ABSTRACT
The student affairs profession has a long history of endorsing holistic education to prepare students for participation in a democratic society. Early philosophical statements (reviewed in Chapter 1) underscored attention to all aspects of students’ development. Esther Lloyd-Jones, a pioneer in the field, called the educational work of student affairs professionals “deeper teaching”:
student personnel workers should not so much be expert technicians as they should be educators in a somewhat unconventional and new sense. Student personnel workers have many opportunities through their work to contribute to the development of students, to help them learn many lessons and skills of vital importance for their fulfillment as whole persons within a democratic society.
(Lloyd-Jones & Smith, 1954, p. 12–13)