to bear knowledge, experience, and tools that help the student to discern those subtleties of
thought and application that might be otherwise missed. In such a revisioned education
there is no “I” or “you”. There is something in between, which perhaps only the poet can
describe, but in which lies the animation of teaching and learning.
Assisting in the interpretation of the language of thought is the joy of teaching. As
James Macgregor Burns has observed, education is “decisive, though not final – the human
mind never entirely lost its plasticity as it responded to new ideas and experiences” (Burns,
2013, p. 35). The “Creative Mind” that Bronowski envisions is a nomadic wanderer, fed
by new ideas and experiences across the complete spectrum of human thought and action.
Such wanderings must be without man-made boundaries and reflect something other than
two-dimensional thinking. “Something there is,” Robert Frost knew, “that doesn’t love a
wall – that wants it down”. That “something” is the independent nature of the human soul
and its companion intellect. Place a limit before him and, if his spirit is not broken or
deceived, “the old-stone savage armed” will set upon it – first with his bare shoulder until
blood flows through the crevices then with the force of the mind and its bare shoulder of
inquiry and creativity. Bridging the two cultures involves seeing the task as essentially
requiring the contributions of all disciplines.
Revisioning education will also necessitate dismantling very old and entrenched
academic structures. It will mean calling a truce between warring “armed feudalities,” or
at the very least, meeting somewhere along the fence line. Our nomadic wanderer may not
know for what she searches, but it is most likely truth, and truth, if it be singular or plural,
or “be” even at all, is not the exclusive domain of any individual, culture, or discipline. It
has not been decided even by teachers – especially by teachers. “A society which believes