In the Beginning Was the Student: Teaching Peacemaking and Justice Issues

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This article is written in the spirit of Richard Quinney's contributions to teaching as an exploration into the contradictions, ironies, and connections (both obvious and hidden) that allow learning to unfold and show itself to teachers and students. A critique of the conflict between developing expertise and experiencing learning is offered. The value of feelings and intuition, thinking and knowledge, and imagination and creativity are examined as a way to bring teacher and student together in the process of learning into wisdom.