Cultural Studies of Science Education

, Volume 8, Issue 3, pp 521–527 | Cite as

Science education, integral inquiry, transformation and possibility

  • Sue Stack


This paper is written in response to Nancy Davis’s article Integral Methodological Pluralism in Science Education Research: Valuing Multiple Perspectives. I use Integral Theory as a framing for this response to explore how it might offer different perspectives and ways of inquiring into Nancy’s paper. This process highlights the notion of integral inquiry as a potential for personal transformation. I give an autobiographical account of my own experience in utilising Integral Theory as part of my PhD and its impact on my own becoming. For another perspective I interview Nancy to draw out deeper shared meanings.


Science education Integral theory Transformation Holistic education Soul 


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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of TasmaniaHobartAustralia

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