ABSTRACT
Integrative learning by its very nature plays a central role in maintaining this paradigm shift in the coming decades. Each moment of integrative learning may be a personal creative act, but if these moments are not to be left to chance, teachers are responsible for rethinking and redesigning the institutional logics of education. For integrative learning to become embedded and subsequently embody higher education first requires an intentional teacher, who is constantly aware, observing, and problematizing their teaching praxis. The messiness and 'troublesomeness' that transformative learning often demands, and the existential anxiety that this may throw up for both student and teacher alike, it seeks to merge content knowledges with cognitive, affective, and operative student effectiveness. Its transformative and emancipatory potential will grow as awareness of the importance of student-centered learning intensifies. The current book advances the case for integrative learning, identifying new challenges and new horizons.
