The world in which we live today is global and integral. Of all the areas of human life, the most spirit is required in education. At different ages of man, spirituality becomes the basis of education. Spirituality is what characterizes a human Community from the point of view of its spiritual life, the specificity of its culture. Human beings are excellent spiritual creatures because they have the need to ask questions, find significance and attribute value to the acts and experiences experienced/realized. Spiritual conception implies knowledge forces through which man sees himself as a whole, according to the body, soul and spirit. At present, the educational model is on the wrong side. The transition from a selfish, individualist, owner level to an altruistic, complete and global level, in which everyone has to be interconnected, is imperative. Like the artistic current Renaissance brought back into the arts the ideals of ancient culture – harmony, beauty and perfection of the inner and outer world, so the ―respiritualization‖ of education aims to transform human life from what it is now, into what it should be‖. The spiritualization of education implies a return from piecemeal thinking to systemic thinking, to changing the human condition through the system of social, moral and spiritual values. Spiritual education means another philosophy and practice of learning, which is achieved through love, based on the values of ―the health of all life‖ and universal harmony. Most of the attempts in contemporary education focus mainly on the use of his mind and intellectual abilities, and the child's well-being is satisfied on the basis of the psycho-physical dimension. This Article introduces an approach to full education and learning, in which all human dimensions are invited to participate creatively in the conduct of the education process and spiritual intelligence is the ability to see the whole beyond its parts. The spiritual dimension cannot be omitted in the educational process. If we do not educate spiritual intelligence, the new generations will remain in the trap of the material world. Like any other ability, educating spiritual intelligence requires effort and perseverance. Educating spiritual intelligence requires a focus on values, including the values of the arts. The arts must become an element in every child's age, which defines and expresses his spiritual nature. The article develops emerging educational perspectives on art education, such as STEAM education, capitalizing on metacognition, interdisciplinary.