Peter M. Rojcewicz, PhD

The prevention of human wounding inadvertently caused by education is our dire responsibility, every bit as much as the healing of learners so wounded. Failing in that, there exists a ‘sickness unto learning’ wherein education itself needs healing. Whether calculative reason is the only valid way to know or scientific knowledge the only legitimate form of knowledge are important epistemological questions presently challenged by noetic studies, integral theory, holistic educators, artists/teaching-artists, and the neurodiversity movement. School curricula and classroom instruction based on a reductive cognitive bandwidth of what ostensibly constitutes intelligence and being ‘smart’ causes harm to learners. As educators, we must learn more about learning and stop the human damage.