Having grown up as a child of educators who were Christians with non-Christian students from all over the world, Perry Glanzer’s recent blog post reminded me of my parents and their approach to hospitality in our home. We often had students in our home (including living with us for periods of time). Our home was…

“Come to Me, all who are weary and burdened, and I will give you rest. Take My yoke upon you and learn from Me, for I am gentle and humble in heart, and you will find rest for your souls. For My yoke is comfortable, and My burden is light.” (Matthew 11:28–30, NASB) Rest strengthens. Rest calms. Rest works! After…

But the angel said to them, “Do not be afraid. I bring you good news that will cause great joy for all the people.” - Luke 2:10 Beneath the dissonant, thrumming symphony of contemporary culture, I think the creeping bass line is fear. I’m not sure if this was true a few years ago, but…

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…