Toward an integral education for the ecozoic era: A case study in transforming the glocal learning community of Holma College of Integral Studies, Sweden

This article explores the 2002-2003 change in vision and educational philosophy of a grassroots international college in rural Sweden. The author proceeds with an integral assessment of the strengths and shortcomings of Holma College of Holistic Studies for-mer modes of learning guided by a postmodern epistemology infected with narcissism, hypersubjectivity, and new age thought. Exploring new territory beyond the scope of the former holistic vision, the author articulates an integrally informed vision of edu-cation for young adults that offers a shared integral language, a functional life-world ethic, and comprehensive frameworks for transformative learning and development appropriate to our time. With the intent of proposing a model of praxis directly in-formed by the fields of transformative learning and integral studies, the author out-lines and reflects on the first wave of integral education that emerged during the tran-sition year to Holma College of Integral Studies