An Exploration into the Spiritual Dimension of Froebelian Philosophy and Pedagogy

Abstract

There is little doubt that the ideas of Friedrich Froebel have transformed the way society views early childhood education (Bruce, 2019; Brehony, 2024). Although Froebel’s perspective is not the only foundation of modern early childhood education, Montessori, for example, pursued a distinct pedagogical path, and traditions such as Reggio Emilia and Developmentally Appropriate Practice (DAP) emerge from broader constellations of influence (Lilley, 1967; Hinitz & Lascarides, 2000; National Association for the Education of Young Children, 2025), his “children’s garden” metaphor remains particularly influential, positioning education as the careful cultivation of conditions in which children can flourish (Herrington, 1998; Tovey, 2018). Yet, beyond this well-recognised aspect of his work, there is a dimension that underpins and coheres his entire pedagogical vision, often less visible in current readings, namely the spiritual orientation through which Froebel understood education as relationally binding human beings, nature, and the divine (White, 1907; Lee & Evans, 1996). Aslanian (2023) describes spirituality as Froebel’s “invisible” foundation, which knits together the more readily discussed elements of his approach (Wasmuth, 2024) and reflects Froebel’s conviction that spirituality is intrinsically implicated in human life and meaning making (Eliade, 1959; Giesenberg, 2000). This characteristic remains one of the least explored within Froebelian philosophy (Lee, 1993; Lee & Evans, 1996; Wasmuth, 2020; Best, 2016; Aslanian, 2023). This article explores the spiritual dimension of Friedrich Froebel’s educational philosophy. Employing a narrative literature review, it examines Froebel’s original writings alongside interpretations of key scholars, addressing the nature and role of spirituality in his thinking. Extensive research reveals that Froebel’s spiritual philosophy, while non-dogmatic, was firmly grounded in his Christian faith and was central to his pedagogical approach. Nearly all aspects of Froebel’s vision, including his concept of Unity, his elevation of play, his reverence for nature, and his high view of humanity, hold a spiritual characteristic, ultimately pointing to a relationship with the Divine.