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Teaching and Learning for Wholeness and Wellness in Higher Education
Abstract
Modern institutions of higher education (IHEs) are undergoing social, cultural, and political changes, prompting higher education professionals to challenge the dominant epistemology that has long been embedded in the teaching and learning process. This chapter aims to highlight the dominant assumptions that hinder the wholeness and wellness of adult learners in today's context. In doing so, it also seeks to integrate meaning-making theory within a culturally responsive framework, one that expands rather than limits frames of reference. Higher education professionals are encouraged to situate the multidimensionality and intersecting identities of adult learners at the center of the teaching and learning process, honoring internal consciousness and promoting integration in modern IHEs. This approach is important because the way adult learners understand the world may shape how they respond to it, underscoring the epistemological complexity needed to navigate their social, cultural, and political realities in pursuit of wholeness and wellness.
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