A growing consensus is emerging among transformative educators about the need for an integral education that incorporates all human dimensions—body, vital, heart, mind, and spirit—into the learning and inquiry processes. This article presents a case study of a graduate-level course as an example of an integral and participatory approach to transformative learning with potential implications for the future direction of integral education. The course's aim was to inquire individually and collectively into collaboratively formulated spiritual questions, using methods that encouraged integral ways of knowing. After describing the course and summarizing its multidimensional learning outcomes, the authors conclude that it is in the intentional integration of all human attributes in the inquiry process where lie immense possibilities of expanding the fruits and span of transformative education in the academia.
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