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Educational imperatives of the evolution of consciousness: the integral visions of Rudolf Steiner and Ken Wilber

Educational imperatives of the evolution of consciousness: the integral visions of Rudolf Steiner... Rudolf Steiner and Ken Wilber claim that human consciousness is evolving beyond the ‘formal’, abstract, intellectual mode toward a ‘post‐formal’, integral mode. Wilber calls this ‘vision‐logic’ and Steiner calls it ‘consciousness/spiritual soul’. Both point to the emergence of more complex, dialectical, imaginative, self‐reflective and spiritual ways of thinking, living and loving. Very little ‘evolution of consciousness’ literature appears in educational discourses. This article distils hermeneutic fragments of psychological, cultural‐historical and philosophical texts and begins to examine education in this light. This evolutionary perspective may illuminate the emergence of contemporary understandings of spirituality as alternatives both to ‘formal’ secular and ‘formal’ religious education. A novel educational perspective is introduced based on a contemporised Australian interpretation of Steiner education seen through the lens of Wilber’s integral framework. This creative, ‘transmodern’ educational vision offers one way forward to consciously facilitate the emergence in children of more life‐promoting, integral, spiritually aware forms of consciousness. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Children's Spirituality Taylor & Francis

Educational imperatives of the evolution of consciousness: the integral visions of Rudolf Steiner and Ken Wilber

19 pages

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References (95)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1469-8455
eISSN
1364-436X
DOI
10.1080/13644360701467428
Publisher site
See Article on Publisher Site

Abstract

Rudolf Steiner and Ken Wilber claim that human consciousness is evolving beyond the ‘formal’, abstract, intellectual mode toward a ‘post‐formal’, integral mode. Wilber calls this ‘vision‐logic’ and Steiner calls it ‘consciousness/spiritual soul’. Both point to the emergence of more complex, dialectical, imaginative, self‐reflective and spiritual ways of thinking, living and loving. Very little ‘evolution of consciousness’ literature appears in educational discourses. This article distils hermeneutic fragments of psychological, cultural‐historical and philosophical texts and begins to examine education in this light. This evolutionary perspective may illuminate the emergence of contemporary understandings of spirituality as alternatives both to ‘formal’ secular and ‘formal’ religious education. A novel educational perspective is introduced based on a contemporised Australian interpretation of Steiner education seen through the lens of Wilber’s integral framework. This creative, ‘transmodern’ educational vision offers one way forward to consciously facilitate the emergence in children of more life‐promoting, integral, spiritually aware forms of consciousness.

Journal

International Journal of Children's SpiritualityTaylor & Francis

Published: Aug 1, 2007

Keywords: Evolution of consciousness; Integral; Education; Steiner; Wilber; Gebser; Post‐formal

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