The breadth of the symbolic, linguistic and practical articulation of Tasawwuf philosophy includes concepts pertinent to education. Tasawwuf distinguishes itself as a site for the development of moral sensibility and mindfulness ("taqwa"), as an intellectuality recognizing the sense and purpose of faith ("?ikma and ma?rifa"), and as a creator/creation-observant consciousness ("i?san"). Tasawwuf includes among its pedagogical aims cognitive and spiritual development, a religious and moral sensibility, and socialization. These ambitions are served in as far as no distinction is made between natural, social and religious areas of education, but rather all are seen as a collective foundation for the accumulation of knowledge. This article addresses the question of whether and how Tasawwuf as an educational perspective and teaching tool is considered within religion and ethics course curriculum within Turkish secondary schools (High Schools, namely "Lise"). The conclusions demonstrate the opportunity to link Tasawwuf-influenced educational concepts and contemporary educational philosophies, resulting in an innovative re-reading of authentic Islamic educational ideas. Findings of curriculum analysis indicate that such a connection is rarely established.