The model serves a practical purpose providing a global understanding of different pedagogies which are harmoniously related in a coherent image that allows us to observe the education territory and to act intelligently on it. This model is important in showing holistic education as an integral concept but it should not be seen as a definitive model of holistic education - just a point to begin. The model honours diversity within the unity across the plurality of levels and dimensions and gives a more integral image of holistic education. Any education that does not contemplate all five levels of awareness and experience is necessarily reductionistic and cannot be seen as integral. This happens generally when spirituality is rejected - usually with the argument that it is not scientific.
Holistic education opens up crucial dimensions in learning.
When learning is seen in a new extended epistemological framework where science and spirituality are compatible, no longer contradictory, science acquires human sensitivity and consciousness becomes fundamental in the integration of the kosmos. In each one of the thirty regions in the map there is an educator or thinker to give an example of that region. This does not mean that they are limited to that region but only that this is their main area of work. It was basically the point from which they saw education. All these educators or thinkers generally explored two or three regions and some others more, but in most cases moved horizontally and downwards - the majority were not aware of levels above them and their greater complexity and integrity.