Integral Review

A Transdisciplinary and Transcultural Journal For New Thought, Research, and Praxis

Posts Tagged ‘Creative’

Becoming World Becoming: Embodied Practice in Psychology and Education

Ian J. Grand

Abstract: In the Integral philosophy of Sri Aurobindo and Haridas Chaudhuri, consciousness and knowing do not suffice. What is crucial is actual participation in the making of the world. Beyond transcendence, there is a creative emergence in historical time of new possibilities of being and becoming. When we meditate, or act in the world, or engage in other kinds of spiritual practices, we directly, concretely, change the ground of our being. We are changed in our bodies and we are changed in our interactions in the world. There is a creative spiral: changes in breath, changes in activity, become changes in consciousness. How we interact, do work, have feeling, changes us, as does our reflection upon them. The conditions, practices and tools of the historical era in which we live shape us as we shape them. What becomes important in practice is to learn tools and perspectives that expand our ability to participate in the making of the world.

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Daring to Step into the Open: Moving Beyond Perspectives in Education and Life

Kaisa Puhakka

Abstract: Evolution in all spheres—cosmos, culture, and consciousness—is explored as a dynamic, creative process of shifting and settling, where shifting breaks out of existing structures and conceptual moorings and settling solidifies the movement of evolution into structures. Both are seen as essential aspects of the evolutionary process, but a bias for settling is noted among living creatures. For humans in particular, shifting arouses anxiety whereas settling promises security. The correction of this bias in the educational process to help realign human consciousness and culture with the rest of nature and cosmos is explored. Such a realignment may be necessary for meeting the unprecedented challenges of our world today, and an open, perspective-free inquiry can serve as a vehicle for it. But this inquiry calls for a new way of relating to the inherent uncertainty of shifting and to the anxiety this arouses in teachers and students alike.

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