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prrpw of
was Mcied, such as, knowledge acquisition, penonalii
&w@nent and arm pepare. Howwar, acquw -9% is no tmger
m h , the imgalbn of ail tinw perspectives should be the goal. They
pmpoMd the use ofrennal diRmrnt wmnlal modsb, ag.. ego idan(ily
dmlopnsnt and Fq'a mgnitiva dwa@mW moda)s, to ansin a &room
setting mat rostsn subw maslefy and rnudenl develop& (Widick 6 Simpson.
1978). This holis6c appmech to indiiuat awakpment meur with the basic
m y behind the Med'dlw, WII.SEI leachiw of Cwis (1997). Douglas (1986).
Madorm (1996). P6ppef 6 Wfy(1991) and Reginer(1895a. 1995b).
'Confluem educalbn' was bused on a Mi* dicilwophy UIM smphasizes
parsma1 and sodeta1 mbvame. elfdatsnnination, u&h learning pmcases
and the integ- of mgnilion, W, and rwmmubla acli (Humun. Kmaker,
6 We, 1991; Shw'm. 1983). CoMuent educatDn was an* postit& model
idntiCled, which add be used in lhe devakpm of the Abs+i@nal WPFGI
servicar since it Mmsd many oftha same desired principb.
Fq's(lgB8)slsgssof-wanawsdandadaptadtothe
procsrsar a p oatery SMent xuld go IhrouJh in their carear
dew(opm~ (Wkamp 6 Slepib. 1978). W h p 6 S$piha (1978)
davslopsd a niragosilion camerM(ha(haitmd a swknt's -ion
fmm a mom pralircif view of career w msnt In pmvidimg supporting
widem fmm an Ohio slate fepul. the rols desc@brlhey used m describe
s4whlS WaslheleMlofedm, lorexamplo, freshman, sophananr, senior,