Developing Responsible Learners: The Power of Intentional Mental Processing

Janice Wiersema, Barbara Licklider
2007 The Journal of Scholarship of Teaching and Learning  
Most college students do not habitually do the deep thinking that will allow them to take their learning beyond the acquisition of knowledge. This paper examines the findings from a phenomenological study of eight students involved in an interdisciplinary community focused on developing responsible, life-long learners. Students identified both the myriad ways the learning opportunities had been structured to engage them in thinking and the impacts of the resultant deep reflection on their
more » ... tion on their learning. Implications are that educators must do more asking than telling until students learn to ask and answer the challenging questions on their own.
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