Transcendantal experiences and sensations: An interdisciplinary perspective

The developments in the scientific and cultural fields in the 21st century have brought about multi-dimensional, multi-layered paradigm shifts in global pedagogies. Pedagogical paradigms defined by meta-cognitive postulates and conceptions are considered to be important among these approaches or trends. The data obtained from educational neuroscience in particular show that cognitive and intellectual skills cannot be demonstrated individually or socially in the mechanistic, positivist or materialistic education and training environments. In the face of this problematic situation, a strong tendency has emerged towards the teachings and practices of Islam, as there has been an increasing need for all kinds of social segments to adopt and adapt transcendental sensations or experiences to be tailored to the various requirements of human mind. Inspired by the postulates presented in this study, in order to present a number of solutions from an Islamic perspective to save individuals from the negative effects of problematic pedagogical paradigms and to inspire future studies, the positive effect and importance of an interdisciplinary perspective by combining psychomotor skills such as deep learning, deep listening, deep speaking, deep thinking and deep reading with transcendental experiences and within the context of a conceptual and phenomenological methodology has been evaluated; the arguments and postulates presented have also been examined within the framework of the Theory of Multiple Intelligences, and a qualitative methodology has been adopted. As a result, it has been thought that adopting and incorporating transcendental experiences into learning-teaching environments can contribute to the emergence of a high level of mental, intellectual and moral well-being.