This article explores why focusing on the subject matter alone in the student/teacher relationship is a restrictive and non-comprehensive approach to higher education. Such a narrowly focused relationship seems to impede the overall health and development of both the teacher and student. The process of avoiding so much of our lives “to teach” leaves many dissatisfied and thirsting for something deeper and more whole.

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.

This article examines ethical frameworks across levels of human development and via the quadrants of the AQAL model. The ethical line is examined as it progresses through stages of development, paying special attention to the role of the felt sense in the determination of right action. The role of unconscious forces, particularly the felt sense of disgust, is examined as the basis of moral intuition. Integral Ethics includes the ethical framework of the previous stages and an examination of personal motivation for right action. By inquiring into the unconscious drives that move us, we may begin to recognize the cultural...

This article explores how social engagement is central to human functioning and development, and how it potentially provides agentic access to intersubjective and interobjective energy fields. An integrally informed developmental engagement field theory is described, with practical suggestions for applying it to living, parenting, and psychotherapy. The article concludes with a lifespan case study that embodies the presented research.

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?

Defining characteristics of what may constitute an integral cinematic work are mapped out and developed into a set of evaluation criteria using the works of Dulac, Gebser, and Wilber. A test of these evaluation criteria with the viewing of several motion pictures is summarized; the results suggest that several past and recent films demonstrate qualities that could be said to constitute an integral cinematic work.

Integral Theory is described as a “nondual” developmental paradigm, where ontology and epistemology are paired constructively, and in which developing consciousness is sourced by thought, feeling, and states of consciousness. Emotional and cognitive development intertwine within ego development, and ego is defined by its coordinating and self-identifying functions. Following a review of the literature on emotions and emotional development, criteria are proposed for preconventional, conventional, and post-conventional levels of emotional development.