THE HUMANISTIC PSYCHOLOGIST, 35(2), 1-26
Copyright © 2007, Lawrence Erlbaum Associates, Inc.
Transpersonal Psycholo gy: Defining
the Past, D1v1n1ng the Future
Glenn Hartelius, Mariana Caplan, and Mary Anne Rardin
Calybrnia Institute of Integral Studies
Retrospective analysis of definitions published 35 years suggests the major subject
areas of the field can be summed up in three themes: beyond-ego psychology, inte-
grative/holistic psychology, and psychology of transformation. Theme frequency
analysis reveals that early emphasis on alternative states of consciousness has moder-
ated into a broader approach to human transcendence, wholeness, and transforma-
tion. This expanded definition of transpersonal psychology suggests the field has
much in common with integral psychology. As a comprehensive, historically based
content summary, this tripartite definition contributes a small but vital piece to the
foundation of a transpersonal vision that is spreading across the globe. While
transpersonal psychology still needs to embody the inclusiveness and diversity that it
represents, its vision is one of great relevance to the contemporary human condition.
Artistic inspiration is best expressed by creating art rather than by making explana-
tions. lt is in this sense that transpersonal psychology, with its uplifting vision, has
had difficulty defining itself Yet, just as the soul of an artist’s muse can be divined
from a body of work, a clearer picture of transpersonal psychology can be drawn
from looking at how it has expressed itself through its approximately first 35 years
(i.e., all but one ofthe definitions in the corpus date from the period 1969-2003).
We inquire not only into the definition ofthe field, but also into its character: what
are the themes that make it up, how have these themes unfolded, and as we follow
its arc through time, what can we imagine for the future of transpersonal psychol-
ogy? Where is the field spreading? How well does it embody what it represents?
This article summarizes the findings from four related studies: a thematic analysis
of a corpus of definitions of transpersonal psychology published over a 35-year
period, a thematic analysis of relevant portions of Boucouva1as’ (1980) in-depth
Correspondence should be addressed to Glenn Hartelius, xxxxxxxxxxxxxxxxxxxxx
XXXXXXXXXXXXXXXXX. E·lTl8.llZ xxxxxxxxxx@xxxxx.xxx

2 HARTELIUS, CAPLAN, RARDIN
analysis of the field, a theme frequency analysis conducted on 10 volumes of the
Journal of T mnspersonol Psychology (JTP), and an analysis of the gender distri-
bution of authorship in 25 volumes of JTP.
We began our project in 2002 by asking a number of contemporary scholars for
their current definition ofthe field (Caplan, Hartelius, & Rardin, 2003). Although
the authors deliberately sought out diversity for this article, the sampling admittedly
favors the West Coast ofthe United States. Given that transpersonal psychology be-
gan in California, that the state contains by far the greatest number of maj or institu-
tions focused on the transpersonal approach, and that a majority ofthe field’s maj or
theorists cluster around these institutions, such a bias is perhaps unavoidable. There
was also some self-selection in the sampling, given that a number of individuals who
were invited to contribute chose not to do so. However, the purpose of this article was
not so much to gain a representative sample as it was to ferret out current definitions
of the field of transpersonal psychology, so as to represent any new or shifted ele-
ments of definition. Although we received a familiar range of responses, there was a
clear sense that this group of definitions represented an important shift from early
collections, suggesting a contemporary evolution in emphasis.
STUDY “I—THEI\/IATIC ANALYSIS OF COLLECTED
DEFINITIONS OF TRANSPERSONAL PSYCHOLOGY
What is the subject of transpersonal psychology? The first study involved thematic
analysis of a corpus of 160 definitions, combining the 41 definitions we had col-
lected with 1 19 additional definitions dating from 1968 through 2002 (Table 1).
The additional definitions were drawn primarily from two maj or published collec-
tions of definitions (Lajoie & Shapiro, 1992a; Shapiro, Lee, & Gross, 2002).1
lThe two published collections contain a total of 120 definitions. Four duplicate definitions were
eliminated (Lajoie & Shapiro, no. 40; Shapiro, Lee & Gross, 2002, nos. 2, 4 & 31) because they ap-
peared in both collections. One previously unpublished definition was supplied to us in the course of
research, appearing here as no. 23. This definition comes from a letter to Stanley Krippner, who kindly
provided us with a copy. The letter is dated 8/29/86, written by Leon Pomeroy of New York. His defini-
tion is as follows:
"Transpersonal Psychology" is the scientific study of behavioral phenomena commonly
thought to possess the qualities of "awe," the "spiritual" or the “mystical," and ofthe belief sys-
tems and physiological states underlying such behavior.
In addition, two published definitions not included in any collection were added. A copy ofthe pub-
lication in which they appeared was also provided by Krippner. They appear in our corpus as Nos. 38
and 39, respectively:
"Transpersonal psychology returns the questions of ultimate human value and questions of
spiritual or religious experience to the field of psychology." (Judy, 1990, p. 3)

TRANSPERSONAL PSYCHOLOGY 3
Method
ln order to perform a thorough and detailed analysis, the texts of the definitions
were treated as if they were transcripts of phenomenological interviews: data were
divided into meaning units and coded into related groupings. The initial process of
data analysis was performed by the primary author, and began with many readings
of the definitions. Out of these readings, meaning units containing specific, dis-
crete elements of definition were identified. These meaning units were compiled
into preliminary categories of thematically related elements. Final stabilization of
data occurred when continued re-analysis failed to produce further additions to or
changes in these categories. ln this way, 1 1 definitional theme strands were identi-
fied. The next level of analysis involved reviewing these discrete theme strands for
larger categories of relatedness. This process resulted in the identification of the
three major definitional themes, each comprised of two or more theme strands.
One challenge with a thematic analysis is that if definitions are classified based
on narrow sets of words or phrases, the prominence of larger themes may be over-
looked because they have been fragmented into their constituent elements. On the
other hand, any effort to define large themes sacrifices a close tie to specific word-
ings, thus risking vagueness. The two-level thematic structure developed in this
study is a hybrid that helps to overcome both difficulties: tightly defined strands
woven into broader definitional themes.
At this point the primary author submitted his results to the coauthors, who re-
viewed them and responded with comments. A few minor changes resulted from
this process. Wherever possible, each definition was re-examined in its original
published context. Based on this re-examination, 49 meaning units were added
back from the original published context to a total of 15 definitions for the purpose
of this analysis (Table 1).
Results
The corpus of 160 definitions yielded 1395 meaning units (N = 1395). Of these,
91% (1270) had theme-related content. ln these meaning units we identified three
maj or themes defining transpersonal psychology: psychology beyond ego (TP-1),
integrative/holistic psychology (psychology of the whole person in an intercon-
"As I see it, there are three major assumptions underlying transpersonal psychology (TP):
reports of transpersonal experiences and behaviors can be studied scientifically; transpersonal
experiences and behaviors reflect concerns that transcend the personal, reflecting a group or
even humanity as a whole; these experiences and behaviors are given the highest possible prior-
ity or value by those reporting them." (Krippner, 1990, p. 2)
The great majority of definitions were re-examined in their original context. Original sources for
four definitions could not be obtained due to their obscure provenance, and are cited from a secondary
SOLlI`C€.

TABLE 'l
160 Definitions
Numbered citations Source collection number Added M/U
1. Sutich, 1968, pp. 77-78 Lajoie & Shapiro, no. 1
2. Sutich, 1969, pp. 15-16 Lajoie & Shapiro, no. 2
3. Sutich, 1969, p. 16 Lajoie & Shapiro, no. 3
4. Green & Green, 1971, p. 42 Lajoie & Shapiro, no. 4
5. Roberts, 1975, p. 398 Lajoie & Shapiro, no. 5
6. Hensley, 1977, p. 3 Lajoie & Shapiro, no. 6
7. Ryback, 1978, p. 12 Lajoie & Shapiro, no. 7
8. Frager, 1979, p. 6 Lajoie & Shapiro, no. 8
9. Hastings, 1979-1980, p. 4 Lajoie & Shapiro, no. 9
10. Williams, 1980, pp. 14, 18, 53, 54, 89, 90, 116 Lajoie & Shapiro, no. 10
11. Walsh & Vaughan, 1980, p. 16 Lajoie & Shapiro, no. 1 1
12. Surrenda, 1980, p. 4 Lajoie & Shapiro, no. 12
13. Guest, 1980, p. 4 Lajoie & Shapiro, no. 13
14. Boucouvalas, 1980, p. 136 Lajoie & Shapiro, no. 14
15. Transpersonal Psychology Interest Group, 1982, p. 1 Lajoie & Shapiro, no. 15
16. Journal of Transpersonal Psychology, 1983, I Lajoie & Shapiro, no. 16
17. Frager, 1983, p. 2 Lajoie & Shapiro, no. 17
18. Capra, 1983, p. 367 Lajoie & Shapiro, no. 18* +1
19. Mann, 1984, pp. viii-ix Lajoie & Shapiro, no. 19
20. Grof 1985, p. 197 Lajoie & Shapiro, no. 20
21. Valle & Harari, 1985, p. 11 Lajoie & Shapiro, no. 21
22. Harari, et al., 1986, p. 1 Lajoie & Shapiro, no. 22
23. Pomeroy, 1986, letter to S. Krippner
(See n. 1, above, for text of definition) Previously unpublished
24. Krippner, 1987, pp. 4-5 Lajoie & Shapiro, no. 23
25. Needleman & Eisenberg, 1987, Vol. 4, p. 57 Lajoie & Shapiro, no. 24
26. Institute of Transpersonal Psychology, unpaginated
(From Lajoie & Shapiro, 1992, pp. 87, 93) Lajoie & Shapiro, no. 25
27. Hutchins, 1987, pp. 9, 12 Lajoie & Shapiro, no. 26
28. Washburn, 1988, p. v Lajoie & Shapiro, no. 27
29. Hoffman, 1988, p. 342 Lajoie & Shapiro, no. 28
30. Davis, 1988, p. 6 Lajoie & Shapiro, no. 29
31. Association for Transpersonal Psychology, 1988(‘?),
facing p. 1 Lajoie & Shapiro, no. 30
32. Institute for Transpersonal Psychology, 1989, p. 2 Lajoie & Shapiro, no. 31
33. Metzner, 1989, p. 329 Lajoie & Shapiro, no. 32* +3
34. Frager, 1989, p. 289 Lajoie & Shapiro, no. 33* +7
35. Institute of Transpersonal Psychology, 1990(‘?),
unpaginated
(From Lajoie & Shapiro, 1992, pp. 88, 94 Lajoie & Shapiro, no. 34
36. Harari, 1990, unpaginated
(From Lajoie & Shapiro, 1992, pp. 88, 94) Lajoie & Shapiro, no. 35
37. Lash, 1990, p. 390 Lajoie & Shapiro, no. 36
38. Judy, 1990, p. 3
(See n. 1, above, for text of` definition) Previously unpublished in a collection
39. Krippner, 1990, p. 2
(See n. 1, above, for text of` definition) Previously unpublished in a collection
(continued)
4

TABLE 1 (Continued)
Numbered citations Source collection number Added M/U
40. Institute of Transpersonal Psychology, 1991(?),
unpaginated
(From Lajoie & Shapiro, 1992, pp. 88, 94) Lajoie & Shapiro, no. 37
41. Editor, 1991, p. 7 Lajoie & Shapiro, no. 38
42. Tisdale, 1991, p. 5 Lajoie & Shapiro, no. 39
43. Diespecker, 1991, p. 30 Shapiro, Lee & Gross, no. 1
44. Singer, 1991, pp. 142-143 Shapiro, Lee & Gross, no. 3
45. Wilber, 1991, p. 4 Shapiro, Lee & Gross, no. 5
46. Wulfi 1991, p. G-30 Shapiro, Lee & Gross, no. 6
47. Bynum, 1992, pp. 301-302 Shapiro, Lee & Gross, no. 7
48. Cordts, 1992, pp. 3-4 Shapiro, Lee & Gross, no. 8* +4
49. Drury, 1992, p. 301 Shapiro, Lee & Gross, no. 9
50. Krippner, 1992, p. 308 Shapiro, Lee & Gross, no. 10
51. Lajoie & Shapiro, 1992, p. 91 Shapiro, Lee & Gross, no. 1 1
52. Miller & The Editors ofNew Age Journal,
1992, p. 92 Shapiro, Lee & Gross, no. 12* +5
53. Tart, 1992, p. ix Shapiro, Lee & Gross, no. 13
54. Grof 1993, p. 9 Shapiro, Lee & Gross, no. 14* +2
55. Matos, 1993, p. 3 Shapiro, Lee & Gross, no. 15
56. Mishlove, 1993, pp. 242-243 Shapiro, Lee & Gross, no. 16
57. Tart, 1993, p. 124 Shapiro, Lee & Gross, no. 17
58. Walsh & Vaughan, 1993, pp. 3-4 Shapiro, Lee & Gross, no. 18
59. Grof & Grof 1994, unpaginated Shapiro, Lee & Gross, no. 19
60. Walsh & Vaughan, 1994, p. 549 Shapiro, Lee & Gross, no. 20* +1
61. Wilber, 1994, pp. ix-x Shapiro, Lee & Gross, no. 21* +1
62. Achterberg, 1994, p. 98 Shapiro, Lee & Gross, no. 22
63. Department of Transpersonal Psychology,
Graduate School for Holistic Studies, 1995(‘?),
unpaginated Shapiro, Lee & Gross, no. 23
64. Flier, 1995, p. 132 Shapiro, Lee & Gross, no. 24* +5
65. George, 1995, p. 283 Shapiro, Lee & Gross, no. 25
66. Kelly, 1995, p. 66 Shapiro, Lee & Gross, no. 26
67. Tart, 1995, p. 9 Shapiro, Lee & Gross, no. 27
68. Vaughan, 1995b, p. 21 Shapiro, Lee & Gross, no. 28
69. Vich, 1995, p. iv Shapiro, Lee & Gross, no. 29* +1
70. Brazier, 1995, p. 42 Shapiro, Lee & Gross, no. 30
71. Vaughan, 1995a, p. 162 Shapiro, Lee & Gross, no. 32
72. Chinen, 1996, p. 1 1 Shapiro, Lee & Gross, no. 33
73. Fontana & Slack, 1996, p. 3 Shapiro, Lee & Gross, no. 34
74. Grof 1996, p. 44 Shapiro, Lee & Gross, no. 35
75. Hanegraaft; 1996, pp. 51, 246 Shapiro, Lee & Gross, no. 36
76. Nelson, 1996, pp. 137-138 Shapiro, Lee & Gross, no. 37
77. The Oxford English rejerence dictionary, 1996 Shapiro, Lee & Gross, no. 38
78. Wilber, 1996 Shapiro, Lee & Gross, no. 39
79. Hoffman, 1996, p. 14 Shapiro, Lee & Gross, no. 40* +2
80. Daniels, 1996, unpaginated Shapiro, Lee & Gross, no. 71
81. Cortright, 1997, pp. 8, 10 Shapiro, Lee & Gross, no. 41
82. Lukoff, 1997, unpaginated Shapiro, Lee & Gross, no. 42
83. Granovsky, 1997, p. 13 Shapiro, Lee & Gross, no. 43
(continued)
5

TABLE 1 (Continued)
Numbered citations Source collection number AddedM/U
84. Australian Transpersonal Association 1998(?),
unpaginated Shapiro, Lee & Gross, no. 44* +7
85. Braud & Anderson, 1998, pp. xxi, 39 Shapiro, Lee & Gross, no. 45
86. Department of Transpersonal Psychology,
Graduate School for Holistic Studies, 1998, p. 3 Shapiro, Lee & Gross, no. 46
87. Fontana, 1998, p. 7 Shapiro, Lee & Gross, no. 47
88. Rothberg, 1998, p. 3 Shapiro, Lee & Gross, no. 48
89. Wertz, 1998, p. 63 Shapiro, Lee & Gross, no. 49
90. Institute of Transpersonal Psychology, 1998-1999,
p. 4 Shapiro, Lee & Gross, no. 50* +4
91. Marcandonatou, 1998, p. 310 Shapiro, Lee & Gross, no. 51
92. Random House Webster ’s unabridged dictionary,
1998 Shapiro, Lee & Gross, no. 52
93. Singh, 1998, pp. 317-318 Shapiro, Lee & Gross, no. 53
94. Snelling, 1998, p. 253 Shapiro, Lee & Gross, no. 54
95. The Annual Council Meeting of EUROTAS, 1999,
unpaginated Shapiro, Lee & Gross, no. 55
96. Chambers 2l·" century dictionary, 1999 Shapiro, Lee & Gross, no. 56
97. European Transpersonal Psychology Association,
1999, unpaginated Shapiro, Lee & Gross, no. 57
98. Krippner, 1999a, p. xii Shapiro, Lee & Gross, no. 58
99. Hiltunen, 1999, p. 1 Shapiro, Lee & Gross, no. 59
100. Institute of Transpersonal Psychology, 1999(?),
unpaginated Shapiro, Lee & Gross, no. 60
101. Katra & Targ, 1999, p. 34 Shapiro, Lee & Gross, no. 61
102. Krippner, 1999b, p. 97 Shapiro, Lee & Gross, no. 62
103. Hughes, 1999, p. 8 Shapiro, Lee & Gross, no. 63* +1
104. Taylor, 1999, p. 274 Shapiro, Lee & Gross, no. 64
105. Hastings, 1999, 197 Shapiro, Lee & Gross, no. 65
106. Smoley & Kinney, 1999, pp. 299-301 Shapiro, Lee & Gross, no. 67
107. Davis, 2000, p. 4 Shapiro, Lee & Gross, no. 66
108. Groi 2000, p. 217 Shapiro, Lee & Gross, no. 68
109. Italian Association of Transpersonal Psychology,
2000, unpaginated Shapiro, Lee & Gross, no. 69* +5
1 10. Valentine, 2000, p. 206 Shapiro, Lee & Gross, no. 70
1 1 1. Transpersonal Counseling Psychology, n.d.,
unpaginated Shapiro, Lee & Gross, no. 72
1 12. Faiver, Ingersoll, O’Brien & McNally, 2001, p. 13 Shapiro, Lee & Gross, no. 73
1 13. Merriam Webster ’s collegiate dictionary, 2001 Shapiro, Lee & Gross, no. 74
1 14. National Association for Transpersonal Psychology,
n.d., unpaginated Shapiro, Lee & Gross, no. 75
1 15. Schneider, Bugental & Pierson, 2001, p. xxiv, n. 1 Shapiro, Lee & Gross, no. 76
116. Ferrer, 2002, p. 5 Shapiro, Lee & Gross, no. 77
117. Tamas, 2002, p. viii Shapiro, Lee & Gross, no. 78
1 18. Association for Transpersonal Psychology, 2002(?),
unpaginated Shapiro, Lee & Gross, no. 79
1 19. Fadiman & Frager, 2002, p. 452Shapiro,
Lee & Gross, no. 80
120. Anderson, 2003 Caplan, Hartelius & Rardin, no. 1
(continued)
6

TABLE 1 (Continued)
Numbered citations Source collection number AddedM/U
121. Arrien, 2003 Caplan, Hartelius & Rardin, no. 2
122. Belschner, 2003 Caplan, Hartelius & Rardin, no. 3
123. Seymour Boorstein, 2003 Caplan, Hartelius & Rardin, no. 4
124. Sylvia Boorstein, 2003 Caplan, Hartelius & Rardin, no. 5
125. Cortright, 2003 Caplan, Hartelius & Rardin, no. 6
126. Descamps, 2003 Caplan, Hartelius & Rardin, no. 7
127. Deslauriers, 2003 Caplan, Hartelius & Rardin, no. 8
128. Epstein, 2003 Caplan, Hartelius & Rardin, no. 9
129. Esbjorn, 2003 Caplan, Hartelius & Rardin, no. 10
130. Fadiman, 2003 Caplan, Hartelius & Rardin, no. 1 1
131. Ferrer, 2003 Caplan, Hartelius & Rardin, no. 12
132. Frager, 2003 Caplan, Hartelius & Rardin, no. 13
133. Gilot, 2003 Caplan, Hartelius & Rardin, no. 14
134. Greenleaf 2003 Caplan, Hartelius & Rardin, no. 15
135. Groi 2003 Caplan, Hartelius & Rardin, no. 16
136. Hargens, 2003 Caplan, Hartelius & Rardin, no. 17
137. Hastings, 2003 Caplan, Hartelius & Rardin, no. 18
138. Hutton, 2003 Caplan, Hartelius & Rardin, no. 19
139. Kelly, 2003 Caplan, Hartelius & Rardin, no. 20
140. Komfield, 2003 Caplan, Hartelius & Rardin, no. 21
141. Kripal, 2003 Caplan, Hartelius & Rardin, no. 22
142. Louchakova, 2003 Caplan, Hartelius & Rardin, no. 23
143. Metzner, 2003 Caplan, Hartelius & Rardin, no. 24
144. Naranjo, 2003 Caplan, Hartelius & Rardin, no. 25
145. Parlee, 2003 Caplan, Hartelius & Rardin, no. 26
146. Puhakka, 2003 Caplan, Hartelius & Rardin, no. 27
147. Rodriguez, 2003 Caplan, Hartelius & Rardin, no. 28
148. Rothberg, 2003 Caplan, Hartelius & Rardin, no. 29
149. Solimar, 2003 Caplan, Hartelius & Rardin, no. 30
150. Sommer, 2003 Caplan, Hartelius & Rardin, no. 31
151. Sovatsky, 2003 Caplan, Hartelius & Rardin, no. 32
152. Sulmeyer, 2003 Caplan, Hartelius & Rardin, no. 33
153. Tarnas, 2003 Caplan, Hartelius & Rardin, no. 34
154. Tart, 2003 Caplan, Hartelius & Rardin, no. 35
155. Vaughan, 2003 Caplan, Hartelius & Rardin, no. 36
156. Vich, 2003 Caplan, Hartelius & Rardin, no. 37
157. Wade, 2003 Caplan, Hartelius & Rardin, no. 38
158. Welwood, 2003 Caplan, Hartelius & Rardin, no. 39
159. Caplan, 2003 Caplan, Hartelius & Rardin, no. 40
160. Boucouvalas, 2003 Caplan, Hartelius & Rardin, no. 41
The 160 definitions analyzed in this study are listed here in a sequence that firstly reflects chrono-
logical order, and secondly reflects their sequence in previously-published collections. For easy refer-
ence, each citation is also identified by its numeration within the collection where it is published. When
an asterisk appears after the source collection number, this indicates that upon re-examination of the
definition in its original context, additional meaning units from that context were added to the definition
from its immediate context as here analyzed. The third column, “Added M/U," indicates how many
meaning units were added in each such case.
7

8 HARTELIUS, CAPLAN, RARDIN
nected world) (TP-11), and psychology of transformation (TP-111). Each ofthe ma-
jor themes consisted of two or more theme strands (Figure 1).
Of the other 9% of the data (125 meaning units), nearly half (57) dealt with
transpersonal psychology as an approach—its identity, history, philosophy, re-
search methods, ways of knowing, and modalities—rather than as a content area.
This topic is beyond the scope of the current study (for relevant works see
Boucouvalas, 1980; Shapiro, 1990; Shapiro & Lajoie, 1991; Shapiro, 1993). The
remaining 68 meaning units consisted of transitional statements and miscella-
neous remarks.
Discussion
ln its first major definitional theme, beyond-ego psychology, transpersonal psy-
chology picks up where standard psychology leaves off. This gives us two psy-
chologies: one for the ego and its pathologies, one for what lies beyond. From here
it is natural to ask; how can one construct a single psychology ofthe whole person?
This is the subject ofthe second theme—integrative/holistic psychology. With this
larger understanding of human development, we can begin to ask the truly compel-
ling questions of the third theme, transformative psychology: how do we become
more, bigger, deeper, and greater than the limits of our personal egos? What are
the processes of post-conventional development? How can we understand and cul-
tivate growth into our larger potentials, both as individuals and as human commu-
nities?
These themes are not merely about the future potential of humanity; they are
also about human meaning in the present. States and stages beyond ego are not
destinations to which the seeker must joumey, but here-and-now homecomings to
a deeper self that is always present—though often unnoticed. lt is this self that is
capable of experiencing a satisfying intimacy with the world, this self that feels it-
self drawn to the source of being. Transpersonal psychology thus validates the
meaningful nature of human experience, affirming that this is not merely an im-
pediment to objective knowledge but a way of knowing oneself, the world, and the
mystery of existence from the standpoint of an embodied participant rather than as
a disinterested observer.
These three themes interrelate in several ways (Figure 2). Tarnas points out that
there are three different meanings ofthe Latin word trans: beyond, pervading, and
changing (Caplan, Hartelius & Rardin, 2003; Tarnas, 2001; cf. Cortright, 1997).
These three meanings, when applied to the term "transpersonal" correspond to our
three themes: beyond ego, pervoding personhood, and changing humanity. One
can also think of these three themes in terms of the role that the transpersonal
plays: in beyond-ego psychology the transpersonal states are the content; in inte-
grative psychology the transpersonal provides a widened context for studying the

Theme I
Beyond-Ego Psychology (T P-I)
A. States Beyond Ego
An in-the-moment inner experience, awareness or state of consciousness that is
unambiguously beyond or outside of "ordinary’ states of mind
B. Stages Beyond Ego
The potential for or results of personal development beyond the ego, excluding
in-the-moment states
C. Paths Beyond Ego
Meditation, mysticism, mystics, or aspects that are mystical or contemplative
D. Aspirations Beyond Ego
Human potential, optimal human development in any area, or ultimate values,
meaning, or purpose
E. Beyond Ego Phenomena Not Otherwise Specified
Non-ordinary perceptual capacities, perceptions gained by non-ordinary means,
realities beyond ego, deep psychic structures, states tending toward ego-transcendence,
or beyond-ego phenomena not othewvise specified
Theme ll
IntegrativeIHolistic Psychology (I'P-ll)
A. Embodiment
The physical body as part of the widened context within which the study of
psychology takes place
B. SociaIIEcoIogicaI Situation
The social or ecological situation as a relevant part ofthe context for psychology;
multi-cultural or interdisciplinary approach to psychology
C. Transpersonal as Context
Beyond-the-ego experiences and realities as the organizing context tor
psychology, or the transformative context of psychotherapy
D. More-than-Ego Psychology
Non-ordinary psychology that transcends and includes traditional Western
psychology, or to a comprehensive, holistic, multicultural, integrative or integral
psychology that includes an extended range of human consciousness, experience and
functioning
Theme lll
Transformative Psychology (TP-Ill)
A. Personal Transformation
Transformation, transconventional development, transpersonal self-actualization,
psycho-spiritual growth, embodied knowledge, and equivalent formulations
B. Social Transformation
Application of the findings of transpersonal psychology to education, business,
therapy, the wider world, ethical thinking, right action, compassionate social action,
service to humanity, etc.
FIGURE l Themes and theme strands resulting from analysis oftranspersonal definitions.
9

“|O HARTELIU s, CAPLAN, RARDIN
Theme I (T P-I) Theme ll (TP-Il) Theme Ill (T P-III)
Transpersonal as Transpersonal as Transpersonal as
Content Context Catalyst
of a beyond-ego for for human
psychology integrative psychology transformation
of the whole person
Beyond Ego Pervading Personhood Changing Humanity
Trans = Beyond Trans = Pervading Trans = Changing
FIGURE 2 Relationships between the three themes defining transpersonal psychology.
whole of human experience; in transformational psychology the transpersonal is
the catalyst for human change.
These three roles of the transpersonal fit well with distinctions noted by
Vaughan and Walsh between transpersonal content, context, and process
(Vaughan, 1979; Walsh and Vaughan, 1980). Yet the categories developed in this
analysis are somewhat wider. For example, "transpersona1 as content” deals not
only with states that are in some measure beyond ego, but also stages of
post-conventional development, traits such as compassion and altruism, aspira-
tions for beyond-ego development, and paths such as meditation and mysticism
that are designed to cultivate this unfolding. Similarly, "transpersona1 as context"
covers more than the beliefs, attitudes, and intentions (and, we would add, the so-
matic presence) ofthe therapist in relationship to a client. It refers also to the rec-
ognition that ego is not separate from its many contexts, that it must be seen within
the larger fabric ofthe embodied mind, the community, the social history, the envi-
ronment, and the transpersonal ultimate. 1n addition, Western psychology lives and
breathes within a global net of culture-specific psychologies, some of which take
forms unfamiliar to this society, but all of which inform an inclusive human psy-
chology. Finally, “transpersona1 as catalyst” for transformative process acknowl-
edges not only personal transformation, but also social transformation.
As noted, the three themes identified accounted for 91% ofthe meaning units in
the definitions under study. Given that these themes thus appear to reflect the

TRANSPERSONAL PSYCHOLOGY “| “|
content of transpersonal psychology in a fairly comprehensive way, we have as-
sembled them into a summary definition:
Transpersonal psychology: An approach to psychology that l) studies phenomena
beyond the ego as context for 2) an integrative/holistic psychology; this provides a
framework for 3) understanding and cultivating human transformation.
To be even more succinct, we can say that transpersonal psychology studies human
transcendence, wholeness, and transformation. (This condensed definition is ef-
fective only if these latter terms are carefully defined.)
The three aspects ofthe field complete rather than compete. As beyond-ego as-
pects of human experience become understood, a view emerges in which human
individuals are integrally interconnected with much larger contexts. This larger
vision, in turn, allows glimpses of how to become a greater, deeper humanity. As
humanity transforms, individually and collectively, it cultivates more beyond-ego
development worthy of study. Together, the three themes of transpersonal psy-
chology form an interdependent, mutually supportive cycle of inquiry.
STUDY 2—TEST|NG THE THEMATIC ANALYSIS
How well do the identified themes and theme strands contain the field? To test this
question we applied them to the findings of an in-depth analysis of transpersonal
psychology published in 1980 (Boucouvalas, 1980). This study is a "worl¤  as E>®r‘l|I~§ ‘   4
5%       v.-      !'; !¤}"                      
‘® *‘·v·!~`&·* _» ;   ...   ·
                                     
1  {     ‘ i    ==    
TRANSPERSONAL  ;      
(H) ASS<>¤¤Ar·<>~S      
GEADDATE DEGREE        " `    Ill
® PROGRAMS   A Q
I e   RS°"AL  llllllll
FIGURE 4 A representative sampling of worldwide transpersonal associations, graduate de-
gree programs and courses (see Table 2).
nity bring their gifts and contributions. True to its character, the spread of
transpersonalism can be an integrative globalization—one that honors diversity as
it enhances understanding—as contrasted with the Westernizing globalization that
is now in process.
STUDY 4—GENDER DIVERSITY IN TRANSPERSONAL
PSYCHOLOGY LITERATURE
A more immediate and apparent step toward embodying the inclusive vision of
transpersonal psychology lies closer to home, in the area of gender balance. Evi-
dence from an analysis of JTP suggests that even though the representation of
women in publishing is improving, it is still heavily skewed toward men.
Method
For this study, a list of author names was developed for 25 volumes of JTP, and the
name of each author coded by gender. Gender was detennined in the following
ways: l) familiarity with the author’s name and gender, 2) web search for entries
referring to the author by personal pronoun, and 3) web search for common gender
association ofthe author’s given name. Each article was assigned the value N = l.

TRANSPERSONAL PSYCHOLOGY “| 9
ln the case of articles with multiple authors representing both genders, each gender
was assigned a proportionate fraction ofthe value of that article.
Results and Discussion
Of 182 articles examined in volumes 1-20 ofJTP (N = 182), 159.9 or 88%, were
attributed to male authors, and 22.1 or 12%, were attributed to female authors. Of
33 articles in volumes 30-35 (N = 33), 24.6 or 75%, were attributed to male au-
thors, and 8.4 or 25%, were attributed to female authors. During the first 20 years
of publication, females accounted for just 12% of authorship. While this figure has
more than doubled in the recent 5-year sample, women writers still represented
only 25% of the total. There is no way one can have a fully informed understand-
ing ofthe feminine that is within and around human culture without the strong par-
ticipation of women. Nor can Western society represent human psychology with-
out joining forces with the rest of the world. lf transpersonal psychology is to
stand for human wholeness and transformation, it needs to embody what it
teaches: there can be no lasting human transformation without inclusiveness, nor
holism without diversity.
FUTURE VISION
Transpersonal psychology speaks to a primary crisis of this era: the task of living
peaceably as divergent religious and cultural traditions share space in a crowded
world where nations that were once distant from each other face off frequently, of-
ten dangerously. To oppose this dynamic transpersonal psychology seeks not
merely a better intellectual understanding of the human mind, but emancipation
from outmoded psychological models that conceal the seeds of violence. The
transpersonal approach is not only about new knowledge, but about new contexts
for knowledge and new ways of knowing.
Beliefs about human psychology hold great potential for either liberation or
oppression. Scientific theories have at times been conscripted to argue for the
intellectual inferiority of various races, genders, and social classes, often to jus-
tify gross inequities of power (Belkhir & Duyme, 1998), thus contributing to the
precarious polarization of today’s world. Transpersonal psychology, by contrast,
offers the vision of a tmly inclusive psychology that spans the many forms of
human diversity—a psychology that opposes specious justifications for the op-
pression of any person or group. lt challenges the egoic view that truth is pos-
sessed by the society most effective at disposing of its rivals. lnstead, it offers a
holistic and transformative vision in which authentic meaning can be shared by
all of humanity.

20 HARTELIUS, CAPLAN, RARD1N
In this vital but arduous task, transpersonal psychology does not have all ofthe
answers. For this reason, it cannot work in isolation. Its lens of inclusiveness ef-
fectively welcomes the complementary strengths of humanistic and integral psy-
chologies, as well as other similarly oriented disciplines, to the shared task of re-
shaping psychology and reconstructing the vision of what it is to be human.3
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26 HARTELIUS, CAPLAN, RARDIN
AU TH O R N OT E S
Glenn Hartelius is a PhD student in the East-West Psychology program at the Cali-
fornia lnstitute of Integral Studies (CllS). He teaches as adjunct faculty at Laney
College, Sonoma College, and CllS. The focus of his research is in the areas of
consciousness studies, somatic psychology, phenomenology, intersubj ective in-
quiry, and transpersonal psychology. He has recently accepted a position as
managing editor of the International Journal of T ranspersonal Studies. Glenn
gratefi1lly acknowledges Mariana Caplan as the teacher who not only taught trans-
personal psychology, but invited him into participation in the field. This article is
one fruit of the academic inspiration that she provided.
Mariana Caplan, PhD, teaches transpersonal psychology at the California lnsti-
tute of lntegral Studies and is an adjunct professor at the lnstitute of Transpersonal
Psychology and John F. Kennedy University. She is the author of six books includ-
ing: Do You Need a Guru? Understanding the Student-Teacher Relationshua in an
Era of False Prophets (2002), To Touch is to Live: The Need for Genuine Ajjfection
in an Impersonal World (2002), and Hahfway Up the Mountain: The Error of Pre-
mature Claims to Enlightenment (1999).
Mary Anne Rardin, MA is currently working on her PhD in East-West Psychol-
ogy at the California Institute of Integral Studies. She looks forward to counseling,
writing, and teaching in the field of transpersonal psychology. Her particular focus
is bringing a transpersonal approach to those who have suffered spiritual trauma.
ln the few moments she steals from research and writing, she can be found chasing
that elusive peeling uncrowded Northern California wave.