Jesus' revelation of his Father : a narrative-conceptual study of the Trinity with special reference to Karl Barth
In this inquiry I focus on the philosophical framework that could guide educational programmes
seeking the moral empowerment of students—the systematic development of the capacity to
pursue their own intellectual and spiritual growth and to engage actively in the long-term
transformation of their communities, two inseparable aspects of a twofold purpose. Moral
empowerment, it is proposed, cannot be achieved by raising political consciousness alone or by
pursuing moral education as activity isolated from other components of the overall curriculum.
The iterative process through which the individual and the environment are transformed is in
need of the full force of knowledge.
The inquiry draws on the experience of Fundacion para la Aplicacion y Ensenanza de las
Ciencias, FUNDAEC, a Band'i inspired organization in Colombia, in order to identify the essential
elements of the evolving conceptual framework under consideration. Nurturing understanding is
argued to be central to the desired educational process, necessitating a critical examination of the
`subject' and the 'object' of understanding, and how the 'process of understanding' is shaped by
them. Nurturing understanding must go hand in hand with the development of a number of
spiritual qualities. For this to be achieved, the historical view holding science and religion in
opposition should give way to the perspective that they are two complementary systems of
knowledge and practice. The integration of knowledge into the content of the teaching-learning
experience demands that sharp division between the cognitive and the motivational, between
reason and faith, be avoided. The concept of 'capability' discussed in relation to both being and
doing, is presented as an effective strategy for this purpose, with the potential to overcome
certain dichotomies prevalent in educational thought and practice.