This article is a response to a paper arguing for a shift from “oneness” to “wholeness” as a democratic principle when reconceptualizing teacher education in a time of large-scale social change. While the paper provides compelling arguments for wholeness as a tool to address social injustice, the discussion is framed primarily through a humanist lens. This response is an invitation to expand the definition of wholeness to include spirituality as core to what it means to be human and whole. It addresses the importance of spirituality in teacher education when considering culturally responsive pedagogy, the religion-spirit distinction, the source of the call to teach, and the outer-technical and inner-heart paradox of teaching. Examples from educators combining spirituality and social justice are explored.

Response to Article

Jessica E. Masterson and Lauren Gatti, Reconstituting Teacher Education: Toward Wholeness in an Era of Monumental Challenges