Beyond learner-centeredness: Close encounters o f the systemocentric kind

An extensive analysis of the college teaching literature (over 350 items) suggests that the perspective of perhaps the most highly effective college teachers has yet to be conceptualized, at least within a comprehensive developmental framework. This paper articulates that perspective-called here Systemocentrism (or teacher/learner-centeredness). The perspective b two distinctive elements-attention to teachers ' and learners ' inner experience and to the intersubjective systems that develop among teachers and learners-are described, then illustrated with examples from two domains-teachers ' emotionality and teachers ' transjerence. Consistently positive response from faculty and administrators regarding the concept:F validity and utility suggests that it provides faculty developers with a valuable new tool for instructional development activities. 1 QUESTION THE SUPERIORITY of learner-centered teaching. That would make me favor teacher-centeredness, right? Wrong. I am not so much op-posed to learner-centeredness as I am uncomfortable with its moral dominion over the conversation re-garding good teaching, notwithstanding its incom