Re-Humanising the Curriculum in a Non-Aesthetic Embodied Society

Abstract

This chapter explores what defines the distinguishing characteristic of human beings which marks us as distinct from other entities. Some argue that our capacity to engage in non-dual thought marks ourselves as definitive. This non-dualistic capacity is however, often not foregrounded within the dichotomous decisions we make within our current education system which seems to be overly-concerned with facilitating the integration into a dominantly normative, econometric, individualistic, linear rationalist and non-aesthetic embodied society.