A fter six years of exploring a spiritual approach to teaching, I finally used all my courage and proposed my dream course: Contemplation in Literature and Writing. As a special topics course for juniors and seniors, English 395 re lied on meditation and other sensory experiences as a means to explore contem plation. I wanted students (and myself) to discover why and how contemplation stimulates and allows art to manifest itself when applied to writing. I admit to feeling a little like Lewis and Clark traversing winding rivers, but I knew possibilities that lay ahead were important to discover. By end of semester, I knew, too, that their discovery would have been impossible with out experiential learning. This article describes activities, offers student responses as evidence for combining education and spirituality, and encourages other teachers who are about to enter this exciting field. A spiritual approach to teaching enhances traditional pedagogy, which we know is based on reason and logic, by adding intuitive and subjective experi ences that also improve cognition . Such an approach integrates time for inward growth; draws on the unconditioned being that sleeps within (Moffett 1 0); and subverts conditions that work against students' spiritual development. These elements undoubtedly politicize pedagogy and come with some risk if activi ties are not carefully planned and implemented. I will briefly add here that a spiritual approach is not for every teacher, for takes a certain type of courage that comes from one's own spiritual development and experiences in class room. I have success with precisely because I have worked a long time at this kind of development, and I am convinced of its worth. I am also committed to designing pedagogy that produces best possible outcomes for students but which does not compromise standard academic goals university expects me to meet. As I would with any other theoretical base, I go to 6Xperts to see what they advise. James Moffett, Parker Palmer, John Dewey, and Donald Gallehr have supported efficacy of this pedagogy. The theoretical position, for me at least, is not easy to define because seems to shift each time I add another block of experience to my repertoire. Moffett says a spiritual pedagogy works through deep feeling, that it honors experiencer, and range and depth of experience is key to growth ( 14). I currently believe that theory can best be explained by understanding degree of experience elicits. Spiritual pedagogy, as I teach it, provides an experience of practicing awareness, of developing a greater range in our aware-