Diversity and Inclusion in Integral Education: A Teaching Perspective of Integral Psychology

Autor/in	Fernandes-Osterhold, Gisele
Titel	Diversity and Inclusion in Integral Education: A Teaching Perspective of Integral Psychology
Quelle	In: Journal of Transformative Education, 20 (2022) 1, S.24-43 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fernandes-Osterhold, Gisele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/15413446211006646
Schlagwörter	Diversity; Inclusion; Higher Education; Non Western Civilization; Middle Eastern History; Philosophy; Holistic Approach; Experiential Learning; Spiritual Development; Teacher Role; Cultural Pluralism; Group Dynamics; Dialogs (Language); Teaching Methods; Metacognition; Cultural Influences; Social Influences; Political Issues; Educational Practices; World Views; Student Diversity; Psychology; Minority Group Students + Suchen Sie Ihr Suchwort? Inklusion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Philosophie; Holistischer Ansatz; Experiental learning; Erfahrungsorientiertes Lernen; Lehrerrolle; Kulturpluralismus; Gruppendynamik; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cultural influence; Kultureinfluss; Sozialer Einfluss; Politischer Faktor; Bildungspraxis; World view; Weltanschauung; Psychologie
Abstract	This article offers reflections and proposes practices that embody principles of diversity and inclusion while embracing spirituality in higher education. This approach to integral education is informed by the philosophy of Sri Aurobindo and Haridas Chaudhuri, founders of the California Institute of Integral Studies. It blends Eastern philosophy with Western thought, towards holistic education and experiential learning. This integral frame values both spirituality and diversity in experiential learning, emphasizing the role of the teacher in the educational process. In this pedagogy, the professor facilitates learning and transformation through deep personal inquiry of multicultural identity, group dynamics, productive dialogue, inclusion of diverse perspectives in classroom lectures, and practices of yoga and meditation. Relational and embodied, the instructor explores cultural, social, and political positionalities that lead students to further learn from their cultural backgrounds and relational patterns, opening up the possibility for a spiritual experience in an educational setting. These classroom explorations lead to the improvement of interpersonal capacities, multicultural awareness, self-knowledge and authenticity, expansion of consciousness, and ultimately better citizenship. The self-actualized instructor embedded in a transpersonal worldview within a spiritual epistemology of teaching further develops the efficacy of their role by acknowledging the multicultural fabric of students' lives. This pedagogy may contribute to the evolution of consciousness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01