The Identity Interview Project: Integrating Critical Thinking, Contemplative Inquiry, and the Curriculum of Modern Life

By Hedva Lewittes.

Published by The International Journal of Learning in Higher Education

Format Price
Article: Print $US10.00
Published online: January 20, 2015 $US5.00

The Identity Interview Project integrates active approaches to learning into a series of units within a Psychology of Adulthood and Aging course offered at the State University of New York, College at Old Westbury. With the goal of imparting cognitive strategies, students engage in critical thinking as they analyze theory and research, conduct interviews, and evaluate their own work. Methods of contemplative inquiry, including reflective writing and brief meditations, add internal, emotional, and ethical dimensions to the course. The curriculum of modern life, a concept drawn from the theory of Robert Kegan (1994), guides a pedagogy in which students apply critical and reflective thinking to personal experiences, examine societal expectations, and gain insight into their own identity development and the complexities of contemporary adulthood. At the beginning of the course the diverse students interview each other in class and an elder interview is the project’s final assignment.

Keywords: Identity Development, Engaged Learning, Critical Thinking

The International Journal of Learning in Higher Education, Volume 21, Issue 2, January 2015, pp.1-14. Article: Print (Spiral Bound). Published online: January 20, 2015 (Article: Electronic (PDF File; 890.690KB)).

Dr. Hedva Lewittes

Professor, Director of Academic Assessment, Psychology Department, State University of New York, College at Old Westbury, Old Westbury, New York, USA