WesTern (and chrisTian) educaTion is an intellectualised, dualistic tradition which downplays the role of the body and emotions and thus the importance of practice in learning. Insights from neuroscience and James K. A.Smith's reflections on Christian college pedagogy introduce a consideration of the role of affectivity in learning, which leads in turn to an exploration of a biblical understanding of "heart" and Augustine's introduction of "will" into philosophical discourse. The central role of the heart as that which undergirds affective and cognitive functioning is emphasised, as is the significance of the will. The paper concludes with implications of an integral anthropology for the practice of education, by which learners are invited to choose purposeful responses that accord with their deepest values.
SCHOOUNG REMNNS DOMINATED by the modernist paradigm, in which theoreticaL understanding is eLevated above other ways of knowing, not onLy in respect to content but also to methodoLogy. A BiblicaL wisdom perspective suggests an alternative approach, in which concrete experience is the context of Learning and active engagement by Learners in situations ofpuzzLement its motor. This hypothesis is tested in the context ofphilosophicaL and psychoLog-icaL expLorations of reLated options. These contribute important insights, but are considered inadequate to the extent that they remain within the theory-practice poLarity. When a variety of ways of knowing is acknowLedged, the gifts of individuals can be nurtured in a cooperative environment.
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