ABSTRACT
In this chapter, spirituality is theorized as praxial, guided by intentionality and understood as action, rather than only aesthetic. Ideas of Catholic and Buddhist ecotheologians and authors are used to justify a spiritual praxis for eco-literate music pedagogy. Living a good life involves an expanded understanding of self, interconnected to God, other humans, non-humans, and places. Some spirituality in music education scholars frame their work within the context of aesthetics. Aesthetic education focuses on perceiving works of art, often described using cognitive psychology and, secondarily, culture. Buddhist ecotheologians stress the importance of hope and active meditation exercises to realize a more sustainable, interconnected relationship with the environment. In line with Catholic ecotheology, Arne Naess recognized the connection between economics and self-realization: 'severe threats to economic interests correspond to possibilities of severely reduced self-realization'.
