Abstract
Two faculty members of a liberal arts, Catholic university use constructivist learning theory and Reuven Feuerstein's concept of the mediated learning experience to create an environment of enculturation in an interdisciplinary philosophy course for doctoral students from multiple cultures. This article demonstrates how two female faculty members of Anglo descent translated the experience into the definition and development of thinking skills and meaning making for students in a Hispanic-serving institution from multiple cultures with diverse areas of professional expertise and very different personal philosophies.
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