Teaching to Promote Intellectual and Personal Maturity: Incorporating Students' Worldviews and Identities into the Learning Process

By Marcia B. Baxter Magolda | Go to book overview
CONTENTS
EDITOR’S NOTES Marcia B. Baxter Magolda1
1.Meaning-Making in the Learning and Teaching Process Michael Ignelzi This chapter describes Robert Kegan’s theory of meaning-making to explore how students’ understanding of their experience, themselves, and their relationships with others mediates learning.5
2.Learning to Make Reflective Judgments Patricia M. King Students’ assumptions about knowledge and how it is gained are the foundation for their ability to make sound judgments. This chapter traces the evolution of these assumptions and examines how judgment can be enhanced through teaching.15
3.Toward a More Connected Vision of Higher Education Blythe McVicker Clinchy This chapter emphasizes the value of both objectivity and connection in learning and explores the nature of attachment via studies of women’s development. It explains how pedagogy can create contexts for students to learn to use both objectivity and connection.27
4.Democratic Citizenship and Service Learning: Advancing the Caring Self Robert A. Rhoads Service learning can promote the development of a “caring self”—a sense of self firmly rooted in a concern for the well-being of others. Rhoads links this caring self to democratic citizenship and uses students’ narratives to illustrate how it develops through service learning contexts.37
5.Creating a Culturally Responsive Learning Environment for African American Students Mary F. Howard-Hamilton This chapter explores the creation of a culturally responsive learning environment for students and faculty. How African American and white students as well as faculty develop a strong identity and healthy interpersonal relationships is translated into teaching practice.45

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