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What is Integral Theory (AQAL)

Chapter 3
Integral Theory and Transdisciplinary Action Research in Education
The integral model or AQAL, as designed by Ken Wilber, is a conceptual framework built on two foundational elements – the quadrants and the levels. This backbone is then elaborated and unfolded through the inclusion of Lines, States and Types. The quadrants represent the intersection of fundamental perspectives through which people perceive the world: singular, plural, inside, and outside. The intersection produces the characteristic integral quadrant map or framework, consisting of the four fundamental world views or ontologies. The levels refer to the evolving levels of mental and psychological development over the lifetime of an individual or a group. Each ontological (quadrant) view can be enacted at whichever developmental level the viewers who occupy the quadrant have attained.
Published in Chapter:
Legitimizing Integral Theory in Academia: Demonstrating the Effectiveness of Integral Theory Through Its Application in Research
Veronika Bohac Clarke (University of Calgary, Canada)
Copyright: © 2019 |Pages: 19
DOI: 10.4018/978-1-5225-5873-6.ch003
Abstract
This chapter is based on the analysis of experiences of graduate students and professors using Integral Theory (IT) as transdisciplinary research framework, at a Western Canadian mainstream university. The traditional disciplinary orthodoxies, which had presented a formidable challenge to the acceptance of IT in mainstream academia, are briefly described. For example, not having a single disciplinary home, Integral academics do not fit into the traditional roles and their associated benefits. This applies both to professors and to graduate students. Integral students must continue to defend their research and professors must defend Integral teaching. Nevertheless, research is strengthened by an Integral worldview and a more complex understanding of the world. The chapter concludes with a specific discussion of how IT is employed to investigate multiple contexts of complex problems.
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