Being, doing, and thinking: Reconciling inclusive pedagogy with human dignity and the image of God

Abstract

This paper explores the intersection of disability, education, and theology through the lens of the image of God, human worthiness, and reconciliation. Drawing from my experiences and scholarly reflection, I argue that being, doing, and thinking are interdependent ways of reflecting the image of God and useful for consideration in pedagogy. Using metaphors of mirrors and gardens, I examine cultural tendencies to prioritize productivity over personhood. I then suggest teaching and learning practices grounded in Christian ways of being that center reconciliation, honor difference, and affirm the inherent worth of every student.