Western (and Christian) education is an intellectualised, dualistic tradition which downplays the role of the body and emotions and thus the importance of practice in learning. Insights from neuroscience and James K. A. Smith's reflections on Christian college pedagogy introduce a consideration of the role of affectivity in learning, which leads in turn to an exploration of a biblical understanding of "heart" and Augustine's introduction of "will" into philosophical discourse. The central role of the heart as that which undergirds affective and cognitive functioning is emphasised, as is the significance of the will. The paper concludes with implications of an integral anthropology for the practice of education, by which learners are invited to choose purposeful responses that accord with their deepest values. (Contains 8 notes.)