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Our basic response as humans to a world we did not create is not thought but intentionally oriented by affectivity. Our understanding of the nature of this intentionality has profound implications for our educational design and practice, from the level of curriculum development through to individual teaching moments. The work of Bernard Lonergan seek to understand the constituent elements of the primordial drive that leads to our sense of understanding, understanding that for Lonergan necessarily involves our agency. This paper considers Lonergan‘s articulation of the operations as we engage in our world, as well as some implications such an understanding has for teaching.



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