Abstract

This is a book on education. It studies The Epistle to the Romans. It aims to restore the deliberative (Reid 1981), universalistic (Badiou 2003), constructivist (Fosnot 2005; Brand and Moore 2010), and composite modular curriculum (Moon 1988; Warwick 1987; Glatthorn et al. 2009) embodied in The Epistle. It hypothesises that The Epistle has provided a dialogic and reflective platform for self-encounters (Grondin 2009, p. 184) to its learners. Through it, individual learners revaluate and reconstruct their own understanding and knowledge of the world. This derivation of knowledge is through experiencing events and reflecting upon those experiences. In the end, there should be revised insights. They should bring about in the learners new rethinking regarding their personal epistemic pattern of how they comprehend and orientate themselves in their interpersonal transactions with others, in the socio-and-psychic phenomenological realm(s) which they actively choose to construct and sustain.