Abstract:
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.
Machine summary:
Ecospiritual pedagogy conceptualizes the educational practices that connect human essence with nature by guiding the present generation living in nature meaningfully with full human sensibility.
Souza, Francis, O’Higgins- Norman, and Scott (2009) opined spirituality as a foundation of personality as it is relational and makes us feel connected to everything other than the self.
further discussed the relational position of spirituality in terms of its nature which complements, integrates, and balances human rational behavior to be responsive towards everything, and emotional behavior to strengthen the well-being of the self.
It focuses on spirituality as for value education and human behavior; ecological practices in eastern society to show possible integrating pedagogic measures; and related scientific practices and logics, like the concept of neuroplasticity, to justify the ecospiritual practice in education.
Therefore, spirituality becomes a power for valuing existence, as a person lives four selves within and tries to build responsive connections to earthly beings and finally with supreme essence.
Epistemologically, for an eco-spiritual pedagogical discourse, essentially, the affinity between teacher and student (which is abound of a spiritual connection) should be established adopting spirituality of the East as educational practices differently by linking, strengthening, and enriching human and non-human relation.
3. Educational Practices: A lens of Ecopedagogy The important educational objective is to sustain ecological consciousness by imparting a sense of integrated self between humans and non-humans.
Ecospiritual Discourse in Eastern Practices Nature is presented as a material value that is in action, and action is connected to the mind in tripartite human consciousness, i.