This document summarizes a workshop on Ken Wilber's Integral Theory and the four quadrants model. It explains that every entity can be viewed through four dimensions - subjective, intersubjective, objective, and intersubjective. The workshop includes exercises to experience applying these four perspectives to oneself and to analyze artifacts from each of the four dimensions. Participants are asked to choose an artifact like a piece of music or craft and analyze it through the four quadrants. They also are given examples of how to teach a skill like playing a musical note using the four perspectives to help students understand their own multidimensional nature. The goal is to practice bringing awareness of these four dimensions to daily life.

1. Tena Čačić, OŠ Josipa Zorića, Dugo Selo
WORKSHOP: INTEGRAL THEORY – QUADRANTS
Workshop is based on Ken Wilber's Integral Theory.
Every man is a holon. A holon is something that is simultaneously a whole and a part. The word
was coined by Arthur Koestler in his book The Ghost in the Machine (1967, p. 48).
All living holons have four quadrants. (Ken Wilber, 1999, p.53). Quadrants are four basic
dimensions of all individual holons.
EXERCISE 1: Experiencing quadrants – four basic dimensions of myself
Objective: raising the awareness of four primary dimensions that I possess: subjective,
intersubjective, objective, and intersubjective

2. Tena Čačić, OŠ Josipa Zorića, Dugo Selo
EXERCISE 2: Applying the four quadrants to education – „qadrivia“
Act of looking at artifact through four quadrants is called "quadrivia. Artifact is any product
made by individual or social holon (chair, musical, bird's nest, internet...). Artifact does NOT
possess four dimensions because it is not alive.
Here are some illustrations that show how the four quadrant model can be applied the field of
education. The first diagram illustrates the look at musical through four perspectives, the second
represent a way of teaching students to become aware of 4 dimensions of themselves (teaching it
through 4 perspectives), while the third one looks at music in general through four perspectives.
Exercise follows diagrams.
Diagram 1: looking at musical through four perspectives (quadrivia of musical)
Objective: to become aware of looking at an artifact through four perspectives
Task 1: Choose an artifact (piece of music, dance, apiary – bee's nest, furniture...) and look
at it through four perspectives

3. Tena Čačić, OŠ Josipa Zorića, Dugo Selo
Diagram 2: teaching to play recorder, tone A through 4 perspectives (quadrivia of educational
moment)
Objective: teaching students to play tone A as well as to become aware of their own four
dimensions through which they experience world
Task 2: Choose a teaching content (dance move, song, whole note, pulse...) and try to create
a educational moment (to teach students) through four perspectives

4. Tena Čačić, OŠ Josipa Zorića, Dugo Selo
Diagram 3: looking at music through four perspectives (quadrivia of music)
Objective:to become aware of music in the essence in all creation
Task 3: practice awareness of four quadrants through daily life: dedicate 5 min per day to
become aware of four dimensions of yourself (exercise to be present in moment)