Nurturing the Spiritual Core in Teachers within the Nexus of Science and Spirituality
Sarina Molina
Journal of Contemplative and Holistic Education August 1, 2026 DOI: 10.25035/jche.04.02.08 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Key points | Argues that integrating neuroscience, Indigenous wisdom traditions, and values-based education to cultivate teachers' inner spiritual lives can foster resilience and relationality and thereby support student well-being, calling for a paradigm shift from Cartesian dualism toward an interconnected worldview in education. |
Abstract
This reflective essay explores the intersection of science and spirituality in nurturing teachers’ inner lives as a foundation for supporting student well-being. Against the backdrop of a global mental health crisis, it integrates insights from neuroscience, Indigenous wisdom traditions, and values-based education to advocate for a holistic mind–body–nature connection. Emerging research on neuroplasticity, heart–brain coherence, and self-transcendence has shown the physiological and psychological benefits of spiritual cultivation for educators. Drawing on Indigenous epistemologies, this essay highlights contemplative and heart-centered practices that foster self-transformation, resilience, and authentic relationality. Practical applications for teacher education, curriculum design, and community engagement illustrate how spiritual and scientific perspectives can coalesce into pedagogies that sustain both teachers and students. This work calls for a paradigm shift from Cartesian dualism toward an interconnected worldview, positioning inner transformation as an essential pathway to collective flourishing in education.