Abstract
Loder (The Transforming Moment, 1989) remarks on the paradox that, although conventional science values knowing that is grounded in demonstrable facts, history testifies that deep and transforming truths are inexorably conceived through human imagination. This understanding presents all teachers with a challenge, a challenge to fashion an environment of learning where not only is content and process valued but where students are encouraged to ‘draw deeply on personal intuition and the creative unconscious’ (The Transforming Moment, p 49, 1989). Such an environment speaks of a relationship between teacher and learner that transcends the idea of a teacher containing the knowledge the student needs and imparting that knowledge to the student. Therefore, rather than focusing on teaching and learning from a theoretical stance, this chapter endeavours to address (The Transforming Moment, 1989) challenge by examining the elements of teaching as a relationship that has the capacity to conceive deep, transforming knowing. Core to this relationship is the Trinitarian concept of perichoresis, the divine dance that embraces all truth. This core is surrounded by such relational concepts as shalom and agape that create a covenantal space where the learner may not only flourish but also experience the joy of transformational knowing.
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Notes
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All scripture quotations are from the Holy Bible, King James Version [KJV] (2010).
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Crawford, A. (2018). Teaching as Relationship. In: Luetz, J., Dowden, T., Norsworthy, B. (eds) Reimagining Christian Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-0851-2_9
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