A Developmental Science Perspective
This chapterfocuses on the developmental and neurocognitive changes occurring in late adolescence and emerging adulthood, particularly with regard to the integration of cognitive and affective processes. These developmental changes provide the basis for arguing that higher education should renew its commitment to the goal of providing a formative liberal education and adopt a developmental model of undergraduate education that focuses on personal as well as intellectual development to guide these efforts. In addition to developing students’ capacity for reasoning, it is argued that colleges and universities must foster the development of three capacities in particular that are necessary to move beyond tolerance and constructively engage difference: personal epistemology that is, understanding of knowledge and ways of thinking; empathy; and an integrated sense of identity that includes commitment to social responsibility and civic engagement.
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