Integral Vision Learning is a culture of learning characterized and defined by a set of processes, concepts and values that guide and influence instruction, curriculum, assessment, and the orientation of learning communities and organizations on all levels of scale. It applies to all disciplines, curricular constructs and methodologies. IVL is not a specific methodology or pedagogy, but a systems-based holistic lens that facilitates a shift in inquiry, curriculum, teaching, assessment, and overall culture of learning to create 21 st Century thinkers, problem solvers, innovators, and responsive organizations. While the IVL framework presents a new paradigm in some respects, it does not require nor does it propose replacing existing educational models, but it is designed to upgrade and shift all dimensions of existing educational practices to provide students, teachers, and organizational structures with expanded capacities. The shift toward IVL manifests in many dimensions of the educational process, ranging from a teacher's emphasis in questioning and Socratic inquiry in the classroom, to curricular designs, whole school mission statements and modeling of purpose, professional development, programmatic structures and learning communities.
A Call to Action: The Need for a Learning Shift in the 21 st Century
The lives of our young people today will be shaped by factors unique in human history. The advent of information technology, the internet, and free trade policies has created a "flat world" defined by globalization. This development in combination with exponential population growth, unsustainable resource consumption and waste creation has created unique challenges economically, socially and environmentally. IVL is a response to the need for a set of expanded human capacities for humanity to navigate the 21 st Century.
New Capacities, Values, and Habits of Mind For the 21 st Century
The following seven orientations form the foundational tenets of Integral Vision Learning. They apply to all dimensions of education--teaching, curriculum, professional development, learning communities, and organizational structures--on all levels of scale, from a teacher-student interaction in the classroom to the U.S. Department of Education. These orientations, in keeping with IVL principles, are not discrete from each other, but overlap considerably in their own web of interdependence.
Universality of principles across domains (interdisciplinary learning, interdependence and unity consciousness.)
Holistic orientation: Parts to whole relationships (connecting patterns, interdependence)
Solution focused problem solving (complex problem solving considering whole systems, feedback loops, and "no problem" scenarios)
Tools of systems thinking--behavior over time, input/output dynamics (feedback loops)
Roles of perceptual frames and mental models in knowledge acquisition (identity, bias, critical thinking, tolerance, epistemology)
Ethical and philosophical dimensions
Intergenerational responsibility, sensitivity, and awareness (behavior over time)
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