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This collection of essays explores the mythopoetic and spiritual elements of a pedagogy that seeks to encourage 'imagistic' thinking and learning in order to enrich the more logical and rational world of science. In this context, learning is understood broadly to include the gaining of skills and information, intertwined with processes of personal and social change. For the scholars and educators from across Australia, UK and North America who have contributed to this volume, learning is never simply an isolated behaviour but rather a personal and social act in which morality and ethics are necessarily implicated. In this book, they explore ways in which learning can be enriched (or impaired?) by reflective narratives (the work of mythopoesis) and underpinned (or undermined?) by a cultivation of different forms of transcendence (the work of spirituality). The first chapters of this volume look at the links between spirituality, mythopoesis and learning, traversing questions of endurance of hardship, art, philosophy and spiritual conviction. The second series of essays explores the applications of spirituality and mythopoesis to learning in both formal and informal settings, and during various life stages.