ABSTRACT
Chapter 7 discusses three methods for creating an environment in the classroom that fosters the three remaining features of aspirational psychology. First, teachers can build a narrative arc into planning lessons. Building a narrative arc means integrating phases of dramatic tension and resolution into the course of a lesson that activate students’ imaginations and facilitates their pursuit of value. In effect, students see their learning as part of a story in which they are intimately involved. This can help students grapple with the distance they sometimes feel from the values embedded in subject matter. Second, teachers can practice transformative care in the classroom. Transformative care is a responsiveness to students’ interests and desires that takes not only their current selves into account, but also their aspirational selves. In practice, this means treating students as if they were already their aspirational selves by transforming course aims into expectations. This method can help students recognize and overcome some of the challenges associated with the transformative dimensions of aspiration (i.e. the difference feature of aspirational psychology). Finally, teachers can encourage aspirational community in the classroom. Here students enter into relationships with one another in which they support and challenge each other in pursuing their aspirational goals. This method is oriented to the resolution feature of aspiration: i.e. to the fact that aspirants resolve to achieve their aspirational goals, but that this resolution can falter if not supported by meaningful peer relationships and friendships.
