Abstract In recent decades, indeterminate states of cultural identity in both individuals and nations have resulted from cross-cultural migrations and the resistance of host nations to critically re-evaluate traditional cultural complexes and welcome new influences. Jung’s theory of individuation, Neumann’s centroversion and Gebser’s integrality provide a new foundation in consciousness for re-evaluating both individual and national cultural identities. In terms of the development and education of children, the two common threads in these three theories are individuation and recapitulation theory. Individuation, re-imagined by Neumann as centroversion, parallels Gebser’s concept of integrality and provides a mediating foundation for comparing individuation and integrality. Both concepts are compared in terms of the first phase of the individuation process, characterized by the development and education of the child. The objective is to achieve an individuated-integral, spiritualized personality in the first half of life so that the spiritually mature adult can contribute to an evolved human consciousness and global cultural identity in the second half of life.