Achasm 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.
From the time of Sigmund Freud and Carl Jung and to our
present System 1 theory of fast, instinctual cognition, psychology has
acknowledged and explored the submerged irrational aspects of mind.
But this has had little impact on education. The pre-rational mind is
treated as a liability rather than a resource to be cultivated. Philosophy
has also had its champions of the irrational or prerational mind,
including David Hume, Arthur Schopenhauer, Friedrich
Nietzsche, William James and more, but analytic philosophy
(the dominant Anglo-American approach) and positivist science have
treated the mind as a linguistic or propositional meaning-machine, not
as an embodied agent or actor in the world.

After years of working on the problem, and countless conversations, it

seems to me that what is required is a third path: to enter the chasm
itself, or descend deeper into a submerged mythopoetic cognition, and
develop an entirely new way of understanding learning that embraces
the true engine of the mind – imagination.
It is time to initiate Imagination Studies at every level of education,
primary school through university. Studying the imagination – its
creations, its processes (creativity), and its underlying cognitive
structures – is the most exciting and accurate way to heal the terminal
divide between the sciences and the humanities. But, more
importantly, Imagination Studies, or imaginology, also promises to
reunite the body and the mind, reintegrate emotion and reason, and
tesselate facts and values.