01499nas a2200157 4500008004100000020001400041245009700055210006900152260002800221300001400249490000600263520088400269100002601153700001901179856014301198 2006 eng d a1541-344600aImagining a Liberal Education: Critically Examining the Learning Process Through Stimulation0 aImagining a Liberal Education Critically Examining the Learning bSage Publicationsc2006 a175 - 1890 v43 a
Transformative pedagogy and a learning-centered paradigm are at the heart of a liberal education. In this article, the authors present a case study detailing a simulation they created in an interdisciplinary course in one university’s core curriculum. Although the simulation and the larger course appeared to have engaged the students, after years of socialization to be passive receptacles of information, they seemed to find it difficult to break out of the traditional classroom experience; indeed, they had difficulty even imagining alternative forms of learning. Such resistance suggests the need for more innovative and transformative learning experiences as central components of today’s liberal education. The sharing of ideas and practices to strengthen oppositional teaching cultures is suggested to mitigate the cost of engaging in transformative pedagogy.
1 aInderbitzin, Michelle1 aStorrs, Debbie uhttps://liberalarts.oregonstate.edu/biblio/sociology/imagining-liberal-education-critically-examining-learning-process-through-stimulation