Utilizing Catherine LaCugna's understanding of theologia and oikonomia and Karl Rahner's axiom that the economic Trinity reveals the immanent Trinity, the project argues that liberative pedagogy should mirror Divine relationally. Teaching methods that are salvific must center around relationship, participation, and mutuality. Within this theological framework cognitive justice, a way to honor and include diverse epistemologies, becomes essential to teaching practices.

The project then demonstrates how a relational and cognitively just pedagogy take shape in the classroom. Vulnerability, shared meals, music, movement, and visual art each become forms of embodied theology that invite students to learn through multiple ways of knowing. Student reflections reveal that embodied pedagogy not only conveys content, but also shapes students' understanding of self, God, and others. Student responses continually demonstrated growth in spiritual awareness, moral reasoning, and empathy. These practices form a new habitus and understanding as students begin to recognize imago Dei in one another.

Finally, the project revisits the concept of privilege introduced at the beginning of the paper. Rather than understanding privilege solely as structural advantage, this work reframes privilege in the classroom as a grace of participation. In this way, teacher and students together enter into the experience of relational knowing. Privilege is transformed into accompaniment. A cognitively just pedagogy embodies the relational ontology of the Trinity and gestures toward liberative possibilities within Catholic education.