This interdisciplinary work introduces and critically examines a new paradigm centered on the concepts of transcending, transcendence, and overlap, particularly in relation to children, their personalities, and socialization. While transcendence is often associated with theology or philosophy, the author illustrates its deep connections to psychology, educational philosophy, and pedagogy. The book explores the idea of unity in plurality and seeks to define “transcendence” within the educational process. It questions whether transcendence—defined as being “not concerned only with one’s own self”—can serve as a cross-curricular educational concept and how various subjects can foster the transcendent dimension in children, which the author identifies as the competence of higher-order thinking. A new pedagogical paradigm is proposed, supported by insights from Czech authors and relevant quotations from the Czech curriculum. This exploration encourages readers to recognize the paradigm's applicability in any country prioritizing the promotion of human values and societal good. Furthermore, religious pedagogy is integrated within the broader educational framework, emphasizing its vital role in nurturing the transcendent dimension of children.
