The Spiritual Dimension in Education and in Technontology
November 24, 2025 DOI: 10.4324/9781003640912-34 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper |
|---|---|
| Key points | Argues that spirituality exists in curricula but is not consciously cultivated, limiting its positive impact, and proposes the "Integrative, implicative, intentioned, and intuitive Pedagogy" (4iP), grounded in transdisciplinarity, transpersonal psychology, and digital humanities, to foster holistic growth and humanization. |
Abstract
This chapter explores the role of spirituality in education, particularly in the aftermath of the 2015 terrorist attacks in Europe, which prompted renewed reflection on existential questions within educational contexts. Despite technological progress and widespread access to information and basic education, global issues such as illiteracy, lack of clean water, and mass displacement persist, indicating that human advancement has not kept pace with technical achievements. The author posits that while elements of spirituality exist in curricula—especially through the humanities and relational skills—they are not consciously cultivated, limiting their positive impact. To operationalize spirituality in education, this chapter draws on three frameworks: transdisciplinarity, transpersonal psychology, and digital humanities, including the concept of technontology. The “structure-temple” model is introduced as a metaphor for human development, integrating physical, emotional, cognitive, social, and spiritual dimensions. The proposed “Integrative, implicative, intentioned, and intuitive Pedagogy” (4iP) aims to foster holistic growth, suggesting that consciously integrating spirituality can enhance humanization.