We need a new kind of approach to learning that shifts imagination from the periphery to the foundation of all knowledge

Stephen T Asma in Aeon:

A chasm divides our view of human knowledge and human nature. According to the logic of the chasm, facts are the province of experimental science, while values are the domain of religion and art; the body (and brain) is the machinery studied by scientists, while the mind is a quasi-mystical reality to be understood by direct subjective experience; reason is the faculty that produces knowledge, while emotion generates art; STEM is one kind of education, and the liberal arts are wholly other.

These are no longer productive ways to organise knowledge in the 21st century.

Within the logic of the chasm, one way of thinking tends to be viewed as more capable of producing meaning: the scientific mind. But the literal, logical, scientific mind is the outlier – the weird, exceptional mode of cognition. It is not, I would argue, the dominant paradigm of human sense-making activity and yet it remains the exemplar of cognition itself and finds pride of place in our educational systems.

More here.