Curricula have traditionally been concerned with proposing intentions and expectations for the teaching and learning of knowledge. What if curriculum conversed not only with the known, but the unknowable—with mystery? In this work, I investigate mystic traditions to learn about mystery. I come to a characterization of mystery as the dialectical condition of knowing while at the same time not...
I imagine mathematics to be a place of loving kindness and dialogue. In completing the above prompt for this Special Issue of JCACS, I invoke a fraught history of teaching and learning, drenched in contradictory feelings of love, hate, sadness and joy. Though pedagogically rigorous, many days in my classroom have been marked by tension, anxiety, and even cruelty, in the name of producing...
Written as a circuitous reflection on curricular lessons from nature, each of the four parts highlights endangered aspects of learning that if not attended will jeopardize who we are as a species. Attention to wilderness, non-dual consciousness, and the body, along with the centrality of instincts guide part one. Creation myths, wisdom traditions, and the Hermetic arts, including language and...