The Fourth Piano Sonata by Aleksandr Scriabin (1872-1915) can be consideredas an example of the ground-breaking stylistic evolution the composer experienced since 1903, and an outcome of what he deemed to be the artist’s role, that is giving the public new ways to perceive the inner and external world. In fact, the new harmonicvocabularies and the structure itself of this Sonata reflect the composer’s new gained self-awareness and apply an effective communication with the audience. This work can be regarded as a type of artistic prefiguration of the theories by Watzlawick, Grinder and Bandler, Gardner, and Goleman, centred respectively on communication, neuro-linguistic programming, multiple intelligences, and emotive intelligence. Moreover, it can be viewed as a model for educators wishing to improve their students’ behaviour and learning during their school attendance, and to help them to reach a balanced development far beyond the school walls.