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Abstract

The curriculum of each learning community at Duquesne University is integrated around a shared theme. The integrated classes equip students to articulate their biases in reference to the theme. The residual effect of the thematic communities is a byproduct of pedagogy informed by theory and embodied in service. The learning communities at Duquesne invite students into an intellectual community guided by questions, not answers, where their perspectives are valued. In this perspective, I outline three theoretical frameworks – constructive hermeneutic, faith and reason, and the Duquesne mission – that informed my own pedagogy in Duquesne’s Justitia learning community.

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