Much of the current multicultural and diversity scholarship calls for today’s educational structures to be overturned, for students to be made aware of the world’s injustices, and for educators to prepare them to become agents of change. Educational reformers like Paolo Freire, Geneva Gay, and James Banks believe students should analyze injustices, develop social justice initiatives, and challenge existing authority structures. The teachings of liberation theology, and critical pedagogy, and multicultural curriculum reform, at their very root, espouse division because these philosophies, by design, separate us from one another, from God, and from ourselves.

Manning’s (2020) article on contemplative pedagogy, however, as rooted in Christianity, is a welcome remedy for today’s anxious times. That society may eschew divisive rhetoric and strive toward unity, Manning calls for teachers to lead students (and themselves) to examine their hearts (experience depth), their relationships with God (experience transcendence), and their connectedness with others (experience relatedness).

His analysis of the origin of societal division – which is situated in the divided human heart – reflects biblical truth as manifested in the Garden narrative. Citing the first Adam’s need for both autonomy and for love, Manning states that all humans struggle to maintain balance between the two. By engaging meditative practices, Manning leads his students to understand the divisions within their own hearts, to distinguish between the spiritual and the material, and to consider how the two strive against each other.

Next, Manning leads his students to transcend their earthly perceptions to connect with God. By beginning class with a reading of poetry or scriptures, Manning leads his students to struggle with knowing our mysterious Creator and to connect their spirits with His. In so doing, students gain a perspective beyond the material and develop a sense of unity with our Lord. Third, Manning invites his students to connect with one another. Students are guided to build bridges by listening carefully and by reading peers’ work in class; this exercise draws them into relationship with one another as they recognize their commonalities. By forging relationships built on trust, empathy, and spiritual connection, barriers constructed around perceived differences are knocked down.

My most recent teaching experience was at a classical Christian elementary school where the discipline practices loosely modeled a reflection-based perspective. Our school’s discipline practices began in much the same way as Manning’s examination of the heart – in seeking connections though depth. As these were young children, it took time for them to learn how to examine their hearts, but it worked wonders in developing their self-awareness. Whenever there was conflict of some sort, the teacher would speak quietly and privately to the student; the teacher would guide him to recall the event and to explain his thinking when he did or said whatever it was he did or said. After helping the student to identify his motive, the teacher would help him understand whether the act was truly sin (sometimes there was a misunderstanding), and if so, what sin, and what should then be done about it. The consultation often brought tears, repentance, apologies, and prayer.

When we understand our hearts, and what our responsibility and privilege is in Christ, we can attain unity within ourselves, with God, and with others.