Spirituality has become an issue in many domains of the Norwegian society, but this is not reflected in public education. This paper discusses why this is so, and suggests some hermeneutical approaches to understanding spirituality that can include pre-school children's spirituality, with particular reference to a Norwegian context. Central to this discussion is a case study of children in "sacred space", and an understanding of spirituality as cultural learning. Education in schools as well as in kindergartens is dominated by a secular outlook on life as "default", or a cultural and collective forgetfulness. Children's spirituality challenges adults to explore and rearticulate what is forgotten, in terms of nurturing what it is to be human, of caring for what is really important, and of cultivating hope--in Norway as well as in other countries. (Contains 1 figure and 9 notes.)