ABSTRACT
How can one talk about the education, specifically, curriculum, and also talk about the spiritual? The problem is one of language and of the images that are both a source and consequence of that language. With what language tools and images (metaphors, ideas) do we describe, envision, and think critically about education? Thanks to Macdonald, Pinar, Apple, and a variety of other curriculum writers who stand on their shoulders, we no longer have the horrendous hegemony of technical language (drawing primarily on learning theory and ends/means structures) usurping discussion of education. Nevertheless, that language orientation is strongly established, embodied in educational architecture, materials, methods, organizations, and teacher education. Breaking out of that language is difficult, however, for the structures and processes which shape education-themselves derivatives of that language-force conversation into that technical mode. Our very locations and practices are framed by the language tools and images we would like to overcome.
