Biography

Dr. Nadia Khalili is a postdoctoral researcher at the Institute for Studies in Global Prosperity (ISGP), where her interdisciplinary work bridges developmental psychology with philosophical and spiritual inquiry. Her current research explores the interaction between mind, spirit, and body—reframing core questions about human development through both Western and Eastern perspectives.

Dr. Khalili completed her Ph.D. in Human Development at McGill University, where her dissertation applied complex dynamic systems theory to examine the developmental trajectory of Theory of Mind (ToM) and its influence on prosocial behavior. in emerging adolescents. Her work highlights the mediating roles of empathy and spirituality within diverse cultural and gender contexts.

With over 20 years of international teaching and teacher training experience, Dr. Khalili has taught graduate and undergraduate courses at McGill, York, and BIHE universities. Her expertise spans child development, cognitive and social-emotional learning, inclusive education, statistics, research methods, philosophy of education, and moral and spiritual development. She is a pioneer in Philosophy for Children (P4C) and capability-oriented curriculum design.

As founder and director of Atiyeh Critique of Reason, she has led transformative educational initiatives across Canada and Iran. Her leadership in equity and inclusion includes serving on McGill’s Faculty of Education Equity, Diversity, and Inclusion Committee (FEEDIC) and engaging with diverse communities in Montreal and Toronto.

Dr. Khalili’s scholarship integrates empirical rigor with spiritual depth, contributing to peer-reviewed publications, international conferences, and community-based education.

Courses Taught

• Child Development & Health (ED/EDFE 1100)

Selected Publications

• Khalili, N., & Talwar,V., Bosacki, S. (2025). ). Emerging adolescents' perception of spirituality and Gratitude. International Journal of Children's Spirituality. ..
• Khalili, N., & Talwar, V. (2025). Spiritual Education and Children's Socio-Emotional Development: A Holistic Approach from a Bahá'í Perspective.
• Khalili, N., & Talwar,V., Bosacki, S (2023). The moderating ole of spirituality and gender in Canadian and Iranian emerging adolescents 'theory of mind and prosocial behaviour..
• Megha N., Leduc, K., Khalili, N., Talwar,V., Bosacki, S. (2022). Examining bias based cyber aggression and cyber victimization from a cross-cultural perspective..
• Khalili, D., Khalili, N., Jafari, E. (2022). An effectiveness of positive psychotherapy on depression and alexithymia in women applying for a divorce..
• Khalili, N., Khalili, D. (2021). Critical Comparison of Two qualitative study hermeneutic phenomenology Method..
• Khalili, D., Khalili, N., Jafari, E. (2021). The effect of mindfulness-based therapy on women with depression: Changes in early maladaptive schemas of behavioural mistrust and abandonment instability..

York University Affiliations/Cross Appointments

• York University: Course Director of Child Development & Health

Service/Community Activities

• Ruhi Institute: Facilitator of the Main sequence of courses Teacher of Children's Classes