An analysis of transpersonal psychology based on the spectrum psychology of Ken Wilber: Its potential educational implications

This dissertation examines transpersonal theory in order to determine its potential relevance for educational theorists and practitioners both now and in the future. The research attempts to trace transpersonal thought from its origins to its most recent formulation in the "full-spectrum" psychology of Ken Wilber. It addresses the origins, beliefs, and assumptions of transpersonal psychology, the evidence for Wilber's emergent "transcendental paradigm," and the potential educational implications of transpersonal perspectives. The presentation of transpersonal thought includes the leading theorists and their work as well as the principal critics of transcendentalism. Ken Wilber is the primary data source with additional commentary from other writers in the field. The research concludes that interest in "holism" and transpersonal psychology has grown in recent decades. However, to claim that Wilber's "transcendental paradigm" is emerging would be premature. The areas of most relevance to educators are guided imagery, meditative and relaxation techniques, the application of transpersonal psychology to the treatment of substance abuse, and the potential for an ethics course based on Wilber's "Atman Project." Of vital significance is the critical function of meditative practices in the emergence of higher levels of consciousness. Mere discussion of meditation is not a substitute for actual meditative experience. Other conclusions address the implications of certain aspects of Wilber's theory for the psychologist, the theologian, the philosopher, the historian, the sociologist, and the educational practitioner. Also noted are possible obstacles to the application of transpersonal theory in public schools because of the "religious" overtones in certain parts of Wilber's theory. Much of Wilber's Oriental perspective is at variance with our Western philosophical tradition. Without some "repackaging" in Western psychological terms and its diffusion among the general populace, it is difficult to see how it could fit into American schools in their present form. The research concludes on a theoretical note with Wilber's most recent reply to Washburn's contention that their rival viewpoints are incompatible. Wilber feels his paradigm can not only correct the errors in Washburn's "crumbling" Jungian perspective, but eventually incorporate it as well--providing a unified theory of psychospiritual growth and transcendence.