What if education was not first and foremost about what we know, but about what we love? (Smith, 2009, p.18)

This is one of the driving questions that frames Smith’s book; a question worthy of educational reflection. Smith organizes his argument around the ideas of the dichotomy between thinking and doing; work and worship [liturgy]. His argument is that worldview must not be merely cognitive and intellectual, but must include a robust ‘social imaginary’ (flowing from the work of Charles Taylor) that is grounded in the practices of Christian worship. So far so good.