Ecospiritual Pedagogy: A Learning Centric Educational Practice

This article discusses a twofold educational system, i.e. ecospiritualism that intertwines ecopedagogy and spiritual intelligence. It explores a discourse on ecological and spiritual dimensions from secondary resources referring to the East and West practices. The discursive thematic analysis constitutes ecospiritual pedagogy since the future world needs an integration between human and non-human facts of existence. It incorporates eastern spiritual values; concepts of ecopedagogy; western practice in spiritual intelligence; Leopold's idea on integration of land and people; and spiritual basis of science of neuroplasticity. After getting through thematic analysis, it will conclude with the three possible ecospiritual pedagogic practices. At first it ensures teacher's spiritual rigor with a higher order of tripartite consciousness, i.e. tamas, rajas and sattva. Secondly, it focuses on pedagogic procedure leading through the three yogic practices, i.e. karma, bhakti and jnana. At last, it ensures supreme affinity between human and non-human existence by bringing contents and activities in amalgamation. Moreover, it proposes necessary research to concretize educational resources by suggesting adopting local spiritual and ecological practices and values from their own traditions.