The perspective of technical rationality, with its focus on timeless, componential knowledge, is ill-suited to deal with the concrete situatedness of teaching. The biblical wisdom literature presents an alternative view of knowing as historical, experiential, responsive to order and tradition, and open to mystery. In this perspective, knowing and loving are closely connected. This perspective on knowledge can illuminate teaching as an uncertain craft involving learning from experience and in context. To seek such an alternative to technical rationality is not irrationalist, but rather involves acknowledging the multi-faceted nature of concrete reality.
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