The basic thesis explored in this paper is that rather than seeing spirituality as a byproduct of music, the other arts, and religion, music, the other arts, and religion might be seen as a byproduct of spirituality--hence, the proposition that music is a language of spirituality. If that is the case, there are twin dangers: talk of "wholism" can obscure the distinctly human capacity of spirituality and constructions of spirit as one element of the old dualisms or tripartisms can separate spirituality from the context of body and mind. If music is a language of spirituality understood as a distinct but contextualized expression of the spirit, the primary implications for music education are that some parts of music education might be conducted at a non-discursive, non-rational level and constructivist pedagogical approaches may be called for.