Educating the mind without educating the heart is no education at all. -Aristotle

Educating the mind without educating the heart is no education at all. -Aristotle. 

For education, the sense of heart which we have been considering primarily implies the importance of a holistic approach. We have seen that heart encompasses feeling, knowing, loving, and is our access to one another. It is also the deep well of our full human meaning -- of whoever we may be at last. An educated heart would be educated in the practice of self-knowledge. An educated heart would be educated about affections, and the ways of interaction. It would also have to understand the requirements of participation and the necessity, for that possibility to be realized, of democratic association. It would understand the anatomy of courage and be responsive to its call. The heart of education is the well-being of community. For the educated heart, the need of a functioning community is the concrete impetus for using and evaluating the ways of knowing and creating we have inherited, as well as the challenge to invent new intellectual and aesthetic vehicles of its justice. An educated heart, as the place in ourselves and in others where we must especially allow hearing room, would respect transcendence at the horizon of our own self-meaning

A guide to educational practice generated by sensitivity to the education of the heart might include aims like these:

* To encourage habits of critical self-awareness

* To valorize openness to interiority

* To accept the equal right of all individuals to the autonomy of their emotional lives

* To encourage the development of individual voice; and, as the practical condition of its possibility, develop the capacity for hearing the voice of the other

* To learn what and how the other wants (the real justification of multi-culturalism is equality of access to one's own emotional life; simple empathy for each other is not enough)

* To accept mutuality as the form of the learning environment

* To acknowledge the educability of emotional life and develop its practice

* To acknowledge the limits of conceptualizable vision

* To encourage openness to the unknown, and humility and courage in its presence

* To develop appropriate tolerance for ambiguity to fully integrate expressive creation into the educational mainstream to study the requirements of democratic responsibility

* To promote habits and techniques of collaboration

* To focus assessments of educational quality on citizens' capacities to function within the requirements of democratic responsibility