One of the most profound statements in James Herbert's lead essay-simple as it seems at the very beginning of his piece, "Thinking and Rethinking: The Practical Value of an Honors Education," concerns his discovery early in his career that "a liberal education in honors was good preparation for life." Stressing the importance of what he calls "reciprocal paraphrase" and rethinking one's own or another's thoughts, Herbert lands on a quality of honors learning that Columbia College President, Elizabeth Dinndorf, writes she has observed among Columbia's honors students, a quality that she imagines comes from the exciting and effective teaching they experience in their honors courses, senior seminar, and independent projects. In this article, Dinndorf writes that although she is early in her tenure as president of the college, she has already seen ample evidence of the honors students' enhanced thinking, leadership on and off campus, amazing record of scholarly presentations at many academic conferences, and dedication to service--all stemming from a basic respect of ideas and for sharing of knowledge with others in a way that benefits everyone's learning.