'Delectare, docere, movere: soul-learning, reflexivity and the third classroom'

This chapter is situated in a publication co-edited by Simon Wilson and myself that arises from an international conference held at CCCU in September 2016. It brings the discourse of metaphor and symbolism into the arena of transformative learning, and argues for a pedagogic approach which honours and even centralises the emotional response to mythic or symbolic texts and images which are traditionally considered to be sacred.