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  1. A Pedagogy of Unknowing: Witnessing Unknowability in Teaching and Learning.Michalinos Zembylas - 2005 - Studies in Philosophy and Education 24 (2):139-160.
    Using insights from the tradition of via negativa and the work of Emmanuel Levinas, this paper proposes that unknowability can occupy an important place in teaching and learning, a place that embraces the unknowable in general, as well as the unknowable Other, in particular. It is argued that turning toward both via negativa and Levinas offers us an alternative to conceptualizing the roles of the ethical and the unknowable in educational praxis. This analysis can open possibilities to transform how educators (...)
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  • Faith and Ethical Reasoning in the Mystical Theology of St John of the Cross: A Reasonable Christian Mysticism.David Sanderlin - 1989 - Religious Studies 25 (3):317-333.
    It is often said that Christian mystics and contemplatives deemphasize reason, especially during advanced stages of spiritual growth such as union with God. St John of the Cross insists that to be united with God in this life through faith, we must empty our intellect of all comprehensions of God in a dark night of unknowing. According to Zwi Werblowsky, John 's teaching on faith means the annihilation of the intellect. Werblowsky distinguishes between cognitive and anti–cognitive mysticism, and calls John (...)
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  • The Way of the Mystic: The Sanjuanist stages of the spiritual path.Celia Kourie - 2016 - HTS Theological Studies 72 (4):1-11.
    A major conceptual dynamic in all major religious traditions is the need for purification and transformation of the individual in order to effect integration and maturation of the personality in the divine. Although the means by which this purification takes place differs according to the cultural and religious configurations of any given tradition, nevertheless a recurring image is that of an inner and outer odyssey. A major example is the threefold path of John of the Cross, which presents a psycho-spiritual (...)
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