Again, this may involve the way they feel about phenomena, ideas, themselves, others, or learning. According to this model, There are two ways that teachers can add significance to their teaching. One is by helping students learn about additional things, e.g., about themselves, about others, about learning. Figure 2 on the following page identifies six general kinds of significance. This is what we hope happens in most courses now.
Students acquire some basic knowledge, something they understand and remember, about a subject.
Two major kinds of significance apply here. The first relates to much of the inter-disciplinary work attempted in higher education. When students are able to integrate their understanding of the biological environment, for example, and relate this to public policy on the environment, they have learned how to integrate two different realms of ideas. Second, when they can achieve coherence between two or more realms of their life, they have learned how to integrate their lives more effectively. This may happen either because of the content of the course or because of the way learning happens in the course.