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Marc Gafni met Andrew Cohen through a mutual friend and student of Andrew’s in 2005. Andrew Cohen invited Marc Gafni to visit and teach in Andrew’s community to his senior students in Lenox, Massachusetts. Marc Gafni visited and taught and dialogued with Andrew Cohen in Fox Hollow several times. As a result of their shared interest in evolutionary spirituality, Marc and Andrew planned a teaching week and retreat in Israel together, which was hosted by Marc Gafni. This teaching week and weekend took place in late December 2005. During this period of time, this article was published in What Is Enlightenment.
From the abstract:
In this article, I want to elaborate on the concept of “Dharma, Lineage, Transmission, and the Student-Teacher Relationship” in the specific way these words are used in my World Spirituality community and specifically by the initiating teacher of the community, Dr. Marc Gafni. Marc has infused the word “Dharma” with a series of meanings which have become self-evident in our community. Because Marc has not yet written about his expansion upon the meaning of “Dharma” for the broader public, I have felt that it is necessary to do so.
The Unique Self teachings that Marc has brought into the conversation are now changing the way that enlightenment is experienced and taught around the world. In my perception, the power, love and clarity of his teaching and transmission of Unique Self enlightenment has been so profound that now, in many enlightenment circles around the world, Unique Self thinking under a host of names is virtually a given. And that although ten years ago, Unique Self Dharma was still unheard of in the enlightenment world. While this (often unconscious) adoption of the core teaching of Gafni’s Unique Self Dharma is an excellent achievement and a necessary and gorgeous step for a cogent meme to become mainstream, I find it—for the many reasons that I will discuss in this article—very important to give honor to Marc Gafni’s original inseminating work and transmission as well as to the lineage(s) that he is part of and whose wisdom he is embodying and evolving.
I, myself, have come a long way from studying cognitive concepts and maps, methods of self-transformation and healing, to studying and embodying a comprehensive dharma. The insights and discoveries I want to share with you in this article have also occurred along with the transition from being a devoted and passionate student of the Dharma to becoming more and more a teacher and lineage-holder of the Dharma myself. Specifically, I have been teaching, sharing and representing Unique Self Dharma in the German-speaking world, which in turn has deepened my own studies. So, let me share the frameworks that I have encountered and that have worked or not worked for me in relation to the teacher-student-relationship and in relation to the “Dharma.” These discernments are I believe critical for what my teacher Dr. Marc Gafni calls the “post-postmodern integral reconstruction project” which is so profoundly needed in our post-postmodern world.
The original paper was called Transpersonal Psychology and Unique Self and was submitted for publication to the Journal of Integral Theory & Practice (JITP) 6:1. Because of space limitations in that volume, it was published online as an Integral Institute position paper.
Here is a little excerpt:
Feel into the specific point with which your body-mind rests right now. Only you stand as the timeless unchanging Divinity known as your specific unfolding and evolution of Becoming. To inform, guide and possibly facilitate the stability and evolution of your own Unique Becoming we will next consider this Integral Yoga from a psychological perspective. We will go on a journey through Susanne Cook-Greuter’s conventional and post-conventional stages of ego development.
As you read, practice inhabiting these perspectives as a means of clarifying the evolving nature of your Unique Self and how you can participate with greater fullness in the integral yoking of Being and your Becoming.
Ego development provides a lens through which you can feel and see how perspectives, needs and directed actions towards meaningful ends transform and evolve into ever greater expressions of Embodied Fullness. At each stage of ego development you will briefly explore functional capacities and the state-stage expressions of the Unique Self. As you read, bring awareness as to where you are reading from. Notice how the stages through which you have progressed through can be felt, related to and clarified. Take note of what attracts your curiosity and what invites greater insight into your your integral yoga of the Unique Self. Finally, you may want to notice the ego stages that you have yet to developmentally establish and feel into the pull of your own evolutionary unfolding.
You can read the whole article on uniqueself.com.
First 4 Chapters of the Book Your Unique Self
Ken Wilber writes about Your Unique Self:
DR. MARC GAFNI’S INTEGRAL UNIQUE SELF TEACHING IS SEMINAL. What you hold in your hands is a radically exciting and ground-breaking book that will change forever not only how you think about enlightenment, but how you understand, from a post-metaphysical perspective, the very nature of human life itself. The Unique Self work is magnificent, and it belongs among the “great books.” It offers what may arguably be one of the most significant contemporary evolutions of enlightenment teaching. Unique Self brings together East and West in a higher integral embrace of stunning implications. Unique Self is a pivotal step toward an authentic Enlightenment.
Read the essay below or download the PDF.
by Dr. Marc Gafni (An Excerpt from Your Unique Self)
MARC GAFNI’S INTEGRAL UNIQUE SELF TEACHING IS SEMINAL. What you hold in your hands is a radically exciting and ground-breaking book that will change forever not only how you think about enlightenment, but how you understand, from a post-metaphysical perspective, the very nature of human life itself. The Unique Self work is magnificent, and it belongs among the “great books.” It offers what may arguably be one of the most significant contemporary evolutions of enlightenment teaching. Unique Self brings together East and West in a higher integral embrace of stunning implications. Unique Self is a pivotal step toward an authentic Enlightenment.
The teaching in this book has been evolved primarily by Marc Gafni for over three decades and draws from his own realization, insight, and the enlightenment lineage in which he stands. In Gafni’s reading of this lineage, brilliantly articulated in his three-volume opus, Radical Kabbalah: The Enlightenment Teaching of Unique Self, Nondual Humanism and the Wisdom of Solomon, (forthcoming) which I read in several highly excited nights, Unique Self is a nondual realization of Unique Perspective. This realization expresses itself both as the Unique Perspective on a text and as the Unique Perspective of the realized individual—what Gafni terms, in Lainer’s thought, the Judah Archetype, whose perspective is a unique incarnation of unmediated divinity and therefore overrides all previous text, including even the Torah itself. In essence, the realized individual, whose True Self has been disclosed, expresses that True Self through his or her Unique Perspective—what Gafni originally termed “Unique Self.” Hence, what Gafni calls the nondual humanism of Unique Self is rooted in this equation, in my wording:
True Self + Perspective = Unique Self.
Unique Self brilliantly articulates the idea that within each of us is a post-egoic nondual realization of unique perspective, a unique incarnation of unmediated divinity. The Unique Self re-inhabits all the natural capacities of the human body-mind and all its multiple intelligences. It embraces its capacity for math, for music, for introspection, for love and interpersonal connection—all the talents and capacities given to human beings—with- out dismissing the True Self, the One Spirit condition that connects us all. Unique Self drenches and permeates the entire system of what is known as Eastern and Western forms of enlightenment.
The full crystallization of this New Enlightenment/Unique Self teaching that Dr. Gafni initiated, in which he and I have partnered, emerged through a series of many important dialogues that we had over nearly a decade. Through these dialogues, a highly significant new chapter in Integral Theory has emerged. These conversations were coupled with intensive dis- course that Marc and I had with other leading Integral Spiritual teachers and thinkers, including, initially, Diane Hamilton in a catalytic role and later Sally Kempton. World Spirituality based on Integral principles is an entirely new lineage—a trans-path path. Unique Self models the emergent World Spirituality based on Integral principles in that it includes all the good stuff of previous paths, but adds a whole new level of emergence. And that is something that is extraordinary, historic, and not to be denied.
WELCOME.
THIS SHORT NOTE IS TO HELP YOU EASILY NAVIGATE THIS BOOK.
Please do not skip this note. It will guide you through the book.
There are two different ways to read this book. Let’s call them Track One and Track Two. The first track is simply to follow the order of the chapters. The advantage of this approach is that Part One and Two unpack the core enlightenment teachings that ground the rest of the book. However— and this will be important for readers primarily interested in the practical application of these teachings—you can also choose to take another road through the book. Read the first three chapters, which will take you about one hour. Then, skip directly to Parts Three, Four and Five, which contain the chapters immediately applicable to your day-to-day life. These are the chapters on sacred autobiography, living your story, love, shadow, sexing, joy, evolutionary relationships and much more. Once you’ve read these, you can circle back and read the core framework teachings on Unique Self enlightenment in Parts One and Two, which will add profound depth to your understanding and embodiment of the latter part of the book.
Each part of this book deals in depth with a different dimension of Unique Self:
Part One lays down the core teaching or model of Unique Self enlightenment.
Part Two places the Unique Self model in a larger evolutionary context and unpacks a global vision of what it means to live your “evolutionary Unique Self.”
Part Three teaches you what it means to live your story and incarnate the infinite dignity of your sacred autobiography—or a Unique Letter in the evolving cosmic scroll.
Part Four deploys the Unique Self teaching toward a radical re-under- standing of Love, Joy, and Shadow in our lives. The sections of love and the two chapters on shadow are key as they significantly evolve our understanding of shadow integration, which is presently an essential but profoundly misunderstood dimension of the spiritual path.
Part Five offers a critical new understanding of sexuality and relation- ships in light of Unique Self. The section on sexing presents a new map of six forms of sexing, which re-orients and deepens the sexual in a significant way. The chapter on Unique Self encounters outlines seven principles of evolutionary Unique Self meetings, and it re-visions the essential nature and skill of all relationships.
Part Six deploys the Unique Self model in relation to parenting, malice, and death in a way that fundamentally changes our understanding of all three. And finally, the Epilogue places the realization of Unique Self in the context of the emergence of a Global Spirituality based on Integral principles.
Please use the table of contents and index. They are very detailed and will be helpful to you in identifying a particular topic you are called to or in finding a particular section after you have finished your first reading.
Last, there is a footnote section in the back that is particularly important for those interested in Integral Theory as it relates to Unique Self. If you are not a theory person or an academic intellectual type just skip the foot- notes. You do not need footnotes to get the point of the book. However, for those of you, myself included, who love footnotes, know that the footnotes contain academic and intellectual citations as well as deeper dives into the sources, the intellectual history of Unique Self, and the broader context of the conversation.
The primary critique of Unique Self teaching, leveled by students of Authentic Self in all of its names—for example, evolutionary self—is that Unique Self is but a clever front for ego. Or that even if it is not actually identical with ego, it can all to easily be hijacked by the ego. The latter is a fair and important point. However, the same critique might be just as easily leveled at the clarion call to identify with the evolutionary impulse which lies at the heart of both Unique and Authentic Self teachings. (The difference, as we have already noted, is that in the Authentic Self-teaching, the evolutionary impulse is wholly impersonal, while in the Unique Self teaching, the evolutionary impulse at its core is expressed only personally through you as the personal face of the process). It is all too easy for the ego to hijack the evolutionary impulse as a fig leaf for every manner of ego’s misdeed. Indeed, this is not a theoretical concern, but a sadly well-proved truth as the history of the evolutionary movements show. The grandchildren of Hegel’s evolutionary teaching, communism primary among them, deployed the evolutionary imperative to cover every form of heinous crime against humanity. And yet, that does not invalidate the sacred power of the evolutionary impulse, just as the crimes committed in the name of Christ do not deconstruct the truth and beauty of Christ consciousness, nor does the atom bomb disqualify the nobility of the humanist creative urge born of the new scientific paradigm. Nor does the fact that ego might hijack Unique Self lessen the critical nature of Unique Self realization. All goods may be hijacked. We must, therefore, guard against the hijacking, but we must not refuse to fly. To guard against the conflation of ego and Unique Self, it is necessary to clearly discern between these two very different states and stages of consciousness. Below, I offer the beginning of a discussion of just such a set of discernment.
Two major works have been written within the framework of Integral Wisdom about the nature of Self and God. While they share important features, namely the evolutionary context of the conversation and a vision of Self beyond Ego, their interior visions of the quality of the Self beyond Ego are profoundly different.
Both of these visions of Self, or key dimensions of the two versions, have been adopted, directly and indirectly by many spiritual teachers. In Self in Integral Evolutionary Mysticism, Marc Gafni articulates the two models, their shared features and their differences, and as we seek to articulate an Integral Wisdom, why these differences matter so desperately.
This work was written by Drs. Marc Gafni and Kristina Kincaid and is one of the core source texts for the new meta-theory of the Center which we call Cosmo-Erotic Humanism. It has been widely recognized as a seminal work.
“A Return to Eros is a tour de force of the kind that comes along once in a generation. The way this volume brings Eros to consciousness as the fundamental force, direction, and “purpose” of reality on all levels and all quadrants, really is the discovery that now underlies, directs, and “explains” the sacred purpose of cosmogenesis, the birth narrative of the New Human. It’s the second coming of humanity for the first time in history incarnate as a fully embodied sacred sexual being. It’s the early stages of the next evolutionary unfolding. A Return to Eros forms the basis of evolutionary spirituality. It captures the glory of its conscious experience from the inside out in the sexuality and Eros of the evolutionary unique self.”
– Barbara Marx Hubbard
It is the collapse of Eros that leads to what we have called the murder of Eros. Wilhelm Reich called this “the murder of Christ.” By “Christ” he meant Eros or life force. This is one of the most common but hidden dimensions of human existence. To live an erotic life, we must guard against the murder of Eros. This is a fundamentally denied yet ever-present human impulse. Human beings may be ready to confess many sins, but all feign innocence when accused of the murder of Eros. And yet this primal impulse is as old as civilization itself. Despite our genuine moral evolution in many regards, this fundamental human compulsion has changed little. What has changed, however, is that because the murder of Eros is no longer socially acceptable, the impulse is carefully disguised.
The sexual models the erotic is true for both the pleasure of Eros and its pain. We have talked much about how sex models Eros in all of her faces, including pleasure. Now we turn to the pain of Eros. Here, too, the sexual models the erotic.
Sexuality leaves so many mortally wounded in her wake. There is so much pain from what is supposed to be the source of so much pleasure. We are confused about sexuality. And that confusion is the source of much of our distress, as Persian poet Hafiz attests below in his poem “A Barroom View of Love.”
None of the four old philosophies about sex are sufficient to inspire us or even hold us in our sexuality. Sex is not merely negative or positive. Sex is not just neutral, nor is it merely sacred because it creates babies.
Erotic Mystics from the hidden tradition of Solomon’s temple taught a secret doctrine. Sex is the source of all wisdom. Sex is an expression of the erotic impulse of existence itself alive in us-the yearning for contact, pleasure, and aliveness. The Sexual however is not the sum total of the erotic. Rather, the sexual models the Erotic. The sexual teaches us how to live an Erotic life in all dimension of our existence.
It is these secret doctrines that were later taught by Mary Magdalene and that sparked excitement around bestselling novels such as The Da Vinci Code.
Deep understanding of the sexual becomes the portal to accessing aliveness in every dimension of our reality. This realization demands that you live sexually without shame and shows you how to re-eroticize all areas of your life.
A Return to Eros: On Sex, Love, and Eroticism in Every Dimension of Life, from Drs. Marc Gafni and Kristina Kincaid, reveals the radical secret tenets of relationship between the sexual, the erotic, and the holy. They reveal what Eros actually means and share the ten core qualities of the Erotic, which are modeled by the sexual. These include being on the inside, fullness of presence, yearning, allurement, fantasy, surrender, creativity, pleasure, and more.
A Return to Eros shows why these qualities of the erotic modeled by the sexual are actually the same core qualities of the sacred. The relationship between the sexual and the erotic becomes clear, teaching you how to live an erotically suffused existence charged with purpose, potency and power.
To be an Outrageous Lover–not just in sex but also in all facets of your life–you must listen deeply to the simple yet elegant whisperings of the sexual. This book will forever transform your understanding and experience of love, sex, and Eros.
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Eight wonderful courses are ready to be taken. Whether we are new to the dharma or deeply cooked in it, these courses offer a fantastic opportunity to deepen our understanding and engage in our own transformation from the comfort of our homes.
The Evolution of Love: Activating Evolutionary Relationships & Unique GenderAn 8-Week Online Video Course with Dr. Marc Gafni
>>> Learn More about The Evolution of Love <<<
Becoming a Future Human: Changing the Source Code of RealityA 9-Week, Self-Paced, Online Video Course with Barbara Marx Hubbard, Dr. Marc Gafni, and Daniel Schmachtenberger
Who do we need to become in order for humanity to make it though its current dangerous technological adolescence and to create a world that is truly commensurate with our full human, scientific, social, spiritual, and technological capabilities? If you are here to embody your unique gift fully for the benefit of all life and play your role as a steward of the cosmos and the birth of a new humanity, then welcome! This course is for everyone that knows humanity is at the brink of an epochal shift, that believes we can create the world the great sages knew was possible, and that wants to be a part of co-creating that world together.
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God Is Eros: Seven Tastes of Sexingwith Dr. Marc Gafni
In order to create the bright future that we yearn for, we need a bold vision of the deepest and most Outrageous LOVE that will prompt us to “be and become” the greatest possible version of ourselves.
The key to our joy and personal fulfillment is to engage erotically in all areas of our lives…
>>> Learn More about God Is Eros <<<
Reclaiming Eroswith Dr. Marc Gafni
Imagine being fully expressed with an unstoppable life force that aligned you with the will, the desire, the knowledge and the creative impulse to engage ALL areas of your life full-on; without fear or shame stopping you from moving forward. Imagine the transformative power and positive impact you’d have on your personal relationships and potentially be a major influence in the world.
This is the ideal companion to our think tank book A Return to Eros by Dr. Marc Gafni and Dr. Kristina Kincaid.
>>> Learn More about Reclaiming Eros <<<
Loving Your Way to Enlightenmentwith Dr. Marc Gafni
In this video course, professionally filmed on location during the First Festival of Love in Holland, you will learn in just 8 weeks, how to
Participate in the evolution of love itself and become a force of healing and transformation in the world
>>> Learn More about Loving Your Way to Enlightenment <<<
Pleasure Mapwith Adam Gilad and Dr. Marc Gafni
The universe is sending you unique gifts of pleasure every second!
Are you receiving them?
With The Pleasure Map, you will not only gain the skills of experiencing pleasure completely, but also you will discover how this allows you deeper love, purpose, inner peace and impact on the world beyond your dreams.
This program, delivered in over 50 short video lessons, gives you both a Map and accompanying practices to help you re-chart your life from pleasure. In the end, this opens for you a whole new integrated dharma of love.
>>> Learn More about the Pleasure Map <<<
Awakening Your Unique Selfwith Dr. Marc Gafni
In just 10 weeks, learn a simple step-by-step process to awaken and activate the full potential of your life. The program takes you on a journey of waking up, growing up, and showing up as your most gorgeous Unique Self.
In order to do that, the course uses one of the most powerful psychoactive technologies to facilitate your awakening.
Through that, you discover your life’s purpose and learn how to bring an awakened, heart-centered intelligence to the sobering challenges facing our rapidly evolving world through world service and lived purpose.
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Wake Up – Grow Up – Show Up: Up-Level Your ConsciousnessA 4 Week Online Self-Study Course with Dr. Marc Gafni
In this course, Dr. Marc Gafni takes you through a psychoactive process to up-level your own consciousness. By participating in this short course you will be directly participating in the evolution of consciousness which is the evolution of love.
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He studied philosophy and religion at Hampshire College, and then educational neuroscience, human development, and the philosophy of education at Harvard University. While a student at Harvard, he co-founded what would become Lectica, Inc., a non-profit dedicated to the research-based, justice-oriented reform of large-scale standardized testing in K-12, higher-education, and business.
He has published two books. Social Justice and Educational Measurement was based on my dissertation and traces the history of standardized testing and its ethical implications. His second book, Education in a Time Between Worlds, expands the philosophical work to include grappling with the relations between schooling and technology more broadly. He also writes for peer-reviewed academic journals across a range of topics including the philosophy of learning, educational technology, and integral theory. His work has appeared in a variety of journals including, American Psychologist, New Ideas in Psychology, Mind, Brain, and Education, Integral Review, and the Journal of Philosophy of Education.
Teaching is one of his greatest pleasures, which he has enjoyed doing at Harvard University, Meridian University, and JFK University. His invited speaking engagements span a wide range of venues, from metamodern podcasts to the National Security Agency and off-the-grid spiritual retreat centers. Partial curriculum vitae: CV_Stein_Winter2015
These days:
Stein, Z. (2019). If education is not the answer you are asking the wrong question: why it’s time to see planetary crises as a species-wide learning opportunity. Transformative Educational Alliance. London: Perspectiva Press. [pdf]
Stein, Z. (2019). The education commodity proposition. Allies for Education. 2(2). [full text]
Stein. Z. (2019). Education in a Time Between Worlds: Essays on the Future of Schools, Technology, and Society. San Fransisco: Bright Alliance. [intro]
Stein, Z. (2018). Love in a Time Between Worlds: On the Metamodern “Return” to a Metaphysics of Eros. Integral Review, 4(1). [pdf]
Stein, Z. & Gafni, M. (2017). The Apocalypse of the modern world system and related possibilities for democratizing enlightenment. Spanda Journal. 2(1) pp.93-103. [pdf]
Stein, Z. (2016). Social justice and educational measurement: John Rawls, the history of testing, and the future of education. New York: Routledge. [intro]
Stein, Z. & Gafni, M. (2015). Reimagining humanity’s identity: responding to the second Shock of existence. World Future Review. 7(1) 1-10. [pdf]
Stein, Z. (2015). Beyond nature and humanity: reflections on the emergence and purposes of metatheories. In Bhaskar, Esbjorn-Hargens, Hedlund-de Witt & Hartwig (Eds.) Metatheory for the 21st century: critical realism and integral theory in dialogue. New York: Routledge. [pdf]
Stein, Z. (2015). Integral theory, pragmatism and the future of philosophy. In Dancing with Sophia: Integral approaches to philosophy. Schwartz & Esbjörn-Hargens (Ed.). SUNY press. [pdf]
Stein, Z. (2015). On the use of the term Integral. Journal of Integral Theory and Practice. 9(2) 103-113. [pdf]
Stein, Z. (2014). Tipping the scales: social justice and educational measurement. (doctoral dissertation). Harvard University Graduate School of Education. Cambridge, MA. [pdf]
Despain, H. & Stein, Z. (2014). Financialization and crises tendencies in higher education: what is college for anyway? Post-Keynesian Economics Forum. August, 12. Available at: pke-forum.com
Stein, Z. (2014). Social justice and educational measurement: a thumbnail sketch. International Objective Measurement workshop, Philadelphia, PA. [pdf]
Stein, Z. (2014). On spiritual books and their readers: a review of Integral Kabbalah. Integral Review. (10)1, 168-178. [pdf]
Stein, Z., Dawson, T., Van Rossum, Z., Hill, S., & Rothaizer, J. (2014). Virtuous cycles of learning: using formative, embedded, and diagnostic developmental assessments in a large-scale leadership program. Journal of Integral Theory and Practice. 9(1) 1-11 [pdf]
Stein, Z. (2013). Ethics and the new education: psychometrics, biotechnology, and the future of human capital. Journal of Integral Theory and Practice. 8(3-4) 146-163 [pdf]
Connell, M., Stein, Z., & Gardner, H. (2012). Bridging between brain science and educational practice with design patterns. In Della Sala & Anderson (Eds.) Neuroscience in education. (pp. 267-286). Oxford University Press. [pdf]
Dawson, T.L. & Stein, Z. (2011). We are all learning here: cycles of research and application in adult development. In Hoare (Ed). Oxford Handbook of Reciprocal Adult Learning and Development. (pp. 447-461). Oxford University Press. [pdf]
Stein, Z. (2011). On spiritual teachers and teachings. Journal of Integral Theory and Practice. 6(1), 57-77. [pdf]
Stein, Z., della Chiesa, B. Hinton, C., Fischer, K.W. (2011). Ethical issues in Educational Neuroscience: Raising Children in a Brave New World. In Illes & Sahakian (Eds). Oxford Handbook of Neuroethics. (pp. 803-823). Oxford University Press. [pdf]
Stein, Z., Dawson, T.L., Fischer, K.W. (2010). Redesigning testing: operationalizing the new science of learning. In Khine & Saleh (Eds.) The new science of learning: computers, cognition, and collaboration education. (pp. 207-224). Springer Press. [pdf]
Stein, Z. & Fischer, K. (2010). Directions for Mind, Brain, and Education: methods, models, and morality. Educational Philosophy and Theory. Special issue: educational neuroscience. 43(3), 56-66. [pdf]
Stein, Z. (2010). State space model for normative systems. Paper accepted but not presented (due to the birth of my niece). Annual Meeting of the Jean Piaget Society. St. Louis, MO. [pdf]
Stein, Z. & Hiekkinen, K. (2010). Developmental differences in the understanding of Integral Theory and Practice: Preliminary results form the iTEACH project. Paper presented at Biannual Integral Theory Conference, John F. Kennedy University. Pleasant Hill, CA. [pdf]
Stein, Z. (2010). Now you get it, now you don’t: developmental differences in the understanding of integral theory and practice. In Esbjörn-Hargens (Ed.) Integral theory in action: applied, theoretical, and practical applications of the AQAL model. (pp. 175-203). SUNY University Press. [pdf]
Hogan, M. & Stein, Z. (2010). Structuring thought: an examination of four methods. In Columbus (Ed) The Psychology of Thinking. Nova Science Publishing. [pdf]
Stein, Z. (2010). On the normative function of meta-theoretical endeavors. Integral Review. 6(3). 5-22. [pdf]
Stein, Z. (2010). On the difference between designing children and raising them: ethics and the use of educationally oriented biotechnologies. Mind, Brain, and Education. 4 (2). 53-67. [pdf]
Stein, Z. (2009). Educational crises and the scramble for usable knowledge. Integral Review. 5 (2). 355-367. [pdf]
Stein, Z. & Hiekkinen, K (2009). Metrics, models, and measurement in developmental psychology. Integral Review. 5(1). 4-24. [pdf]
Stein, Z. (2009). Re-setting the stage: introduction to special sections on learning sequences and developmental theory. Mind, Brain, and Education, 3 (2), 92-93. [pdf]
Fischer, K., Stein, Z., & Hiekkinen, K. (2009). Narrow assessment misrepresent development and misguide policy. American Psychologist. 64(7). 595-600. [pdf]
Stein, Z (2008). On the possibilities of a comprehensive developmental structuralism: the natural, the normal, and the normative. Paper presented at the Annual Meeting of the Jean Piaget Society. Quebec City, Canada. [pdf]
Stein, Z, Connell, M. & Gardner, H. (2008). Exercising quality control in interdisciplinary education: toward an epistemologically responsible approach. Journal of Philosophy of Education. Special issue: philosophies of learning. 42(3), 401-414. [pdf]
Stein, Z. (2008). Myth busting and metric making: Refashioning the discourse about development. Excursus for Integral Leadership Review. Integral Leadership Review. 8(5). [pdf]
Stein, Z & Hiekkinen, K. (2008). On operationalizing aspects of altitude: an introduction to the Lectical Assessment System for Integral researchers. Journal of Integral Theory and Practice, 3(1), 105-139. [pdf]
Dawson, T, L. & Stein, Z. (2008). Cycles of Research and Application in Science Education. Mind, Brain, and Education. Vol 2, 2. 90-103. [pdf]
Stein, Z. (2008). Intuitions of altitude: researching the conditions for the possibility of developmental assessment. Paper presented at Biannual Integral Theory Conference, John F. Kennedy University. Pleasant Hill, CA. [pdf]
Fischer, K., Stein, Z., Stewart, J. (2008) Process and skill: analyzing structures of growth. In Riffert & Sander (Eds.) Researching with Whitehead: System and Adventure. Verlag Karl Alber: Munich. [pdf]
Stein, Z . (2007). Addressing the American problem by modeling cognitive development. Paper presented at the Annual Meeting of the Neural Information Processing Society, Workshop for the Hierarchical Organization of Behavior. Vancouver, Canada. [pdf]
Stein, Z. (2007). Modeling the demands of interdisciplinarity: toward a framework for evaluating interdisciplinary endeavors. Integral Review, 4, 92-107. [pdf]
Dawson, T. L., Fischer, K. W., & Stein, Z. (2006). Reconsidering qualitative and quantitative research approaches: A cognitive developmental perspective. New Ideas in Psychology, 24, 229-239. [pdf]
Dawson-Tunik, T. L., Fischer, K., & Stein, Z. (2004). Do stages belong at the center of developmental theory? A commentary on Piaget’s stages. New Ideas in Psychology, 22, 255-263. [pdf]
Stein, Z. (in press). Between philosophy and prophecy. To appear in True but partial: Essential criticisms of Integral Theory. Esbjörn-Hargens (Ed.). Forthcoming SUNY press. [pdf]
Stein, Z. (in review). On realizing the possibilities of emancipatory metatheory: beyond the cognitive maturity fallacy, toward an education revolution. In Bhaskar, Esbjorn-Hargens, Hedlund-de Witt & Hartwig (Eds.) Metatheory for the Anthropocene: emancipatory praxis for planetary flourishing: critical realism and integral theory in dialogue, vol 2. New York: Routledge. [pdf]
Stein, Z. (in review). Desperate measures: the global crises of measurement and their meta-theoretical solutions. Paper prepared for the 4th Biannual Integral Theory Conference, Sonoma, CA. July 2015. [pdf] [pdf_slides]
Stein, Z. (in review). Teaching, testing, and the veil of ignorance: Rawlsian thought experiments for use in the organized resistance to high-stakes testing . Pensamiento Educativo. Revista De Investigación Educacional Latinoamericana. [pdf]
Stein, Z. (still as slides). The Development of Measurement Technologies and The Evolution of Consciousness. Paper prepared for the Society of Consciousness Studies Conference. Yale University. New Haven CT. June 2015. [pdf]
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Abstract: Two narratives about the nature of our current historical moment are brought together in the interest of provoking a reconsideration of “collective enlightenment,” or what we term the democratization of enlightenment. World-systems analysis is a transdisciplinary field focused on the evolution and future of the modern world. Leaders in this field have charted long-term limits and end games, placing our current era in the heart of the modern world-system’s epochal and final crises. Esoteric religion and mystical traditions have also located our era at the heart of a world-transformation. From Teilhard de Chardin to Process Theology, a divinely inspired turning point in Earth’s evolution has been argued to be immanent. The process of replacing the modern world-system involves the widespread democratization of enlightenment. Engaging in concrete utopian theorizing, we suggest that tomorrow’s world will involve certain widespread “social miracles”— making enlightenment an everyday thing. Drawing on mythic and biblical imagery, we suggest the apocalypse of the modern world-system will be accompanied by widespread transformations of collective consciousness—a Planetary Awakening through Unique Self Symphonies.
Thank you for your kind invitation to comment on the Integrales Forum position paper in regard to teacher-student relations. First let me congratulate you on this paper, which serves to initiate this important conversation. This topic is a worthy one in need of urgent address on many levels. Let me also commend your excellent deployment of the Integral framework in discussing these issues. It is the use of the Integral framework that allows for this discussion to hold the necessary complexity, multiples perspectives, and nuance that it deserves.
In broad terms, I agree with your conclusions in terms of the need for some essential standards in regard to spiritual teachers. Clearly we are all aware of the most horrific abuses that take place in the context of some pre-personal cults, as well as of some of the more subtle forms of psychological manipulation, financial dishonesty and sexual abuse that take place in these same contexts under the fig leaf of the teacher-student relationship for the sake of the dharma. To protect the potential victim and shield the powerless from the whims of the powerful is a core obligation of any community.
At the same time, as you indicate in your paper, much discernment in needed in this conversation to assure that the teacher-student function is upheld. For indeed, without this teacher-student function, both the transmission of wisdom as well as the personal and collective enlightenment of the interior face of the cosmos would be severely impaired. The teacher-student function is essential for these evolutionary goals.
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