Journal of College and Character

ISSN: 2194-587X (Print) 1940-1639 (Online) Journal homepage: https://www.tandfonline.com/loi/ujcc20

Teaching to Learn, Learning to Teach: Meditations

on the Classroom

Peter Laurence

To cite this article: Peter Laurence (2002) Teaching to Learn, Learning to Teach: Meditations on
the Classroom, Journal of College and Character, 3:3, , DOI: 10.2202/1940-1639.1317

To link to this article: https://doi.org/10.2202/1940-1639.1317

© 2002 The Authors

Published online: 01 Apr 2002.

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 Journal of College and Character
Volume 3, Issue 3 2002 Article 5

Teaching to Learn, Learning to Teach:

Meditations on the Classroom
Peter Laurence∗

Copyright c 2002 by the authors. All rights reserved.

http://journals.naspa.org/jcc
 Teaching to Learn, Learning to Teach:
Meditations on the Classroom
Peter Laurence

Abstract

This book is a collection of stories about teaching and learning in the liberal arts classroom,
written by a Quaker who is a part-time professor of American literature and gender studies at a
small liberal arts college outside of Philadelphia. The author reflects on the point and purpose of
education with a particular concern for the religious and interactive dimensions of the process. The
book includes multiple accounts by students and colleagues, reflecting on their own experiences
of teaching and learning, and acknowledges the powers and limits of storytelling as a means of
making sense of what happens in the college classroom.

KEYWORDS: stories, teaching, learning, liberal arts, storytelling

 Teaching to Learn, Learning to Teach: Meditations on the
Classroom
Review by Peter Laurence

--April 3, 2002

This book review was first published in Education as Transformation Project April 2002
Newsletter. Reprint with permission.

This book is a collection of stories about teaching and learning in the liberal arts classroom,
written by a Quaker who is a part-time professor of American literature and gender studies
at a small liberal arts college outside of Philadelphia. The author reflects on the point and
purpose of education with a particular concern for the religious and interactive dimensions
of the process. The book includes multiple accounts by students and colleagues, reflecting
on their own experiences of teaching and learning, and acknowledges the powers and limits
of storytelling as a means of making sense of what happens in the college classroom.

Anne French Dalke received her Ph.D. in English literature from the University of
Pennsylvania. She is Senior Lecturer in English at Bryn Mawr College, where she coordinates
the Feminist and Gender Studies Program and is particularly committed to the McBride
Scholars Program for women beyond traditional college age. She has published widely on
pedagogical and canonical questions. A member of Radnor Monthly Meeting of the Religious
Society of Friends, she lives in the Philadelphia suburbs with her husband and four children.

Book Information
Dalke, A. F. (2002). Teaching to learn, learning to teach: Meditations on the classroom. New
York: Peter Lang Publishing.