Why is it important for teachers to recognize each learner as a “whole person” or “whole individual”? “Dispositions can be rooted in habits, policies, motivations, desires, feelings, attitudes, beliefs, understandings, values, or other factors (Tishman, 1995).” Tishman suggests that it is important to recognize our ways of thinking. To acknowledge one's own “thinking disposition” is to admit the spirit does, in fact, play an important role in shaping the mind. It is a natural occurrence, since all four aspects of the whole person are interconnected. In Gallo’s article, “Educating for Empathy, Reason, and Imagination,” she adds that, “education bears a responsibility for the development of the whole individual - values and voice, disposition and capacity - to imagine and to reason well (1994).” I point out that Gallo’s definition of “whole person,” although different from the First Nations tradition, does not separate a person’s spirit (value) from her body (voice). Neither does she disconnect a person’s emotions (dispositions) from her mind (capacity). In other words, she reinforces the critical interconnectedness of the four aspects of the person. During the educational process, if any of these connections are broken, then the student will not be given the tools to develop into a successful thinker. For example, if one holds a specific thinking disposition about a certain topic, but does not believe there is any value to her opinion, then it will be very difficult to give a critical evaluation of that topic. In addition, it will be a challenge for that person to be confident in voicing her opinion. Therefore, it is important for teachers to encourage individual expression of ideas and consideration of where those ideas originated.

Curiosity, wonder and a desire to understand deeply are also fundamental dispositions for successful thinking. Highly important, too, is the capacity for a modestly skeptical and independent approach to judgment - a capacity whose roots lie in self-esteem and courage, since its exercise requires a self-trusting standing apart, in which one risks the consequences of self-initiated questioning and challenging (Gallo, 1994).”