ABSTRACT
[abstract: This chapter understands the current educational dilemma in the context of changing human consciousness and culture. The contention is that we are in the midst of an epochal change in the landscape of knowing, not merely knowledge. Contemporary education is operating from an outdated and fundamentally narrow modernist episteme inadequate for the challenges of the twenty-first century. The solution for culture and classrooms is not found in upgrades to curriculum or technology but instead in a holistic recalibration of the process of knowing itself—our means of inquiry. A thumbnail sketch of the evolution of mind or knowing is articulated followed by a conceptual outline of key components of a more integrative and intimate epistemic capacity. This locates the need for holistic education within a cultural, historic context and places how we know, or human consciousness, at the center of the conversation.]
