Publisher's Synopsis
This volume examines the claims made for liberal learning andargues that we may indeed have good ground for our claims thatliberal learning can play a transformative role in our students'lives if we can develop a conversational relationship between thosein liberal studies and those who work with student developmenttheory. Such a conversation reveals that the skills of academicinquiry inherent in liberal learning are the skills of personaldevelopment inherent in student development theory. By bringingboth together, we can develop a composite to ground our claimsabout the transformative power of liberal learning and outline apedagogical direction to realize in the classroom, in servicelearning, and in residential living/learning centers.
The contributors to this volume bring their expertise in thecore liberal arts disciplines and student development. They sharetheir pragmatic experience in effecting quality liberal learningexperiences for our students and do so in ways that can be easilyput into practice in any campus setting.
This is the 103rd volume in the Jossey-Bass quarterly reportseries New Directions for Teaching and Learning.
