Jan. 12 ~ Markwell and Courtney (2006) and STR~

Markwell and Courtney (2006) offered a great layman's description of the undergraduate cycle of learning (e.g., dualism, multiplicity, and pluralism).  But, a nagging suspicion came to mind while reading those descriptions, student development can also boil down to..... (wait for it)....respect.  Respect to listen and respect to be heard.  I interpret this cycle of learning to be temporally scaled not only to the entirety of the 4-yr experience, but throughout the semester as well.  At the beginning of a semester, everyone is shy and a bit passive to share thoughts.  As personalities unfold and prof/student gets a feel for one another the dualism chapter closes and more multiplicity and pluralism cognitive developments are revealed.  I believe dualism involves many aspects including respect for a new professor and the initial awkwardness of a new class and environment.  Accepting what the professor says as gospel is an initial phase for all students that stems from both a level of cognitive development and a type of old school respect.  It has been my experience that displaying respect as a student first sets a strong and reliable foundation for the multiplicity and pluralism levels that are to follow.  After that, it is completely up to the prof to reciprocate that respect.  Odds are that the semester ended with candid discussions and a professional mentor relationship was formed.  Students stuck in the dualistic mode at the end of the semester are not lacking authenticy, they are lacking respect and confidence from their professor.