Our impulse to light the night with glowing colors at Christmastime is a good one. This is the time when “the people walking in darkness have seen a great light” (Isaiah 9:1 NIV; see also Mt. 4:16) Colors are good parts of a good creation—signposts to what is true, good, and beautiful. Paul describes Christian…

Emotions are driven by perceptions which are in turn socially derived. Since we’ve established the need for a pedagogy that employs positive emotions, and the theological and scientific basis for pedagogy driven by and for love, it is helpful to note that, biblically, love is always experienced within the context of relationships.

This is Part 2 of a three-part blog. Part 1 explores the Hebraic understanding of the heart to reclaim a vision for the transformational and life-giving education that occurs when educators acknowledge students’ whole selves—intellect and emotions included. Part 2 uses neuroscience to further explore the nature and role of emotions in learning, and Part…

Within the last two to three decades, formal education has significantly increased its emphasis on making learning engaging—albeit as a way to either improve the lecture or move the classroom experience beyond just lecturing. This change in emphasis is evidenced in such approaches as student-centered learning, active learning, and so forth.

I experienced my oddest graduate class discussion in a comparative ethics course at the University of Southern California. The class was taught by a visiting secular, feminist professor who was quite happy to let the discussion run free and wild. This particular class session was held at a conservative Jewish student’s home. In attendance, were…

The other night before bed, my sons and I were watching the Chronicles of Narnia: The Lion, the Witch, and the Wardrobe. It was early in the film and two of the Pevensie children, Peter and Susan, were in Professor Kirke’s study because their sister, Lucy, had just caused a ruckus in the middle of…

Even though the classroom space is necessarily different from a counseling one, it strikes me that given the frequency and the duration of my interactions with students, they are also likely to internalize certain things that I say or do in the classroom; that they “hear” my voice throughout the academic term, and maybe even…

Jamal is a Black student in a predominately White Christian college. During a discussion in class, one of his White classmates, Blake, states, “I don’t see why Black people are so angry about slavery. They’ve gotten so many benefits since then, like affirmative action, welfare, scholarships, and government programs to give them a lift. If…