The Bloomsbury Handbook of Transpersonal Education
The Bloomsbury Handbook of Transpersonal Education
Description
This handbook is the first comprehensive overview of research and practice in the emerging field of transpersonal education, featuring contributions from leading scholars and educators on the application of transpersonal psychology in educational settings.
The volume explores how transpersonal psychology has been developed, in theory and practice, into a whole-person approach to learning aimed at expanding and developing learners' consciousness. Addressing critical themes in learning theory and pedagogy, it shows how transpersonal education can cultivate an integrated sense of being, uniting the individual's domains of the body, mind, heart, and spirit through a diverse range of learning strategies spanning the spectrum of education.
Chapters in the collection focus on aspects of transpersonal psychology in education at all levels and in contexts within and outside formal education including prison education, special needs education and adult education. It sets out the theoretical foundations of the transpersonal approach, and puts it in the context of related fields of humanistic psychology and holistic education. Subsequent sections cover early and elementary years, adolescent education, higher education, inclusive education and vulnerable groups, wider venues within education, and future directions for transpersonal education. Chapters include practical suggestions any instructor can apply to transform educational practices to meet the demands of the 21st century.
The handbook will be ideal for those teaching and researching in the areas of transformational education, holistic education, and social psychology.
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Table of Contents
PREFACE
Stanley Krippner, PhD, Alan Watts Professor of Psychology, Saybrook University, Oakland, CA, USA
INTRODUCTION
Chapter 1: Introduction to The Bloomsbury Handbook of Transpersonal Education
Heidi Fraser-Hageman, PhD, Professor, Director, Center for Writing and Scholarship, California Institute of Integral Studies, San Francisco, USA
Scott Buckler, PhD, Alef Trust (Liverpool John Moores University), Liverpool, UK
Jenny Wade, PhD, Professor, Integral and Transpersonal Psychology, California Institute of Transpersonal Psychology, San Francisco, USA
Chapter 2: A Critical Exploration of Transpersonal Psychology and the Relationship to Transpersonal Education
Glenn Hartelius, PhD, Professor, California Institute of Integral Studies, San Francisco, USA
SECTION 1: THEORETICAL FOUNDATIONS
Chapter 3: Transpersonal Education as Transformative Education
Paul Cunningham, PhD, Rivier University, Nashua, USA
Chapter 4: The Role of the Educator in Transpersonal Education
Heidi Fraser-Hageman, PhD, Professor, Director, Center for Writing and Scholarship, California Institute of Integral Studies, San Francisco, USA
Chapter 5: Revisioning Transpersonal Education in the 21st Century: The Identification and Validation of Principles for Transpersonal Education
Scott Buckler, PhD, Alef Trust (Liverpool John Moores University), Liverpool, UK
Harriett Moore, BSc (Hons), Holy Trinity School, Kidderminster, UK
Chapter 6: The Medicine Wheel of Transpersonal Education
Adrian Villasenor-Galarza, PhD, California Institute of Integral Studies, San Francisco, USA
Chapter 7: From Teachable Moment to Transformational Moment: When and How Extraordinary Learning Takes Place
Jenny Wade, PhD, Professor, Integral and Transpersonal Psychology, California Institute of Integral Studies, San Francisco, USA
Chapter 8: Integral education: An Application of Indian Psychology
Neeltje Huppes, Indian Psychology Institute, Puducherry (Pondicherry), India
SECTION 2: EARLY AND ELEMENTARY YEARS (Prenatal-11 YEARS OLD)
Chapter 9: Learning Starts before Birth: Lifelong Wellbeing Begins in the Womb
Jenny Wade, PhD, Professor, Integral and Transpersonal Psychology, California Institute of Integral Studies, San Francisco, USA
Chapter 10: Young Children as Catalysts of Change: Five Practical Tools for Expansive Awareness with Young Children
Ellen Cool, PhD, California Institute of Integral Studies, San Francisco, USA
Chapter 11: Transpersonal Psychology in Early Childhood Education: Learning, Developing and Forming Relationships Through Play-Based Activities
Zenna Kingdon, PhD, independent academic, Quimper, France
Chapter 12: Waldorf Education: New Perspectives on a Holistic Approach
Martyn Rawson, EdD, Alanus University of Arts and Social Sciences Alfter, North Rhine-Westfalia, Germany
Chapter 13: Wisdom-Based Education: Cultivating Transformative Learning Through Conscious Relationships
Josette Luvmour, PhD, Luvmour Consulting, LLC; Transformative Learning Foundation, Portland, USA.
SECTION 3: ADOLESCENT EDUCATION (12-18 YEARS OLD)
Chapter 14: Millennium School: Transpersonal Education for Early Adolescents
Jeff Snipes, Millennium.org and Jenny Wade, PhD, Professor, Integral and Transpersonal Psychology, California Institute of Integral Studies, San Francisco, USA
Chapter 15: Student Perspectives on High School Education: Challenging 150 Years of Stagnant Learning
Rose Leek, Y11 student, Holy Trinity School, Kidderminster, UK
Cameron Buckler, Y11 student, Droitwich Spa High School, Droitwich, UK
Chapter 16: Student Perspectives on Transpersonal Education at The Millennium School
Roberto D'Erizans, Ed.D. Head of School, Millennium School, San Francisco, USA
Stephanie Kinkel, M.S. Curriculum Chair, Millennium School, San Francisco, USA
Chapter 17: A Cross-Cultural Comparison of High-School Levels of Transpersonal Orientation
Scott Buckler, PhD, Alef Trust (Liverpool John Moores University), Liverpool, UK
SECTION 4: HIGHER EDUCATION
Chapter 18: Teaching in the Transpersonal Paradigm
Christopher M. Bache, PhD, Youngstown State University, Youngstown, USA
Chapter 19: Meditation: A Prime Pedagogy in Transpersonal Education
Charles Burack, PhD, National University, San Diego, USA
Chapter 20: Transformative Learning: Evolving Soulful Ways of Being and Doing in Higher Education
Jessica Bockler, PhD, Director, Alef Trust (Liverpool John Moores University), Liverpool, UK
Kendra Ford, PhD, Alef Trust (Liverpool John Moores University), Liverpool, UK
Francesca Hector, MSc, Alef Trust (Liverpool John Moores University), Liverpool, UK
Ellis Linders, PhD, Alef Trust (Liverpool John Moores University), Liverpool, UK
Chapter 21: Befriending the Shadow: An Integral Pedagogy for Shadow Work in an Academic Setting
Gisele Fernandez-Osterhold, PhD, Director, University of California San Francisco, USA
Helge M. Osterhold, PhD, Professor, California Institute of Integral Studies, San Francisco, USA
SECTION 5: TRANSPERSONAL EDUCATION FOR VULNERABLE GROUPS
Chapter 22: Special Needs Youth: Making Connections and Cultivating Awareness Using Transpersonal Approaches
Kate Kosmos, PhD, independent licenced educational psychologist, Orinda, USA
Chapter 23: Beyond the Veil: Esotericism, Neurodivergence, and the Possibilities for Education through a Transpersonal Lens
Nick Appleby, MEd, specialist advisory teacher for neurodiverse students, Worcestershire Local Education Authority, Worcester, UK
Chapter 24: Innate Health, Transformative Learning, and Psychological Freedom Among Vulnerable Groups
Jeanne Catherine-Gray, PhD, Innate Health Response, innatehealthresearch.org, Charlottesville, USA
Chapter 25: Transpersonal Trauma Informed Pedagogy for Prison Educators
Sabrina Rock, PhD, Cuesta Community College, San Luis Obispo, USA
SECTION 6: WIDER THEMES WITHIN EDUCATION
Chapter 26: Transpersonal Methods to Cultivate Spiritual Intelligence: Case Histories of Transforming Leadership and Organisation Performance
Yosi Amram, PhD, Licensed clinical psychologist, Palo Alto and Oakland, USA
Chapter 27: Transpersonal Leadership in Education
Pamela Leek-Wright, MEd, former headteacher, CPD trainer of headteachers, Bewdley, UK
Chapter 28: Imagery and Imagination as Transpersonal Dimensions of Teaching and Learning
Dorit Netzer, PhD, Private Practice, Huntingdon, USA
Chapter 29: Towards a Heart-Centred Conscious Way of Living in Times of World Crises
Regina U. Hess, PhD, Clinical Psychologist, Alef Trust (Liverpool John Moores University), Germany
SECTION 7: FUTURE DIRECTIONS FOR TRANSPERSONAL EDUCATION
Chapter 30: A Kick to the Proverbial Glass Football: Facilitating and Embedding Effective Change
Scott Buckler, PhD, Alef Trust (Liverpool John Moores University), Liverpool, UK
Chapter 31: Conclusions and Future Directions
Heidi Fraser-Hageman, PhD, Professor, Director, Center for Writing and Scholarship, California Institute of Integral Studies, San Francisco, USA
Scott Buckler, PhD, Alef Trust (Liverpool John Moores University), Liverpool, UK
Jenny Wade, PhD, Professor, Integral and Transpersonal Psychology, California Institute of Integral Studies, San Francisco, USA
Useful links (websites, universities, associations, etc.)
Index
Stanley Krippner, PhD, Alan Watts Professor of Psychology, Saybrook University, Oakland, CA, USA
INTRODUCTION
Chapter 1: Introduction to The Bloomsbury Handbook of Transpersonal Education
Heidi Fraser-Hageman, PhD, Professor, Director, Center for Writing and Scholarship, California Institute of Integral Studies, San Francisco, USA
Scott Buckler, PhD, Alef Trust (Liverpool John Moores University), Liverpool, UK
Jenny Wade, PhD, Professor, Integral and Transpersonal Psychology, California Institute of Transpersonal Psychology, San Francisco, USA
Chapter 2: A Critical Exploration of Transpersonal Psychology and the Relationship to Transpersonal Education
Glenn Hartelius, PhD, Professor, California Institute of Integral Studies, San Francisco, USA
SECTION 1: THEORETICAL FOUNDATIONS
Chapter 3: Transpersonal Education as Transformative Education
Paul Cunningham, PhD, Rivier University, Nashua, USA
Chapter 4: The Role of the Educator in Transpersonal Education
Heidi Fraser-Hageman, PhD, Professor, Director, Center for Writing and Scholarship, California Institute of Integral Studies, San Francisco, USA
Chapter 5: Revisioning Transpersonal Education in the 21st Century: The Identification and Validation of Principles for Transpersonal Education
Scott Buckler, PhD, Alef Trust (Liverpool John Moores University), Liverpool, UK
Harriett Moore, BSc (Hons), Holy Trinity School, Kidderminster, UK
Chapter 6: The Medicine Wheel of Transpersonal Education
Adrian Villasenor-Galarza, PhD, California Institute of Integral Studies, San Francisco, USA
Chapter 7: From Teachable Moment to Transformational Moment: When and How Extraordinary Learning Takes Place
Jenny Wade, PhD, Professor, Integral and Transpersonal Psychology, California Institute of Integral Studies, San Francisco, USA
Chapter 8: Integral education: An Application of Indian Psychology
Neeltje Huppes, Indian Psychology Institute, Puducherry (Pondicherry), India
SECTION 2: EARLY AND ELEMENTARY YEARS (Prenatal-11 YEARS OLD)
Chapter 9: Learning Starts before Birth: Lifelong Wellbeing Begins in the Womb
Jenny Wade, PhD, Professor, Integral and Transpersonal Psychology, California Institute of Integral Studies, San Francisco, USA
Chapter 10: Young Children as Catalysts of Change: Five Practical Tools for Expansive Awareness with Young Children
Ellen Cool, PhD, California Institute of Integral Studies, San Francisco, USA
Chapter 11: Transpersonal Psychology in Early Childhood Education: Learning, Developing and Forming Relationships Through Play-Based Activities
Zenna Kingdon, PhD, independent academic, Quimper, France
Chapter 12: Waldorf Education: New Perspectives on a Holistic Approach
Martyn Rawson, EdD, Alanus University of Arts and Social Sciences Alfter, North Rhine-Westfalia, Germany
Chapter 13: Wisdom-Based Education: Cultivating Transformative Learning Through Conscious Relationships
Josette Luvmour, PhD, Luvmour Consulting, LLC; Transformative Learning Foundation, Portland, USA.
SECTION 3: ADOLESCENT EDUCATION (12-18 YEARS OLD)
Chapter 14: Millennium School: Transpersonal Education for Early Adolescents
Jeff Snipes, Millennium.org and Jenny Wade, PhD, Professor, Integral and Transpersonal Psychology, California Institute of Integral Studies, San Francisco, USA
Chapter 15: Student Perspectives on High School Education: Challenging 150 Years of Stagnant Learning
Rose Leek, Y11 student, Holy Trinity School, Kidderminster, UK
Cameron Buckler, Y11 student, Droitwich Spa High School, Droitwich, UK
Chapter 16: Student Perspectives on Transpersonal Education at The Millennium School
Roberto D'Erizans, Ed.D. Head of School, Millennium School, San Francisco, USA
Stephanie Kinkel, M.S. Curriculum Chair, Millennium School, San Francisco, USA
Chapter 17: A Cross-Cultural Comparison of High-School Levels of Transpersonal Orientation
Scott Buckler, PhD, Alef Trust (Liverpool John Moores University), Liverpool, UK
SECTION 4: HIGHER EDUCATION
Chapter 18: Teaching in the Transpersonal Paradigm
Christopher M. Bache, PhD, Youngstown State University, Youngstown, USA
Chapter 19: Meditation: A Prime Pedagogy in Transpersonal Education
Charles Burack, PhD, National University, San Diego, USA
Chapter 20: Transformative Learning: Evolving Soulful Ways of Being and Doing in Higher Education
Jessica Bockler, PhD, Director, Alef Trust (Liverpool John Moores University), Liverpool, UK
Kendra Ford, PhD, Alef Trust (Liverpool John Moores University), Liverpool, UK
Francesca Hector, MSc, Alef Trust (Liverpool John Moores University), Liverpool, UK
Ellis Linders, PhD, Alef Trust (Liverpool John Moores University), Liverpool, UK
Chapter 21: Befriending the Shadow: An Integral Pedagogy for Shadow Work in an Academic Setting
Gisele Fernandez-Osterhold, PhD, Director, University of California San Francisco, USA
Helge M. Osterhold, PhD, Professor, California Institute of Integral Studies, San Francisco, USA
SECTION 5: TRANSPERSONAL EDUCATION FOR VULNERABLE GROUPS
Chapter 22: Special Needs Youth: Making Connections and Cultivating Awareness Using Transpersonal Approaches
Kate Kosmos, PhD, independent licenced educational psychologist, Orinda, USA
Chapter 23: Beyond the Veil: Esotericism, Neurodivergence, and the Possibilities for Education through a Transpersonal Lens
Nick Appleby, MEd, specialist advisory teacher for neurodiverse students, Worcestershire Local Education Authority, Worcester, UK
Chapter 24: Innate Health, Transformative Learning, and Psychological Freedom Among Vulnerable Groups
Jeanne Catherine-Gray, PhD, Innate Health Response, innatehealthresearch.org, Charlottesville, USA
Chapter 25: Transpersonal Trauma Informed Pedagogy for Prison Educators
Sabrina Rock, PhD, Cuesta Community College, San Luis Obispo, USA
SECTION 6: WIDER THEMES WITHIN EDUCATION
Chapter 26: Transpersonal Methods to Cultivate Spiritual Intelligence: Case Histories of Transforming Leadership and Organisation Performance
Yosi Amram, PhD, Licensed clinical psychologist, Palo Alto and Oakland, USA
Chapter 27: Transpersonal Leadership in Education
Pamela Leek-Wright, MEd, former headteacher, CPD trainer of headteachers, Bewdley, UK
Chapter 28: Imagery and Imagination as Transpersonal Dimensions of Teaching and Learning
Dorit Netzer, PhD, Private Practice, Huntingdon, USA
Chapter 29: Towards a Heart-Centred Conscious Way of Living in Times of World Crises
Regina U. Hess, PhD, Clinical Psychologist, Alef Trust (Liverpool John Moores University), Germany
SECTION 7: FUTURE DIRECTIONS FOR TRANSPERSONAL EDUCATION
Chapter 30: A Kick to the Proverbial Glass Football: Facilitating and Embedding Effective Change
Scott Buckler, PhD, Alef Trust (Liverpool John Moores University), Liverpool, UK
Chapter 31: Conclusions and Future Directions
Heidi Fraser-Hageman, PhD, Professor, Director, Center for Writing and Scholarship, California Institute of Integral Studies, San Francisco, USA
Scott Buckler, PhD, Alef Trust (Liverpool John Moores University), Liverpool, UK
Jenny Wade, PhD, Professor, Integral and Transpersonal Psychology, California Institute of Integral Studies, San Francisco, USA
Useful links (websites, universities, associations, etc.)
Index
Product details
| Published | 04 Feb 2027 |
|---|---|
| Format | Ebook (Epub & Mobi) |
| Edition | 1st |
| Pages | 416 |
| ISBN | 9781350589070 |
| Imprint | Bloomsbury Academic |
| Series | Bloomsbury Handbooks |
| Publisher | Bloomsbury Publishing |
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