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It outlines the rationale for wholeness, clarifies key definitions, and traces historical developments from colonial colleges to contemporary institutions. The book analyzes honors pedagogy across disciplines, includes interviews and student-athlete perspectives, and presents institutional snapshots and promising practices, concluding with reflections on the physical and spiritual dimensions of college life.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/holistic-honors-education-monograph-series/585397/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/holistic-honors-education-monograph-series/585397.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What core idea does Holistic Honors Education propose?","Question",{"text":112,"@type":113},"It argues for a holistic view of honors education that fosters wholeness by connecting intellectual work with physical wellness and spiritual cultivation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the book approach the history of honors education?",{"text":117,"@type":113},"It traces developments from colonial colleges through major U.S. periods, then reaches the present day, highlighting changing contexts and practices.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of content and evidence are included beyond theory?",{"text":121,"@type":113},"The book incorporates autobiographical material, interviews with educators and honors student-athletes, and institutional snapshots of honors programs alongside promising practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585397,1792667518,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","if honors students were people  \nHolistic Honors Education  \nif honors students were people  \nHolistic Honors Education  \nby Samuel Schuman  \nSeries Editor | Jeffrey A. Portnoy  \nNational Collegiate Honors Council  \nMonograph Series  \nCopyright © 2013 by National Collegiate Honors Council.  \nManufactured in the United States  \nNational Collegiate Honors Council  \n100 Neihardt Residence Center University of Nebraska-Lincoln 540 N. 16th Street Lincoln, NE 68588-0627 [www.ncnchonors.org](www.ncnchonors.org)  \nProduction Editors | Cliff Jefferson and Mitch Pruitt Wake Up Graphics LLC  \nCover and Text Design | 47 Journals LLCCover Photo Courtesy of Georgia Perimeter College  \nInternational Standard Book Number 978-0-9835457-8-1  \ntable of contents  \nAcknowledgments ............................................ vii  \nChapter 1: Introduction......................................... 3  \nA Classroom .............................................. 3  \nPreview................................................... 8  \nHonors, Physical Wellness, and Spiritual Cultivation: A Rationale .............................................. 11  \nDefinition of Terms ....................................... 18  \nWholeness ............................................... 24  \nChapter 2: History ............................................ 27  \nColonial Colleges: 1636–1776............................... 27  \nFrom the Revolutionary War to the Civil War: 1776–1865 ...... 32  \nFrom the Civil War to World War II: 1865–1944 ............... 38  \nFrom World War II (1945) to the Present ..................... 45  \nInterview One: Dr. Richard Chess ............................... 59  \nChapter 3: Mens Sana in Corpore Sano .......................... 67  \nAutobiographical Note ..................................... 67  \nNeuroscience and Exercise ................................. 71  \nFaculty and Fitness ........................................ 79  \nSports Positives ........................................... 81  \nSports Negatives .......................................... 85  \nIntegrative Disciplines ..................................... 88  \nWork .................................................... 90  \nWork Colleges ............................................ 93  \nInterview Two: Two Honors Student-Athletes: Natalie Pearson and Heide Overton ........................................ 99  \nTable of Contents  \nChapter 4: College Spirit ...................................... 107  \nThe Spirituality of Today’s College Students .................. 107  \nThe Spirituality of Today’s College Faculty ................... 120  \nMeditation .............................................. 128  \nEducation as Transformation and Beyond Tolerance .......... 134  \nMoral Education ......................................... 140  \nInterview Three: Rev. Catherine Quehl-Engel .................... 147  \nChapter 5: Snapshots ......................................... 153  \nUniversity of North Carolina Wilmington Honors College .......................................... 153  \nLincoln University and Coker College....................... 155  \nOlivet Nazarene College Honors Program ................... 158  \nOral Roberts University Honors Program ................... 165  \nUniversity of Minnesota Morris ............................ 167  \nTexas Tech University Honors College and the University of Alberta Augustana: Outdoor Learning ...................... 170  \nSaint Francis University Honors Program ................... 180  \nMinot State University Honors Program..................... 187  \nPromising Practices ...................................... 190  \nInterview Four: Dr. Diana Chapman Walsh...................... 195  \nChapter 6: Concluding Thoughts ............................... 201  \nThe Physical ............................................. 202  \nThe Spiritual ............................................ 203  \nNotes ...................................................... 207  \nWorks Cited......................","cbCairnRerg2T7Kx","https://ap.wps.com/l/cbCairnRerg2T7Kx","pdf",1010728,256,"English","# A Classroom\n# Preview\n# Honors, Physical Wellness, and Spiritual Cultivation: A Rationale\n# Definition of Terms\n# Wholeness\n# Colonial Colleges: 1636–1776\n# From the Revolutionary War to the Civil War: 1776–1865\n# From the Civil War to World War II: 1865–1944\n# From World War II (1945) to the Present\n# Interview One: Dr. Richard Chess\n# Autobiographical Note\n# Neuroscience and Exercise\n# Faculty and Fitness\n# Sports Positives\n# Sports Negatives\n# Integrative Disciplines\n# Work\n# Work Colleges\n# Interview Two: Two Honors Student-Athletes\n# The Spirituality of Today’s College Students\n# The Spirituality of Today’s College Faculty\n# Meditation\n# Education as Transformation and Beyond Tolerance\n# Moral Education\n# Interview Three: Rev. Catherine Quehl-Engel\n# Snapshots\n# University of North Carolina Wilmington Honors College\n# Promising Practices\n# Interview Four: Dr. Diana Chapman Walsh\n# The Physical\n# The Spiritual\n# Notes\n# Works Cited\n# About the Author","[{\"question\":\"What core idea does Holistic Honors Education propose?\",\"answer\":\"It argues for a holistic view of honors education that fosters wholeness by connecting intellectual work with physical wellness and spiritual cultivation.\"},{\"question\":\"How does the book approach the history of honors education?\",\"answer\":\"It traces developments from colonial colleges through major U.S. periods, then reaches the present day, highlighting changing contexts and practices.\"},{\"question\":\"What kinds of content and evidence are included beyond theory?\",\"answer\":\"The book incorporates autobiographical material, interviews with educators and honors student-athletes, and institutional snapshots of honors programs alongside promising practices.\"}]","Holistic Honors Education - Monograph Series | PDF",1792054608,394]