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Our basic response as humans to a world we did not create is not a matter of “thought” but rather “intentionality” 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 seeks to understand the constituent elements of the primordial drive that leads to our sense of understanding, understanding that for Lonergan necessarily involves human agency. This paper, in two parts, considers Lonergan’s articulation of the operations of intentionality as we engage our world and the implications these operations have for teaching.



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