Nurturing the Spiritual Core in Teachers within the Nexus of Science and Spirituality

Authors

• Sarina C. Molina, University of San DiegoFollow

Submission Type

Special Issue (Convergence of Science and Spirituality)

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.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Recommended Citation

Molina, Sarina C. (2026) "Nurturing the Spiritual Core in Teachers within the Nexus of Science and Spirituality," Journal of Contemplative and Holistic Education: Vol. 4: Iss. 2, Article 8.
Available at: https://scholarworks.bgsu.edu/jche/vol4/iss2/8