The paper argues that trans-humanism should be understood more broadly within life and death education, proposing a 'trans-mystical mindset' that integrates spiritual and mystical perspectives alongside technological enhancement. It suggests that focusing solely on technological transcendence neglects existential questions about mortality and meaning. The authors advocate for a holistic framework that includes spiritual growth and inner wisdom to address human flourishing and the ultimate questions of life and death.
Mindfulness is often defined through a psychological lens as an individual's capacity to be non-judgmental in the present moment, but this perspective overlooks broader philosophical and spiritual dimensions. A reconceptualization aligns mindfulness with life and death education, which explores humanistic pursuits such as altruistic life ideals. The authors propose a reciprocal relationship: life and death education may provide theoretical grounding for teaching mindfulness, and mindfulness may deepen engagement with life and death principles. This theoretical-conceptual premise remains formative, grounded in philosophical analysis and preliminary integrative teaching practices, lacking empirical validation. The article serves as a foundation for scholarly discourse and future empirical examination and curriculum development.