Legitimizing Integral Theory in Academia

Abstract

This chapter is based on the analysis of experiences of graduate students and professors using Integral Theory (IT) as transdisciplinary research framework, at a Western Canadian mainstream university. The traditional disciplinary orthodoxies, which had presented a formidable challenge to the acceptance of IT in mainstream academia, are briefly described. For example, not having a single disciplinary home, Integral academics do not fit into the traditional roles and their associated benefits. This applies both to professors and to graduate students. Integral students must continue to defend their research and professors must defend Integral teaching. Nevertheless, research is strengthened by an Integral worldview and a more complex understanding of the world. The chapter concludes with a specific discussion of how IT is employed to investigate multiple contexts of complex problems.

The Complexity Of The Mathematics’ Teaching-Learning In The Primary Cycle

“…3. Thus, the mathematics knowledge of the primary school teacher is not enough for him to approach mathematics integrated with the other sciences (Clarke, 2019;Davis & Callihan, 2013). In fact, the textbooks and auxiliaries that students have available according to the school curriculum are designed in a very interesting way, far from the philosophy of the integrated.…”