Course of Study
Curriculum that aims to develop thought leaders committed to exploring leading-edge issues in innovative ways.
The online doctoral program in Transformative Studies consists of a minimum of 36-semester units (two years of full-time of coursework) plus a dissertation. During the two years of coursework, students meet in person twice per year in the Bay Area for a six-day residential intensive. Because intensives are an essential aspect of the learning experience, participation in the intensives is mandatory.
The program includes 21 units of foundations courses and 9 units of electives, which may be taken from both Transformative Leadership and Transformative Studies programs. Students will also work together in a Learning Community, a not-for-credit required course designed to provide an opportunity for community building, personal exchange, and reflection on the learning process.
Coursework concludes with two comprehensive exams in essay form: One addresses the knowledge base of the student's area of inquiry; the other addresses the chosen research methodology for the student's dissertation.
Required Courses - 21 Units
1st semester (fall)
2nd semester (spring)
3rd semester (fall)
4th semester (spring)
Comprehensive Exams - 6 Units
Electives - 9 Units
Total units for the degree: 36
To learn more about the Consciousness Studies specialization in the Transformative Studies Ph.D. program please visit the Consciousness Studies Focus page.
For a complete list of course descriptions in the Transformative Studies Ph.D. program please read the CIIS Academic Catalog.
This course addresses the relationship between academic inquiry and personal transformation, as well as the transformation of inquiry. Applying insights from Jungian, feminist, and complexity theories, we will explore the role of the inquirer in every inquiry, how psychological factors and gender influence what and how we inquire, and the implications of the new science for our understandings of knowledge.
An inquiry into feminist, womanist, and postcolonial theory and practices with emphasis on qualitative research. Elements of inquiry, including worldview (cognitive ordering principles), epistemology (theories of knowledge), ontology (theories of reality), paradigm (templates for viewing the world), method (techniques for gathering information), methodology (theory and analysis of how research should proceed), and theory building, will be discussed in relation to feminist goals of inquiry and social change. A framework of critical thinking from a cross-cultural, comparative and transdisciplinary perspective will be integrated into feminist analysis. The class will be organized around a feminist/womanist pedagogy and will be oriented toward evolving a learning community within the class. Community inquiry will include experiential processes, shared dialogue, and appreciation of women's world views and cross-cultural perspectives. The instructor and teaching assistants conduct a course that involves co-creation and shared leadership by instructors and students.
It is becoming increasingly clear that complex issues often cannot be addressed from the perspective of a single discipline. This course focuses on how research is conducted across disciplines. We will briefly explore the history of disciplines and inter- and transdisciplinarity, and study a number of exemplars that draw from disparate disciplines to assess a variety of possible strategies.
Transdisciplinarity will be presented as an approach that is driven by inquiry rather than discipline; is meta-paradigmatic rather than intra-paradigmatic; requires a form of complex thought to organize knowledge in a way that connects and contextualizes, rather than separates and reduces; and acknowledges the central role of the knower in all-knowing. How can we learn to think across disciplines in a way that is inquiry based, when we have been taught to think inside our disciplinary silos? The work of a number of transdisciplinary exemplars will be studied in depth. Topics include how to develop a knowledge base in a multidisciplinary approach; how to research, review, and integrate perspectives from different sources relevant for the student's research topic; how to develop a solid understanding of the dominant discourse(s) in one's area of inquiry and address its limitations; and how to develop a theoretical framework for inquiry. The course will also cover how to integrate the knower in the known-how to reflect on how who we are and our values, assumptions, and blind spots play a role in our inquiry. Students will be able to ground all the work in this class in their chosen areas of inquiry.
This course examines the relationship between self and society in a planetary context. It will address the nature of interconnectedness, examine new ways of understanding our planetary predicament, and introduce interpretive frameworks from the sociology of knowledge, the sociology of social change, and the study of cultures. Throughout the course, students will be invited to look at their own research inquiry through these particular lenses.
This course provides a foundation for an integral approach to dreams and dream work, in both theory and practice. It explores traditional and contemporary approaches to dreams as well as investigating models that attempt to integrate both. We require on the transformative role of dreams with integral philosophy. The course calls for a strong experiential component that addresses body, mind, and spirit in an integral perspective.
This course will focus on writing a literature review for the student's dissertation. This literature must be written in such a way that it can be submitted as a publishable article to a journal relevant to the student's interest area.
The second comprehensive exam outlines and articulates the methodology that the student will use for the dissertation or equivalent.
As well as showing how the student intends to apply the methodology, the paper must, among other things, explain why this particular methodology was chosen, where it is situated in the broad spectrum of available methodologies, and what its limitations are.