The National Collegiate Honors Council has redesigned its national conference periodically, and one of those metamorphoses in the 1980s introduced sessions with  master teachers . The session I remember now, years later, was led by Catherine Cater. This  master teacher  modeled most of what the rest of us have spent our careers emulating. And so, it is fitting that this central section of this volume takes up key topics in teaching and learning. Gabelnick, Braid, and Levy were not available to attend the October, 1999 panel in Orlando; their work appears here for the fi rst ti me

Ponder, Anne

English

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University of Nebraska - Lincoln 
DigitalCommons@University of Nebraska - Lincoln 
Journal of the National Collegiate Honors 
Council --Online Archive National Collegiate Honors Council 
Spring 2000 
Introduction to Section Two: Styles of Learning 
Anne Ponder 
Colby-Sawyer College 
Follow this and additional works at: https://digitalcommons.unl.edu/nchcjournal 
 Part of the Higher Education Administration Commons 
Ponder, Anne, "Introduction to Section Two: Styles of Learning" (2000). Journal of the National Collegiate 
Honors Council --Online Archive. 200. 
https://digitalcommons.unl.edu/nchcjournal/200 
This Article is brought to you for free and open access by the National Collegiate Honors Council at 
DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Journal of the National 
Collegiate Honors Council --Online Archive by an authorized administrator of DigitalCommons@University of 
Nebraska - Lincoln. 
Introduction to Section Two: 
Styles of Learning 
Anne Ponder 
Colby-Sawyer College 
The National Collegiate Honors Council has redesigned its national conference periodically, and one of those metamorphoses in the 1980s introduced sessions with "master teachers". The session I remember now, years later, 
was led by Catherine Cater. This "master teacher" modeled most of what the rest of 
us have spent our careers emulating. And so, it is fitting that this central section of 
this volume takes up key topics in teaching and learning. Gabelnick, Braid, and Levy 
were not available to attend the October, 1999 panel in Orlando; their work appears 
here for the fi rst ti me. 
An expert in learning communities and currently leading a learning community, 
Pacific University, as president, Faith Gabelnick exhorts us to move learning 
communities from the periphery and make them instead a primary design of 
academic culture and community. She quotes Jaworski, Wheatley, Vaill, and Senge 
in her persuasive essay, beginning and concluding with Senge, "Real learning gets 
to the heart of what it means to be human." 
Bernice Braid's essay explains that even very fine students are, "adept at 
separating out, but impoverished when it comes to pulling together." Then, using 
the City-as-Text model, she offers some exceedingly useful suggestions about how 
we should respond pedagogically. 
Individual research with students, long a primary instructional mode in the 
sciences, can be achieved in the humanities a well, Carol Kolmerten explains. She 
outlines her own progress from solitary scholar to a scholar whose understanding is 
credited to collaboration with another scholar, a student. Carol and her colleague 
discover that in the BeecherfTilton scandal of 1874-75, neither the prevailing, 
inherited understanding of what happened or the assumption Carol began her work 
with would suffice. 
The erudite Jim Herbert is at work on a larger project on this subject which we 
eagerly anticipate. Resting on the work of the philosopher, Jurgen Habermas, Jim 
recommends that there should be implicit rules of procedure in optimal 
circumstances for teaching and learning which he calls, Uldiscourse' proper". 
"Discourse in this sense-it can be plausibly be argued-is the very structure for 
human knowledge and morality." 
Using the world as her classroom, Diane Levy writes reflectively, as she would 
have her students write after travel abroad. She reviews the learning inherent in the 
movement into and back from the strange and the familiar in a thoroughly engaging 
and informative way. 
SPRING/SUMMER 2000 41 


Introduction to Section Two: Styles of Learning

DigitalCommons@University of Nebraska

University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Journal of the National Collegiate Honors Council --Online Archive National Collegiate Honors Council Spring 2000 Introduction to Section Two: Styles of Learning Anne Ponder Colby-Sawyer College Follow this and additional works at: https://digitalcommons.unl.edu/nchcjournal  Part of the Higher Education Administration Commons Ponder, Anne, "Introduction to Section Two: Styles of Learning" (2000). Journal of the National Collegiate Honors Council --Online Archive. 200. https://digitalcommons.unl.edu/nchcjournal/200 This Article is brought to you for free and open access by the National Collegiate Honors Council at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Journal of the National Collegiate Honors Council --Online Archive by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Introduction to Section Two: Styles of Learning Anne Ponder Colby-Sawyer College The National Collegiate Honors Council has redesigned its national conference periodically, and one of those metamorphoses in the 1980s introduced sessions with "master teachers". The session I remember now, years later, was led by Catherine Cater. This "master teacher" modeled most of what the rest of us have spent our careers emulating. And so, it is fitting that this central section of this volume takes up key topics in teaching and learning. Gabelnick, Braid, and Levy were not available to attend the October, 1999 panel in Orlando; their work appears here for the fi rst ti me. An expert in learning communities and currently leading a learning community, Pacific University, as president, Faith Gabelnick exhorts us to move learning communities from the periphery and make them instead a primary design of academic culture and community. She quotes Jaworski, Wheatley, Vaill, and Senge in her persuasive essay, beginning and concluding with Senge, "Real learning gets to the heart of what it means to be human." Bernice Braid's essay explains that even very fine students are, "adept at separating out, but impoverished when it comes to pulling together." Then, using the City-as-Text model, she offers some exceedingly useful suggestions about how we should respond pedagogically. Individual research with students, long a primary instructional mode in the sciences, can be achieved in the humanities a well, Carol Kolmerten explains. She outlines her own progress from solitary scholar to a scholar whose understanding is credited to collaboration with another scholar, a student. Carol and her colleague discover that in the BeecherfTilton scandal of 1874-75, neither the prevailing, inherited understanding of what happened or the assumption Carol began her work with would suffice. The erudite Jim Herbert is at work on a larger project on this subject which we eagerly anticipate. Resting on the work of the philosopher, Jurgen Habermas, Jim recommends that there should be implicit rules of procedure in optimal circumstances for teaching and learning which he calls, Uldiscourse' proper". "Discourse in this sense-it can be plausibly be argued-is the very structure for human knowledge and morality." Using the world as her classroom, Diane Levy writes reflectively, as she would have her students write after travel abroad. She reviews the learning inherent in the movement into and back from the strange and the familiar in a thoroughly engaging and informative way. SPRING/SUMMER 2000 41 

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