own activity. This sense lies at the heart of creation” (Bronowski, Science and Human
Values, 1965, p. 8).
Revisioning education will require returning the student to the center of the learning
experience not process. The word “process” at least implies preordained steps in an
assembly line configuration. The creative mind operates on free associations along
interconnected pathways of common language. Such “free associations”, however, seek
the thread of common human experience and applications. Neuroscience has clearly
demonstrated that the permanence and malleability of knowledge is directly related to the
brain’s ability to “connect” new experiences with markers that could very well go back
through DNA pathways to the very beginnings of human experience. “What is so exciting
about research on the brain at the moment,” Bronowski wrote in 1978,
is that although we do not know, we can see how it must go. It is clear that the mind
can get enormous richness because it has a huge number of connections. And these
connections are not of the push or pull type, but of some other type in which every
connection modulates every other. The result is that the brain must be using some
kind of statistical language which is quite unlike human language. The brain does
not work inside itself with sentences like ‘I am hearing you.’ There is no ‘I,’ there
is no ‘you’; that is not how it takes the sentence to pieces. Otherwise it would be a
printing machine” (Bronowski, 1978, p. 103).
Occupying that Copernican central position, however, will not be the student alone but
the teacher as well as both freely exchange positions in the spheres of the teacher and the
taught, a kind of Great Conjunction. This is not to say, however, that the teacher has no
additional role outside that of a partner in learning. The craft of teaching involves bringing
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