Perspective taking within honors education at the Hanze

Abstract

Personal development is a defining feature of honors programs, often demanding pedagogical strategies that differ from those in mainstream education. This study explores the role of perspective taking – the ability to emphasize by understanding others’ thoughts, emotions, and motivations – as a key mechanism in fostering personal growth among honors students. Through qualitative analysis of focus group data, the research identifies four distinct modes that facilitate perspective change: 1) confrontation with different cultures or target groups, 2) confrontation with unknown domains or cognitive frameworks, 3) shifts in task or role, 4) self-insight. The findings affirm that perspective change could lead to a shift in students’ interpretive frameworks. Besides, this study gives insight into educational practices that can support personal development within honors settings and offers inspiration for regular curricula.