National Collegiate Honors Council
Date of this Version
Fall 2019
Citation
2019 Authors
Abstract
This paper explores the risky proposition of encouraging students to question deeply held values and beliefs. After connecting honors pedagogy with transformative learning theory, the author encourages faculty who are willing to take this risk to consider involving the whole student and not simply their cognitive aspects. The author then explores whole student pedagogy and transformative learning, positing how these can be present in the honors classroom. Finally, the use of critical reflection as a tool that facilitates interaction with the whole student is discussed, with suggestions as to how it might most effectively be incorporated into the honors classroom.
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Higher Education Commons, Higher Education Administration Commons, Liberal Studies Commons