Sarcouncil Journal of Education and Sociology

Abstract: Contemporary societies face a profound educational paradox. Never before have human beings had such broad access to information, technological resources, and formal learning opportunities; however, many educational systems continue to struggle with emotional disconnection, social fragmentation, ethical fragility, institutional distrust, and a growing crisis of meaning. In this context, education cannot be reduced to the transmission of knowledge, the acquisition of technical skills, or the preparation of individuals for the labor market. Education must recover its deeper human mission: to form persons capable of living with dignity, acting with responsibility, relating with care, thinking critically, creating meaning, and contributing to the common good. This article proposes the concept of soul-centered education as a humanistic, ethical, and sociological framework for educational transformation. The term soul is not used in a confessional or religious sense, but as a symbolic and anthropological category that integrates coherence, dignity, care, truth, and purpose. From this perspective, education with soul seeks to reconnect knowledge with life, learning with meaning, and individual development with social responsibility. The article develops a theoretical-propositional model structured around five dimensions: the personal dimension, focused on self-knowledge and emotional maturity; the relational dimension, centered on empathy, respect, and care; the institutional dimension, aimed at building educational cultures of dignity and trust; the civic dimension, oriented toward ethical citizenship and social cohesion; and the transformative dimension, which understands education as a force capable of renewing communities and societies. The paper also highlights the role of art, experiential learning, and reflective pedagogy as vehicles for awakening human sensitivity and developing integral competencies. Its main contribution is to offer a conceptual framework that may guide educators, institutions, policymakers, and social leaders in the construction of more humane, inclusive, and purpose-driven educational systems. Soul-centered education is presented not as an alternative to academic excellence, but as its deepest foundation: excellence without humanity produces efficiency without meaning; education with soul seeks to unite knowledge, ethics, emotion, creativity, and action in the service of human flourishing and social transformation.