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- W137661121 abstract "Erik Erikson has said that the chief concern of young people in any age is to find something worth being faithful to.' My own years of teaching in both high school and college attest to the general truth of Erikson's observation; I have been involved for many years in the undergraduate pilgrimage to one holy grail or another. Very slowly in my consciousness there has arisen an awareness that a university campus can be seen as a place of asylum and nurture, a haven where a young man or woman can spend a very profitable period of fruitful delay and exploration.2 Could not a university thus be an ideal place for an imaginative and leisurely discovery of one's own potential and for the gradual shaping of personal commitment that Erikson says young people seek?' Such an idealized picture of a university campus is given logical and rational structure by the empirical work of William G. Perry, Jr., in his study of Harvard and Radcliffe undergraduates during the 1950's.4 Perry pictures Harvard as then a place of intellectual fer ment for undergraduates, among whom the intellectual growth typi cally gave rise to some type of level-headed and measured commit ment in the junior and senior years. Harvard seemed to have been the kind of nurturing institution that Erikson postulates as appropri ate for the advancement of youth to adulthood.' Lawrence Kohlberg's studies of moral development provide an even more rosy glow of optimism for those interested in making a case for the uni versity as a place for nurturing a mature sense of moral commit ment.6 Colleges and universities would seem to provide an ideal local habitation, according to these scholars, for successful passages from childhood to adult life." @default.
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- W137661121 date "1981-01-01" @default.
- W137661121 modified "2023-09-23" @default.
- W137661121 title "Teaching the Whole Mind: A Developmental-Structuralist Approach." @default.
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