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In her book Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation,Links to an external site. Dr. Laura I. Rendón develops a pedagogic framework called Sentipensante Pedagogy that “emphasizes intellectual, social, emotional and spiritual student development along with social activism”.  She argues for a new pedagogical dreamfield with new agreements versus the old agreements of academia. This pedagogic vision is one in which:

“a student-centered model reestablished a communal authority over the cult of the expert”

“collaboration and relationship unlock a greater depth of knowledge than competitions”

“time is seen as a developing agent of wisdom and not as something to be raced against”

The core question behind her work is “What is the experience of creating a teaching and learning dream (pedagogic vision) based on wholeness and consonance, respecting the harmonious rhythm between the outer experiences of intellectualism and rational analysis and the inner dimension of insight, emotion, and awareness”?  Are we educating for academics?  Or educating for life?

[competingabsolutes]

In her book Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation,Links to an external site. Dr. Laura I. Rendón develops a pedagogic framework called Sentipensante Pedagogy that “emphasizes intellectual, social, emotional and spiritual student development along with social activism”.  She argues for a new pedagogical dreamfield with new agreements versus the old agreements of academia. This pedagogic vision is one in which:

“a student-centered model reestablished a communal authority over the cult of the expert”

“collaboration and relationship unlock a greater depth of knowledge than competitions”

“time is seen as a developing agent of wisdom and not as something to be raced against”

The core question behind her work is “What is the experience of creating a teaching and learning dream (pedagogic vision) based on wholeness and consonance, respecting the harmonious rhythm between the outer experiences of intellectualism and rational analysis and the inner dimension of insight, emotion, and awareness”?  Are we educating for academics?  Or educating for life?

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Writing to communicate—or what James Britton calls "transactional writing"—means writing to accomplish something, to inform, instruct, or persuade.... Writing to learn is different. We write to ourselves as well as talk with others to objectify our perceptions of reality; the primary function of this "expressive" language is not to communicate, but to order and represent experience to our own understanding. In this sense language provides us with a unique way of knowing and becomes a tool for discovering, for shaping meaning, and for reaching understanding. (p. x)

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She challenged her detractors to answer this question:

Are women persons?

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The student will be able to demonstrate an understanding of civil liberties and civil rights by:

Learning about the Bill of Rights and Supreme Court decisions which protect civil liberties from government intrusion

Rollins College Art Exhibit Freedom of Speech

Rollins Museum - Winter 2024 - The Voice of the People: Freedom of Speech (matterport.com)

History Museum

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Civil Discourse on Social Media | C-SPAN Classroom

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Understanding Revolutions | World101 (cfr.org)

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~ Black | White | Teal ~