Education for all, advocated by many countries is a good idea, but Charles Chilufya, a Jesuit scholastic studying philosophy in Congo-Kinshasa thinks that more can be done with education for social change. He contend that this restructuring to a greater extent hinges on flexible, imaginative, creative, well-organized and realistic educational planning orientated towards the social, economic and cultural needs of a country and breaking away from the stagnating academic traditions of the past.

In addition, an education that is too technical and not sufficiently integrated with the ‘humane’ and artistic side of the world will not develop the affective and the artistic side of pupils. Neither will it develop in pupils a kind of patriotic love for their country. They are merely formed into emotionless ‘capital’ inputs that can even be tossed around by (labour) market forces. Having seen the mistake of too much focus on the technical at the expense of the ethical, artistic or aesthetic side of human development, we do not want to swing to the other extreme. We need to work out an education system that integrates the two aspects. It should not be the question of whether ‘arts’ or ‘sciences’, we need both. We need to work at an education that teaches students who from their early childhood not only learn how to do things, but also know how to think about the meaning of what they are learning and doing.

As the Canadian Jesuit philosopher and theologian Bernard Lonergan demonstrates, the cognitive process moves beyond the intellectual level to that of value, to the level of what is reasonable and that of the meaning of the acquired knowledge. While it is the intellect that takes care of the former level, it is rather the heart that takes care of the latter level. Therefore the kind of education we are looking for is one that helps to integrate the intellect and the heart, the intelligent and the reasonable; a kind of education that can allow the intellect and the heart to dialogue rather than oppose each other.