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The body of articles in this issue of this issue of the magazine spans a wide spectrum of contemporary scientific, theological, philosophical, and anthropological inquiry, intertwining tradition, the mechanics of consciousness, art, and education. The volume opens with an examination of the dogma of Christ’s Transfiguration in the writings of Saint Leo the Great, contrasted against the Eastern Hesychast tradition, thereby illuminating key theological divergences between East and West. Following this, the focus shifts toward existential reflection and “theoliterature,” occasioned by the book of A. Kosmatopoulos *Mystical Conversation*, as well as the philosophical dimension of “attention” in the oeuvre of Iris Murdoch, where the selfless transcendence of the ego and love redefine morality and the formation of consciousness through art and literature. This mystical and spiritual inquiry is further expanded via an interdisciplinary study of the ecstatic experience across diverse religious traditions, which analyzes altered states of consciousness through the lens of psychology and neuroscience. Finally, the thematic scope extends into applied pedagogy, demonstrating how experiential school curricula enhance students’ environmental and health literacy, while Self-Determination Theory is shown to foster Social and Emotional Learning (SEL) in primary education. However, a common finding among these applied studies underscores that, despite the documented benefits of these interventions on student engagement and readiness, their effective implementation is systematically hindered by institutional, temporal, and curricular constraints, as well as by deficient teacher preparation.