A Life-Transformative Education for the 21st Century: Exploring, Creating, and Leading Through Honors
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2020
- doi: 10.7202/1076756ar
Ce document est lié à :
International Journal for Talent Development and Creativity ; vol. 8 no. 1-2 (2020)
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Mots-clés
College honors University honors Life-transformative education Gifted education Leadership developmentSujets proches
Students--Education Children--Education Education of children Schooling Pedagogy Youth--Education Instruction Education, Primitive Human resource developmentCiter ce document
Jaclyn M. Chancey et al., « A Life-Transformative Education for the 21st Century: Exploring, Creating, and Leading Through Honors », International Journal for Talent Development and Creativity, ID : 10.7202/1076756ar
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Résumé
This article explores the theoretical underpinnings of life-transformative education and gifted education and applies them to a university honors program. Life-transformative education requires authentic learning experiences and rich mentorship relationships to promote happiness, well-being, and a sense of purpose. This is intended for all students, so the literature on gifted education is used to differentiate an honors education. Several competing paradigms exist, and the University of Connecticut Honors Program bases its theoretical framework and program design on the talent development models of Joseph Renzulli. The article concludes with a closer look at the honors leadership experience and preparing students to solve 21st century problems.