Presenting an alternative to the prevailing emphasis on what constitutes knowledge – knowledge as the fruit of scientific method, something that is objective and detached from the self – I argue for a critical retrieval of premodern approaches to knowledge that were promoted within the Eastern and Western Christian tradition, approaches that are spiritual in nature. I propose that spiritual modes of knowing should be considered alongside other forms of knowing, in service of a richer, more holistic approach to higher education, one that does justice to the multidimensional aspects of human nature, development, formation and flourishing. While not denying the necessity and value of many current forms of knowledge, I propose that students should also be offered opportunities to become familiar with complementary modes of knowing that are likely to extend the repertoire of the ways they read and respond to the world, other people and their experience of life. Such premodern Christian approaches privileged self-giving and self-control, rather than mastery over or control of what was investigated. Their epistemology viewed intellectual, moral and spiritual virtues as intimately interconnected. They considered knowledge to be something revealed and given rather than constructed or exposed by our methodology. The paper considers the educational potential for students today of learning from the premodern emphasis on knowledge as dependent on both ascetic training and affective formation, as entailing capacitation (being attuned to or fitted for external reality), and as promoting self-knowledge and transformation. I contrast premodern and contemporary approaches to knowledge through the metaphors of pilgrim and project manager.