Prioritising the healthy expansion of consciousness in an education environment requires a critical review of all aspects of that system. Staff hiring, training and personal/professional development might include the use of tools and traditions such as Integral Theory, AQAL, the Enneagram or Jungian architypes. Pedagogy might be redesigned in terms of developmental frameworks such as Spiral Dynamics, multiple intelligences and emancipatory learning principles. Traditional school structures such as grade levels, centralised buildings, siloed learning by domain, standardised assessment and rigid teacher-led programming might be reconsidered. Finally, the transition to a transformative futures-oriented learning community requires strategic partnerships with individuals and groups (locally and globally) that reflect and demonstrate real world applications of the four themes of interconnectedness, mutuality, collaboration and transformation.
See Article Seven for more on this.