Consciousness Education: Reimagining Teaching and Learning through Interconnectedness, Experience, and Transformation
Marjorie Woollacott, Joan Walton, Laurel Waterman
Explore July 1, 2026 DOI: 10.1016/j.explore.2026.103495 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Keywords | Consciousness Transformation genetics Perspective graphical Subject documents Epistemology Cognitive science |
| Key points | Proposes that a consciousness-based worldview is scientifically valid and may create a more creative and transformative educational milieu, with early observations suggesting benefits for worldview, wellbeing, and interconnectedness. |
Abstract
The educational system in most cultures today uses the materialist or reductionist worldview as its basis for generating and sharing knowledge. This worldview understands materiality as a fundamental characteristic of the universe, with subatomic particles being the foundation of reality, and consciousness being solely a product of brain activity. In this article, we propose that an alternative worldview, in which consciousness is considered the ground of reality, with the material universe arising out of the creative dynamism of consciousness, is not only equally valid scientifically, but also creates an educational milieu which is more creative, nurturing, and transformative for both students and teachers. We reflect on preliminary findings from a collaborative inquiry project designed to explore approaches to teaching about non-materialist perspectives on consciousness. Early observations suggest that consciousness education may promote transformation in learners’ worldviews, wellbeing, and senses of interconnectedness.