Abstract

The previous chapters have a slant towards the historicity of the text of The Epistle. The aim is to reclaim how a deep pedagogic reading of it can be rewarding. This chapter takes a slightly different angle. The discussion here, while anchors in The Epistle, will integrate critical perspectives and deliberative concerns about contemporary education. It aims to empower readers to come closer to some central beliefs and practices, especially if they are teachers or researchers. The focus here is to rethink and to philosophise critically about pedagogic perspectives, practices, and curricular issues. The authorial purpose here is neither to proselytise nor to preach. Instead, the central purpose is to pose genuine philosophical questions and to reassess the rationality and the defensibility of teaching about ideational and intellectual schemas that differ from the assumptions of the prevailing Secular Model of Education. That is, educators and schools do have legitimate philosophical grounds to refashion educational curriculums for reasoned pedagogic outcomes that truly reflect and embrace the developmental needs of learners as genuinely spirited individuals.