SCHOOLING REMAINS 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 of puzzlement its motor. This hypothesis is tested in the context of philosophical and psychological 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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