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dc.contributor.authorRandall, G. Kevin
dc.date.accessioned2022-03-11T19:03:42Z
dc.date.available2022-03-11T19:03:42Z
dc.date.issued2014
dc.identifier.citationRandall, G. K. (2014). What’s love got to do with it? Family Science Review, 19(2), 64- 69.
dc.identifier.urihttps://hdl.handle.net/20.500.11875/3301
dc.descriptionThis article was originally published by Family Science Review
dc.description.abstractLooking back over the last 20 years of co-learning with my students in the university classroom, I see some things have radically changed while others have stayed fairly constant – both for them and for me. There is no question that each year students in my marriage and family class believe “love” is a necessary precursor to one of life’s major transitions, marriage. However, as they ponder their own life course, and as I have lived mine, what “love” is by definition and how it develops may be different for individuals sharing the same age or birth cohort, necessitating at least a “love primer” for a class on close relationships. Also, what the future holds regarding a lifetime of love has become increasingly salient, as it seems to be conventional wisdom today (albeit quite the conundrum) that marriage may well be a risk factor for love. This article outlines an assignment on the definition and development of love that continues to be rated very highly by students on anonymous, end-of-semester evaluations. In addition, I share some insights gleaned over the years as to how I introduce the topic and particularly how I try to help students glean pertinent information from the existing literature on love. It’s hoped readers will build upon this work and adapt it for their own classrooms.
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dc.language.isoen_US
dc.publisherFamily Science Review
dc.subjectteaching
dc.subjectlove
dc.subjectlife course
dc.titleWhat’s Love Got to Do With It?
dc.typeArticle


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