You note the focus on Reason and rationality within Western traditions,
which priviledge (in the ways that postructuralists have emphasized) the
"top" or "first" member of pairs like Reason/Passion. However, in
some of the early Greek traditions that you cite as beginnings for such
priviledging (and therefore exclusion), rationality was not posed as
contradictory w/ the kind of intuitive and felt understanding that one
would attain in a kind of "relational" way -- that of "knowing with",
which would include moral perception and felt qualities. I guess the
argument that I was trying to make before was that it would be interesting
to imagine the result for contemporary educational & psychological
theorizing if such aspects of knowing were allowed to "interanimate"
our discourses about learning.
Deborah