1. Integral education fosters the co-creative participation of all human dimensions in the learning and inquiry processes. A genuine process of integral learning cannot be directed exclusively by the mind but needs to emerge from the collaborative epistemic participation of all human attributes: body, instincts, heart, mind, and consciousness.
All human dimensions need to be actively encouraged to participate creatively at all appropriate stages of the inquiry and learning process (e.g., as inquiry tools into subject matter, as evaluators of inquiry outcomes).
2. Integral education aims at the study and/or elaboration of holistic understandings, frameworks, theories, or visions. Whether disciplinary, multidisciplinary, interdisciplinary, or transdisciplinary, integral inquiry builds bridges across disciplines and searches for commonalities while honouring differences in its striving toward integrated understandings that counter the partial or fragmented current state of human knowledge.
3. Integral education fosters the activation of students’ unique vital potentials and their creative development in the construction of knowledge. Each human being is a unique embodiment of the Mystery potentially able to develop a unique perspective to contribute to the transformation of his or her community or society. When learning
and inquiry are grounded in one’s unique vital potentials, academic life becomes not only existentially significant but also more creative, exciting . . . and fun!
4. Integral education balances the feminine and the masculine. It combines the more masculine elements of the training of skills and the analysis of already constructed knowledge with the more feminine element of creatively engendering new knowledge from within. As in life, a dialectical relationship between these fundamental principles exists in the creative process, and integral education seeks practical ways to honour and actualize this relationship.
5. Integral education fosters “inner” and “outer” epistemic diversity. Taking into account the importance of multiple perspectives for the elaboration of valid, reliable, and complete knowledge about any object of study, integral education incorporates “inner” or intrapersonal epistemic diversity (i.e., vital, instinctive, somatic, empathic, intellectual, imaginal, contemplative ways of knowing) an “outer” or interpersonal epistemic diversity (i.e.,