¹ Perhaps the most extensive records and analyses of this research are found in Pascarella, Ernest T. and Terenzini, Patrick T., How College Affects Students (San Francisco, CA: Jossey-Bass, 1991)Google Scholar, and Pascarella, Ernest T. and Terenzini, Patrick T., How College Affects Students, Volume 2: A Third Decade of Research (San Francisco, CA: Jossey-Bass, 2005)Google Scholar.

² In terms of cognitive development, please see Belenky, Mary Field, et al., Women's Ways of Knowing: The Development of Self, Voice, and Mind (New York, NY: Basic Books, 1997)Google Scholar and Perry, William G., Forms of Ethical and Intellectual Development in the College Years: A Scheme (San Francisco, CA: Jossey-Bass, 1999)Google Scholar. In terms of moral development, please see Gilligan, Carol, In a Different Voice: Psychological Theory and Women's Development (Cambridge, MA: Harvard University Press)Google Scholar and Kohlberg, Lawrence, “Stage and Sequence,”Handbook of Socialization Theory and Research, ed. by Goslin, David A. (Chicago, IL: Rand McNally and Company, 1971) pp. 347–480Google Scholar. Finally, in terms of faith development, please see Fowler, James, Stages of Faith: The Psychology of Human Development and the Quest for Meaning (San Francisco, CA: HarperSanFrancisco, 1981)Google Scholar.

³ Smith, James K. A., Who's Afraid of Postmodernism? Taking Derrida, Lyotard, and Foucault to Church (Grand Rapids, MI: Baker Academic, 2006), p. 65Google Scholar.

⁴ Postman, Neil, The End of Education: Redefining the Value of School (New York, NY: Vintage Books, 1996), pp. 5–6.Google Scholar

⁵ Engell, James and Dangerfield, Rodney, Saving Higher Education in the Age of Money (Charlottesville, VA: University of Virginia Press, 2005), pp. 75–76.Google Scholar1

⁶ Ibid., p.75.

⁷ Adorno, Theodor W., “On Subject and Object,”Critical Models: Interventions and Catchwords, trans. by Pickford, Henry W. (New York, NY: Columbia University Press), pp. 245–258.Google Scholar

⁸ Dunne, Joseph, Back to the Rough Ground: Practical Judgment and the Lure of Technique (Notre Dame, IN: University of Notre Dame Press, 1993)Google Scholar.

⁹ Cessario, Romanus, Christian Faith and the Theological Life (Washington, DC: The Catholic University of America Press, 1996), p. 134Google Scholar.

¹⁰ Aquinas, Thomas, The Summa Theologica of St. Thomas Aquinas, trans. by the Fathers of the English Dominican Province (New York, NY: Benziger Brothers, 1948), p. 820.Google Scholar

¹¹ Heidegger, Martin, Being and Time, trans. by Stambaugh, Joan (Albany, NY: State University of New York Press, 1996).Google Scholar

¹² Aquinas, Thomas, The Summa Theologica of St. Thomas Aquinas, p. 820.Google Scholar

¹³ Ibid., p. 831.

¹⁴ Ibid., p. 835.

¹⁵ Ibid., p. 1868.

¹⁶ Ibid., p. 1866.

¹⁷ Reichberg, Gregory M., “Studiositas, The Virtue of Attention,”The Common Things: Essays on Thomism and Education, ed. by McInerny, Daniel (Mishawaka, IN: American Maritain Association, 1999), pp. 143–152.Google Scholar

¹⁸ Ibid., p. 1869.

¹⁹ Ibid.

²⁰ Ibid.

²¹ Ibid.