Nurturing the Inner Life

Both to know and to be known are activities of the
inner form, not of the outer structure of things.
This inner form is a distinct dimension of, not a
separate reality from, the visible world about us …
One of the most regrettable aspects of Western
civilization is the manner in which this capacity for
inner presence to other modes of being has
diminished in these past few centuries.

— Thomas Berry, Evening Thoughts

We support projects that work with people in ways that promote not only positive change but also holistic transformation, through which individuals can touch or return to their essential nature. We are interested in projects that create communities characterized by healing, creativity, and authenticity, and which hold at the center an abiding respect for the oneness at the heart of life. We are particularly supportive of work with underserved communities.

Promoting a transformation within mainstream culture and institutions, we support projects that recognize the need to nourish the spirit and heart, as well as the mind and body, in order to live out one’s deepest and most authentic vision of life. It is our belief that programs that nurture the essence of the human being can best prepare us for life in a globally interconnected world where survival depends upon respect for all life.

Please see Recent Grants for examples of our funding in this area.

Featured Grant Partner

Center for Education, Imagination and the Natural World - Whittset, NC


Kalliopeia provides project support for The Inner Life of the Child in Nature: Presence and Practice, a “co-research” program among educators that focuses upon the development of inner capacities in both children and adults that “enable us to form a bond of intimacy with the natural world,” (presence) and the “development of new ways of working in the world” (practice.) Rooted in the inspiration of eco-theologian Thomas Berry, the program aims to provide children the opportunity to know the natural world as a sacred reality to be venerated, and to facilitate “a shift in consciousness within the educational realm” that comes from the creation of a community of educators who support and inspire one another to “imagine a new way of being in the world on behalf of the children and the Earth.”