atomistic template and those arising from more integrative sensibilities with respect to complexities of identity, peer relationalities and contextusalisations. The study contributes to numerous discourses including integral studies, postconventional studies, philosophy of education, critical education, ecology, futures studies, and transdisciplinarity entailing the meta-dialogue between art and science. Framed as an ethical “conceptual concerto,” this creative academic artefact offers “passion for the possible.” ACKNOWLEDGEMENTS I wish to thank Professor Anne Graham for her supervision of my five year process. I have benefited from her intuitive and persistent faith in me, her skilful facilitation and her thoughtful feedback. Thank you, Anne. I also wish to thank my critical friend, mentor and collaborator, Jenny Gidley, for her invaluable encouragement, generative dialogue and editorial support—all embraced within a unique quality of friendship. It sometimes feels as if our two Ph.D.s form one complex unit. Thank you, Jenny, for also having the insight that I could undertake a Ph.D. in the first place! Thanks also to the support offered by my other friends and family. I wish to thank the Integral Review community for their noetic nurturing, including their setting up of an online forum to discuss my paper Integral re-views postmodernism: The way out is through. Many thanks also goes to Markus Molz—our shared intellectual passionate engagements have helped maintain my enthusiasm and direction. Thanks also to Sohail Inayatullah for his encouragement. I thank Ken Wilber for his inspiring rough guide to the Kosmos and for his part in my journey that has subsequently resulted. And, thank you, indeed, to all those original thinkers and creators that have gone before me, those upon whose work I am building, whose wor(l)ds I am re-generating. In addition to a host of academics and philosophers, this includes such figures as William Blake for exemplifying the importance of expressing one’s unique potential (among other things), and Jon Anderson & Yes (among a great many other musical composers and artists) for creating lyrics and music that accords with my soul—thus assisting in my creative becoming! Last but not least, perhaps it is also fitting to thank (or even dedicate this study to) whichever muses have assisted! No doubt there is an ecology of them, although I seem drawn to specifically thank Eros for creative inspiration and Hermes for inspiring transgression. Blessings. PUBLICATIONS INCLUDED IN THE STUDY Published 1. Hampson G. P. (2007) “Integral re-views postmodernism: The way out is through” Integral Review: A Transdisciplinary and Transcultural Journal For New Thought, Research, and Praxis 4, pp. 108-173. 2. Hampson G. P. (2010) “Futures of integral futures: An analysis of Richard Slaughter’s analysis of Causal Layered Analysis” Futures: The journal of policy, planning and futures studies 42(2), pp. 134-148. In Press 3. Hampson G. P. (In Press) “Facilitating eco-logical futures through postformal poetic ecosophy” Futures: The journal of policy, planning and futures studies (Special issue on Global mindset change). 4. Hampson G. P. (In Press) “Western-Islamic and Native American genealogies of integral education” in S. Esbjorn-Hargens, J. Reams & O. Gunnlaugson (Eds.) Integral education: New Directions For Higher Learning. Albany, NY, US: State University of New York Press. 5. Molz M. and Hampson G. P. (In press) “Elements of the underacknowledged history of integral education” in S. Esbjorn-Hargens, J. Reams & O. Gunnlaugson (Eds.) Integral education: New Directions For Higher Learning. Albany, NY, US: State University of New York Press. Submitted 6. Hampson G. P. (Submitted 3 Dec 091) “Education beyond modern atomism” Educational philosophy and theory. I warrant that I have obtained, where necessary, permission from the copyright owners to use any third-party copyright material reproduced in the thesis (e.g. questionnaires, artwork, unpublished letters), or to use any of my own published work (e.g. journal articles) in which the copyright is held by another party (e.g. publisher, co-author). 1 Not yet addressed by journal with respect to possible acceptance (as of 12 February 2010). STATEMENT REGARDING CONTRIBUTION OF OTHERS The paper, "Elements of the Underacknowledged History of Integral Education," arose from a general background of collaboration involving an intense process of sharing, co-inspiring and co-designing, conditioning not only Elements but also the two solo pieces Markus Molz and I contributed to the book, Integral Education: New Directions for Higher Learning (“Western- Islamic and Native American Genealogies of Integral Education” on my part and “Contemporary Integral Education Research: A Transnational and Transparadigmatic Overview” on Molz’s part). It also produced a draft of a general theoretical framing which cohered the approach taken by all three pieces (as yet unpublished).
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