- Stein, Z. (2024). The personhood conferral problem: AI risk in the domain of collective intelligence. Prepared for the: First International Symposium on Educating for Collective Intelligence, University of Technology Sydney. [pdf]
- Stein, Z. (2024). Opening the Eye of Value [Paper Presented]. Metaphysics and the Matter with Things: Thinking with Iain McGilchrist, The Center for Process Studies, California Institute for Integral Studies, San Francisco, California. [pdf]
- Stein, Z. (2024b). The last educators. In L. R. Andersen (Ed.), What it means to be human: Bildung traditions from around the globe, past, present, and future (pp. 141–154). Nordic Bildung. [Available upon request]
- J. Temple, D. (2024a). First principles and first values: Forty-two propositions on cosmoerotic humanism, the meta-crisis, and the world to come. World Philosophy and Religion. [Buy]
- The Consilience Project. (2022c, June 26). Technology is not values neutral: Ending the reign of nihilistic design. The Consilience Project. [Link]
- The Consilience Project. (2022b, February 23). The endgames of bad communication. The Consilience Project. [Link]
- The Consilience Project. (2022a, January 30). How to mislead with facts. The Consilience Project. [Link]
- Stein, Z. (2022a). Education is the metacrisis. Why it’s time to see the planetary crisis as a species-wide learning opportunity. Perspectiva Press. [Link]
- Stein, Z. (2022b, January 27). Education must make history again. Remembering Comenius in a time between worlds. Perspectiva Press. [Link]
- The Consilience Project. (2021f, December 5). Social media enables undue influence. The Consilience Project. [Link]
- The Consilience Project. (2021e, October 17). The end of propaganda. The Consilience Project. [Link]
- The Consilience Project. (2021d, August 23). We don’t make propaganda! They do! The Consilience Project. [Link]
- The Consilience Project. (2021c, July 25). It’s a mad information war. The Consilience Project. [Link]
- The Consilience Project. (2021b, June 6). Help wanted! On the nature of educational crises. The Consilience Project. [Link]
- Stein, Z. (2021). Disarm the pedagogical weaponry: Make education not culture war. In J. Rowson & L. Pascal (Eds.), Dispatches from a time between worlds: Metamodernism and metacrisis (pp. 85–104). Perspectiva Press. [Link]
- The Consilience Project. (2021a, March 30). Challenges to making sense of the 21st century. The Consilience Project. [Link]
- Stein, Z. (2020, March 26). Covid-19: A war broke out in heaven. Emerge. [Link]
- Stein, Z. (2019a). Education in a time between worlds: Essays on the future of schools, technology, and society. Bright Alliance. [Buy]
- Stein, Z. (2019b). The Education commodity proposition. Allies for Education, 2(2). [Full Text]
- Stein, Z., & Gafni, M. (2019). The apocalypse of the modern world system and related possibilities for democratizing enlightenment. Spanda Journal, 2(1), 93–103. [pdf]
- Stein, Z. (2018). Love in a time between worlds: On the metamodern “return” to a metaphysics of eros. Integral Review, 4(1). [pdf]
- Stein, Z. (2016). Social justice and educational measurement: John Rawls, the history of testing, and the future of education. Routledge. [Buy]
- Stein, Z. (2015a). Beyond nature and humanity: Reflections on the emergence and purposes of metatheories. In R. Bhaskar, S. Esbjorn-Hargens, & N. Hedlund (Eds.), Metatheory for the 21st century: Critical realism and integral theory in dialogue. Routledge. [pdf]
- Stein, Z. (2015b). Integral theory, pragmatism, and the future of philosophy. In M. Schwartz, S. Esbjorn-Hargens, & K. Wilber (Eds.), Dancing with Sophia: integral approaches to philosophy. SUNY Press. [pdf]
- Stein, Z. (2015c). On the use of the term integral. Journal of Integral Theory, 9(2). [pdf]
- Stein, Z., & Gafni, M. (2015). Reimagining humanity’s identity: Responding to the second shock of existence. World Future Review, 7(2–3), 1–10. [pdf]
- Despain, H., & Stein, Z. (2014). Financialization and crisis tendencies in higher education: What is college for anyway? Post Keynesian Economics Forum. [Link]
- Stein, Z. (2014a). On spiritual books and their readers: A review of integral Kabbalah. Integral Review, 10(1), 168–178. [pdf]
- Stein, Z. (2014b). Social justice and educational measurement: A thumbnail sketch. International Objective Measurement Workshop. [pdf]
- Stein, Z. (2014c). Tipping the scales: Social justice and educational measurement [Doctoral Dissertation, Harvard University]. [pdf]
- Stein, Z., Dawson, T., Van Rossum, Z., Rothaizer, J., & Hill, S. (2014). Virtuous cycles of learning: Using formative, embedded, and diagnostic developmental assessments in a large-scale leadership program. Journal of Integral Theory and Practice, 9(1), 1–11. [pdf]
- Stein, Z. (2013). Ethics and the new education: Psychometrics, biotechnology, and the future of human capital. Journal of Integral Theory and Practice, 8(3–4), 146–163. [pdf]
- Connell, M., Stein, Z., & Gardner, H. (2011). Bridging between brain science and educational practice with design patterns. In S. Della Sala & M. Anderson (Eds.), Neuroscience in education: The good, the bad, and the ugly (pp. 267–286). Oxford University Press. [pdf]
- Dawson, T., & Stein, Z. (2011). We are all learning here: Cycles of research and application in adult development. In C. Hoare (Ed.), Oxford handbook of reciprocal adult learning and development (pp. 447–461). Oxford University Press. [pdf]
- Stein, Z. (2011). On spiritual teachers and teachings. Journal of Integral Theory and Practice, 6(1), 57–77. [pdf]
- Stein, Z., Della Chiesa, B., Hinton, C., & W. Fischer, K. (2011). Ethical issues in educational neuroscience: Raising children in a brave new world. In J. Illes & B. J. Sahakian (Eds.), Oxford Handbook of Neuroethics (pp. 803–823). Oxford University Press. [pdf]
- Stein, Z. (2010a). Now you get it, now you don’t: Developmental differences in the understanding of integral theory and practice. In S. Esbjorn-Hargens (Ed.), Integral theory in action: Applied, theoretical, and practical applications of the AQAL model (pp. 175–203). SUNY University Press. [pdf]
- Stein, Z. (2010b). On the difference between designing children and raising them: Ethics and the use of educationally oriented biotechnologies. Mind, Brain, and Education, 4(2), 53–67. [pdf]
- Stein, Z. (2010c). On the normative function of metatheoretical endeavors. Integral Review, 6(3), 5–22. [pdf]
- Stein, Z. (2010d). State space model for normative systems [Paper accepted but not presented]. Annual Meeting of the Jean Piaget Society. [pdf]
- Stein, Z., & Hiekkinen, K. (2010). Developmental differences in the understanding of integral theory and practice: Preliminary results from the iTEACH project. In Paper presented at Biannual Integral Theory Conference, John F. Kennedy University.
- Fischer, K., Stein, Z., & Hiekkinen, K. (2009). Narrow assessment misrepresent development and misguide policy: Comment on Steinberg, Cauffman, Woolard, Graham, and Banich. American Psychologist, 64(7), 595–600. [pdf]
- Stein, Z. (2009a). Educational crises and the scramble for usable knowledge. Integral Review, 5(2), 355–367. [pdf]
- Stein, Z. (2009b). Re-setting the stage: Introduction to special sections on learning sequences and developmental theory. Mind, Brain, and Education, 3(2), 92–93. [pdf]
- Stein, Z., & Hiekkinen, K. (2009). Models, metrics, and measurement in developmental psychology. Integral Review, 5(1), 4–24. [pdf]
- Dawson, T., & Stein, Z. (2008). Cycles of research and application in science education. Mind, Brain, and Education, 2(2), 90–103. [pdf]
- Fischer, K., Stein, Z., & Stewart, J. (2008). Process and skill: Analyzing structures of growth. In F. Riffert & H.-J. Sander (Eds.), Researching with Whitehead: System and adventure. Verlag Karl Alber. [pdf]
- Hogan, M., & Stein, Z. (2008). Structuring thought: An examination of four methods. In D. Contreras (Ed.), The psychology of thinking. Nova Science Publishing. [Full Text]
- Stein, Z. (2008a). Intuitions of altitude: Researching the conditions for the possibility of developmental assessment [Paper presented]. Biannual Integral Theory Conference, John F. Kennedy University. [pdf]
- Stein, Z. (2008b). Myth busting and metric making: Refashioning the discourse about development. Integral Leadership Review, 8(5). [pdf]
- Stein, Z. (2008c). On the possibilities of a comprehensive developmental structuralism: The natural, the normal, and the normative [Paper Presented]. The Annual Meeting of the Jean Piaget Society. [pdf]
- Stein, Z., Connell, M., & Gardner, H. (2008). Exercising quality control in interdisciplinary education: Toward an epistemologically responsible approach. Journal of Philosophy of Education, Special Issue: Philosophies of Learning, 42(3), 401–414. [pdf]
- Stein, Z., & Hiekkinen, K. (2008). On operationalizing aspects of altitude: An introduction to the Lectical Assessment System for integral researchers. Journal of Integral Theory and Practice, 3(1), 105–139. [pdf]
- Stein, Z. (2007a). Addressing the American problem by modeling cognitive development [Paper Presented]. The Annual Meeting of the Neural Information Processing Society, Workshop for the Hierarchical Organization of Behavior. [pdf]
- Stein, Z. (2007b). Modeling the demands of interdisciplinarity: Toward a framework for evaluating interdisciplinary endeavors. Integral Review, 4, 92–107. [pdf]
- Stein, Z., Dawson, T., & W. Fischer, K. (2007). Redesigning testing: Operationalizing the new science of learning. In M. Swe Khine & I. M. Saleh (Eds.), The new science of learning: Computers, cognition, and collaboration in education. Springer Press. [pdf]
- Stein, Z., & W. Fischer, K. (2007). Directions for mind, brain, and education: Methods, models, and morality. Educational Philosophy and Theory, Special Issue: Educational Neuroscience, 43(1). [pdf]
- Dawson, T., Fischer, K., & Stein, Z. (2006). Reconsidering qualitative and quantitative research approaches: A cognitive developmental perspective. New Ideas in Psychology, 24, 229–239. [pdf]
- Dawson-Tunik, T., Fischer, K., & Stein, Z. (2004). Do stages belong at the center of developmental theory? A commentary on Piaget’s stages. New Ideas in Psychology, 22, 255–263. [pdf]