Four QUADRANTS: behaviors (reading, writing etc)/ experiences (imagination, intuition, insights) / cultures (shared meaning, group values) / systems (program curriculum, rubrics, policies). They can also be seen as the various modes of interaction and ways of knowing the world
Four LEVELS: four general levels of altitude that occur in each of the quadrants (traditional, modern, postmodern, integral)
It is important for Integral educators to continually ask themselves how to teach in a way that could help their students transform vertically toward post-rational modes of being.
Kegan: five developmental levels: 2-6, 6-teens and teens & beyond, self-authoring, integral (being able to synthesize many different value systems)
Four LINES: While there are lines of development in all the quadrants, there are at least four main developmental lines within an individual’s interior that Integral Education should take into consideration: cognitive (objective reals, sensory input, perspective talking, interconnections between phenomena), emotional (subjective realm, feelings and impulses, sensations, phenomenological awareness), moral (intersubjective realm, interpersonal obligations, duty, compassion), and kinesthetic (somatic and physical realm, physical sensations, hand-eye coordination, bodily movement)
Four STATES: By working actively with various states, the transformative space of the classroom can be increased dramatically. gross-waking states that take physical reality as its object; subtle-dream states that takes the subtle realm as its object; causal-formless states that takes vast openness as its object. The fourth category is witnessing states, which can take any state as its object and witness it
Four TYPES: sensory styles of learning/ personality styles of learning/ gender styles of learning/ preferred narrative styles of writing
Esbjörn-Hargens, S., 2007. Integral Teacher, Integral Students, Integral Classroom: Applying Integral Theory to Education. In AQAL: Journal of Integral Theory and Practice Vol 2, No. 2., pp. 72-103.