SPIRITUALITY, ETHICS AND MORALITY IN PSYCHOLOGY: FOUNDATIONS FOR AN INTEGRAL EDUCATION
DOI:
https://doi.org/10.56238/arev7n11-268Keywords:
Logotherapy, Humanistic and Transpersonal Psychology, Psychology of Religion, Existential and Phenomenological Psychology, Historical Cultural TheoryAbstract
Spirituality, ethics, and morality have been recognized as essential dimensions for understanding human development and integral education. This article aims to analyze, from a psychological perspective, the interfaces between spirituality, morality, and ethics, discussing how these dimensions contribute to the construction of an integral education oriented toward humanization, critical consciousness, and transcendence. Initially, conceptual delimitations are presented that distinguish spirituality (search for meaning and transcendence), morality (social norms and customs), and ethics (critical reflection on action), articulating them as structuring dimensions of consciousness and integral formation. Subsequently, through a theoretical-reflective bibliographic review with a qualitative approach and exploratory character, the study examines an overview of the main psychological currents that address these themes. The analysis encompasses Viktor Frankl's Logotherapy, Humanistic and Transpersonal Psychology (Maslow, Rogers, Grof), Existential Phenomenological Psychology (May, Yalom), Psychology of Religion (James, Allport), psychoanalytic perspectives of Freud and Jung, Cultural and Systemic Psychology (Bronfenbrenner, Bateson, Csikszentmihalyi), Positive Psychology and Neurosciences of Spirituality (Pargament, Koenig, Seligman, Emmons, Miller), Contemporary Moral Psychology (Haidt, Narvaez), Developmental Psychology (Kohlberg, Fowler, Oser and Gmünder), Historical-Cultural Psychology (Vygotsky, Leontiev), and Liberation Psychology (Martín-Baró). The results indicate that, although they start from distinct epistemological assumptions, the various psychological schools converge in recognizing spirituality as a dimension that shapes consciousness, promotes meaning, and guides moral action, demonstrating that it transcends the religious field and assumes a psychological, ethical, and pedagogical character. It is concluded that the integration of these dimensions in integral education, reinforced by the contributions of Ken Wilber's Integral Psychology and the spiritual strategies of Richards and Bergin, fosters self-knowledge, the development of values, and the capacity to attribute meaning to existence, contributing to the formation of emotionally balanced, socially responsible, and spiritually conscious subjects. The study reinforces the need for dialogue between psychology and education, promoting a human formation that integrates reason, emotion, and transcendence.
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