‘At least for now, nothing less than an integral approach will do.’ ~ Wilber & DiPerna
The word integral can be understood in many ways. Integral implies a non-dual worldview, an integral worldview. It recognises the multi-dimensional nature of reality. It implies an emphasis in teaching and learning for the development of the whole person, integrally. It also implies an approach to teaching and supporting learning that embraces the multi-facets of existence as the same unified whole.
An integral approach is to take seriously that which various cultures have to teach about personal growth and human flourishing that lead to the evolution of human consciousness. This approach attempts to find the point at which these teachings meet and so it teaches, practices and lives by that very comprehensive, open and culturally-responsive system. An integral approach teaches to view ourselves, others and the world in relation to us in more all-embracing, universalist and inclusive ways.
Over the past several decades, there has been more convergence of systems and models of personal growth and human flourishing and human consciousness—from shamans to sages to philosophers to scientists—that distil philosophies and practices as essential elements for unlocking and facilitating human evolution of consciousness. Developing one’s personal practice accelerates personal growth and human flourishing. This in turn leads to the development of higher, broader and deeper ways of being. Some integral practices offered and combined within sessions, classes and workshops at The Art of Integral Being include Body Work, Breath Work, Mind Work, Sound Work and Art Work. However, more often than not, an integral approach combines most or all practices within one session, class or workshop.
Please note that an integral approach is more profound as a formal practice and so it requires a critical analytical framework and teacher-student dialogues for making-sense of the experiential dimension of one’s integral practices.