This article outlines the authors’ ongoing study of diversity, focusing particularly on the AQAL model as a linchpin in an evolving theory of “diversity maturity.” Recognizing the limitations of non-integral approaches to understanding and negotiating diversity dynamics, the authors explain how an integral perspectives come to inform their postconventional understanding. The authors share their preliminary theory of the diversity maturity process in which the integral vision/theory that unites diversity, complexity, and creativity is the dynamic relationship among and between quadrants, levels, lines, states, and types. The article concludes with an agenda for further theoretical and empirical inquiry.

Given that therapists are confronted with literally hundreds of techniques or interventions to potentially utilize in their clinical practice — and a growing chasm separating research and practice — how do therapists dispel the confusion that so many of us feel as we confront this fragmented heap of techniques? In short, how do therapists decide which interventions to use with a given client?

This article describes seven years of research on an ongoing experiment that fosters the development of individuals and groups through an integrally informed educational program called Generating Transformative Change (GTC). A progressively targeted developmental action research project involving seven cohorts is described and the conclusions about three of these participant groups, involving a total of 30 people, are presented.

The purpose of this article is to explore the future development of Integral metatheory and to contextualize the absence of a formal method within a general framework for describing an integral meta-studies. The importance of method is discussed within an integral cycle of learning model that shows why method plays such a crucial role in metatheory building and in scientific disciplines in general. An overview of integral meta-studies is presented to contextualise the discussion of method.

This article provides an introduction to the process used by Integral Coaching Canada in working with clients over time.

This article explores the work of Bernadette Roberts, a little-known contemporary Catholic Christian mystic. I analyze her work as a basis for a renewed and complete Christian map of mystical consciousness for the contemporary era. Through her experience, Roberts lays the foundation for a native Christian nonduality.

This article investigates music’s ability to facilitate flow states of consciousness as peak experiences. The research first uses two first-person methods, phenomenology and structuralism. The results of two second-person methods, hermeneutics and ethnomethodology, are then detailed. The final research section uses two third-person methods, empiricism and systems analysis. The empirical section utilizes a survey, while the systems analysis section investigates factors that contributed to the phenomenological research method. Results focus on tracking a conceptual understanding of the terms flow state and peak experience.

The author uses twelve AQAL dimensions of education as described by Sean Esbjörn-Hargens to approximate a “report card” for evaluating any curriculum with an affective focus. This completeness is not just an academic exercise but shows the practicality and advantage of an Integral approach in the real world. Four affective educational models will also be examined using Integral perspectives. The features of these programs will be measured using an example of an Integral assessment of their strengths, foci, and weaknesses.