By Robert J. Thompson
The most important demanding situations dealing with greater schooling are frequently framed when it comes to getting ready scholars for life-long studying. Society's twenty first century wishes require civic-minded people who have the highbrow and private functions to constructively interact political, ethnic, and spiritual alterations, paintings successfully, and reside including many various forms of humans in a extra worldwide society. during this quantity, Robert J. Thompson goals to steer the present dialog concerning the reasons and practices of upper schooling. Beyond cause and Tolerance adopts a developmental technological know-how foundation to notify the variations in undergraduate academic practices which are essential to empower scholars to behave globally and constructively have interaction distinction. It synthesizes present scholarship in regards to the nature and improvement of 3 center capacities deemed crucial: a private epistemology that displays a cosmopolitan figuring out of data, ideals, and methods of pondering; empathy and the means to appreciate the psychological states of others; and an built-in identification that comes with values, commitments, and a feeling of corporation for civic and social accountability.
Beyond cause and Tolerance argues that to foster the advance of those functions, faculties and universities needs to recommit to offering a formative liberal schooling and undertake a developmental version of undergraduate schooling as a means of highbrow and private development, regarding empathy in addition to reasoning, values in addition to wisdom, and identification in addition to talents. Thompson specializes in rising maturity as a particularly dynamic time of reorganization and improvement of the mind that either affects, and is encouraged by means of, the undergraduate event. Advances in our knowing of human improvement and studying are synthesized with reference to the direct implications for undergraduate schooling practices.
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Additional info for Beyond Reason and Tolerance: The Purpose and Practice of Higher Education
Therefore, developing those capacities needs to be included among the purposes of higher education in the twenty-first century. Engagement of religious beliefs will intensify the consideration of epistemology—that is, our views about the nature and justification of knowledge. 11). In particular, in the process of developing an integrated identity, it will be a challenge for some students to reconcile matters of faith—which frequently entails belief in the supernatural, the certainty of knowledge, and revealed truth—with a commitment to an evaluativist approach to the construction and justification of knowledge, which we will consider more fully in Chapter 3.
These are not just skills to be taught and learned. Rather, what is required is for the student to develop a level of mental complexity that enables self-direction, a view of oneself as a cocreator of the environments that shape us; and self-evaluation, or distinguishing between what one knows, feels, values, or does from what one should know, feel, value, or do. Thus, in the process of higher education, students are asked to transform the ways in which they understand themselves, the world, and the relation between the two (Kegan, 1994).
The transformation is also being driven internally by changes in the nature of intellectual work and our understanding of the nature and process of learning and effective teaching practices.  Beyond Reason and Tolerance THE TWENTY-FIRST CENTURY: REFORM OF UNDERGRADUATE EDUCATION The Golden Age of American education came to a halt around 1975 (Menand, 2010). The years since have been characterized by a dramatic increase in diversity of the undergraduate student body and faculty, debates about the curriculum (sometimes referred to as “culture wars”), a movement away from value-free inquiry, and the emergence of new fields of study, such as ethnic studies and women’s studies.