Students come to any class with different experiences, prior knowledge, abilities, learning styles, attitudes, and personal and social values. A new learning, whose ultimate goal is true transformation is possible.

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This paper will demonstrate how moving through the stages of critical thinking can be informed and motivated by presenting to students activating challenges or problems.

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The authors present an adaptation of existing development paradigms as they relate to college/university students' capacity for thinking critically, and as they can inform pedagogy in particular courses.

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This paper presents ideas about how to design the curriculum and the classroom to foster transformative learning in two different content areas.

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