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In this chapter, I will draw upon East-Asian wisdom traditions, quantum, transpersonal, and integral theory to posit consciousness as fundamental. In doing so, the relationship between Self and reality will be articulated as nondual. I will argue that knowledge about the nature of Self is both an educational entitlement and learning process. Such understanding is generally thwarted by the impact of scientific materialism and behaviorism on educational orthodoxy, which instead promulgate a separate sense of self with destructive individual and collective consequences. Moving from philosophical theorization to application to teacher education, I will argue that a massive program of deconditioning and unlearning is necessary within education and show how a module I teach, “Responding Mindfully to Challenging Behavior,” attempts to do some of this work via a focus on “discipline.” The focus of the module invites us to question the nature of Self when difficulties arise. As explored, this is often a conditioned self with automatic reactions that can shift toward a “witnessing consciousness” when experiential learning and contemplative practices are integrated with theories of human flourishing.

The basis for a broadened scanning framework is described, which may also function as a means for understanding how human minds filter their perceptions of the world. The framework is based on the Four‐Quadrant Integral model of Ken Wilber and the Spiral Dynamics model of Don Beck and Chris Cowan. An analytical tool (cross‐level analysis) is presented for examining views of the world in terms of both the perceptual filters of the viewer and the aspect of the world being viewed, a technique which is also useful for analysing how other scanners do their scanning. A notation for cross‐level analysis is presented and described, with examples of its use.

This analysis examines the influence of varying levels of consciousness on the problem solving effectiveness of chief executive officers (CEOs). Specifically, it applies the original work of Ken Wilber, considered one of the most important theorists in the field of consciousness studies of our time, to executive leadership. The paper proposes that as CEOs move to higher levels of consciousness, their problem solving capabilities become more effective for their situational contexts. The argument set forth is that CEOs at higher levels of consciousness will be more effective problem solvers for their organizations and experience greater levels of self‐fulfillment than CEOs operating at lower levels on the Spectrum of Consciousness.

This paper aims to document how leaders with a highly‐developed meaning‐making system design and engage in sustainability initiatives.

In total, 32 leaders and change agents were assessed for their meaning‐making system, or action logic, using a variation of the Washington University Sentence Completion Test; 13 were identified as holding the three rarest and most complex action logics able to be measured. Semi‐structured, in‐depth interviews explored their behavior and actions as related to complex change initiatives.

These leaders appear to: design from a deep inner foundation, including grounding their work in transpersonal meaning; access non‐rational ways of knowing, and use systems, complexity, and integral theories; and adaptively manage through “dialogue” with the system, three distinct roles, and developmental practices. Fifteen leadership competencies and developmental stage distinctions for three dimensions of leadership were identified.

The sample size leads to the findings being propositions that require further validation before broader generalization.

The results provide the most granular view to date of how individuals with highly complex meaning‐making may think and behave with respect to complex change, offering potential insight into the future of leadership.

The study explores how to cultivate leadership with the capacity to address complex social, economic, and environmental challenges.

The paper documents 15 competencies that are largely new to the leadership literature, and that reflect the actions of leaders operating with highly sophisticated meaning‐making systems.

During the socialist calculation debate, Ludwig von Mises and F. A. Hayek made a positive argument regarding the impossibility of economic calculation under socialism. In this study, I argue that the arguments made by Mises and Hayek have normative implications for capitalism. I do so by drawing an analogy between an Austrian account of the market process and a neo-Aristotelian account of human flourishing. Neither economic calculation follows passively from implementing a set of profit-maximizing rules nor does human flourishing follow passively from following a set of universal moral norms (be they of utilitarian, deontological, or natural law inspiration). Both economic calculation and human flourishing are inherently based on individual acts of knowledge creation, actualized only by self-directed individuals. In both cases, the creation of such knowledge is both contextual and specific to the unique circumstances of each individual of a particular time and place. Therefore, to assume that such knowledge exists ex ante, and is objective and transpersonal across time, place, and institutional context renders both economic calculation and human flourishing into a technological problem of given means and given ends, in essence defining both activities out of existence. The possibility of economic calculation and human flourishing are therefore dependent upon a political/legal order that protects the possibility of self-directed knowledge creation in both the economic and moral realms, that is, to say an institutional framework of private property rights.

It is becoming more generally accepted that there is a need to develop a new kind of leader to meet the needs of our 21st century VUCA world. The bookcases are full of volumes that describe “what” great leaders should do, but “how” to develop such leaders is usually limited to a macro or systemic solution rather than focusing on granular behavioural change of the individual. This paper describes the qualities and characteristics of Transpersonal Leaders, then focuses on developing these leaders through a new coaching process and finally explains how experienced coaches can be trained to coach these leaders.

Our research over the last 20 years of working with leaders individually and in teams has focused on this issue. We have been developing “21st century ready” leaders, referred to as Transpersonal Leaders, for over 10 years in teams, but only recently have we been developing such leaders through a new coaching process. We have also developed a methodology that codifies the development of Transpersonal Leaders which, in turn, allows us to replicate the programme by training other professionals, potentially in large numbers.

Graduates of the Transpersonal Coach Training Programme say that it has been a transformational personal experience, enabling them to take their leader clients to a new level. Leaders who have been coached say the programme has equipped them to learn a practical approach to becoming an authentic, ethical, caring and more effective leader.

This is a unique approach to coaching leaders but based on proven learning principles.

This paper aims to define a capability-based sustained/total human development, after reviewing both the concept of “Surplus in Man” as the source for achieving the Vedântic ideal of transcendence, and the capability approach to human development.

The capability-based sustained/total human development has been defined by integrating the Vedântic concept of “Surplus in Man” and the deontological theories of morality into the basic approach to capability-based human development.

An answer to the question: “How to apply a holistic approach to our daily life?” is outlined.

An example is provided on the role of yoga and meditation as the key initial bridging forces between the Western and Eastern concept of mental health. Also, the recent trend in a morally demanding lifestyle of a section of people in the Western societies for moving towards a galloping spiritual pluralism has been exemplified.

Role of responsibility of an individual human being along with his or her right has explicitly been emphasized in the approach to capability-based sustained/total human development.

The nonmaterial dimension of reality is contrasted with the material, observable and empirically verifiable dimension that rose to dominance with the Enlightenment. The nonmaterial dimension includes orientation, memes, tacit knowledge and spirituality. The orientation of an individual, group, or institution can be towards violence – getting ahead at the expense of the other – or blessing – working in such a way that there is mutual benefit. Orientations can be expressed through memes, cultural or behavioural patterns that are mimetically transmitted broadly within a society and diachronically through generations. If they catch on within a group, they can determine the institutional or group culture. Spirituality can be a source of change of orientation from violence to blessing and of growth in creativity, resilience and empowerment. David Peat and David Bohm posit an implicate order in the universe, thought as a system (in the context of dialogue), and gentle action. Neil Douglas-Klotz points out that the Aramaic words malkuta d'bwashmaya (kingdom of heaven) used by Jesus constituted a nonmaterial reality containing vision, norms and empowerment that exists within and among us – like the implicate order – and is accessed by those who truly wish to ‘see’ it. The emerging spirituality coming out of this engagement has a capacity to replace memes like those of empire, self-interest and grandiose leaders with memes that channel passions and energy towards bio-interest, transnational interest, transpersonal interest, empathy and widespread empowerment. And this could make all the difference in effecting truly sustainable development.

This study aims to assess the effectiveness of active teaching methodologies, namely, problem-oriented learning and the case method, to develop sustainability competencies. It also analyses the advantages and challenges for teachers when implementing the sustainable development goals (SDGs) in eight undergraduate and postgraduate degrees within the framework of a cross-departmental collaboration.

A mixed research methodology was used: a quantitative study to assess the levels of acquisition of sustainability and research competencies and the potential correlation between them, as well as a mixed study of the advantages and challenges for the teachers participating in the cross-departmental initiative. Curriculum content linked to the SDGs was worked on. Active teaching methodologies and a competency assessment rubric were used as curriculum implementation strategies in the eight courses involved.

Active teaching methodologies are suitable to implement the SDGs in university teaching and to develop both sustainability and research competencies. A synergic effect is observed between them. Coordinated work between teachers of different subjects in several degrees contributes to developing a culture of sustainability at the university.

Although the collaboration between teachers from different disciplines was successful, this study did not promote interdisciplinary projects among students from different degrees. This promises to be highly valuable for future research.

Students can become present and future leaders in achieving the SDGs. This approach can be replicated in other educational institutions.

This study bridges the gap between theoretical recommendations and the practical implementation of the SDGs in undergraduate and postgraduate degrees.

Coordinated work between teachers of different subjects in different degrees contributes to the development of a culture of sustainability at the university.