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<P ALIGN=CENTER><B>Separate and Connected Ways of Knowing</B></P> | ||
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<p>This page explains a theory that may help you to look at human interactions | ||
in a new way. It describes two different ways that we can evaluate and learn | ||
about the things we see and hear - called separate and connected ways | ||
of knowing.</p> | ||
<p>Although each of us may use these two methods in different amounts at different | ||
times, it may be useful to imagine two people as examples, one who is a mostly | ||
separate knower (Jim) and the other a mostly connected knower (Mary).</p> | ||
<ul> | ||
<li>Jim likes to remain as 'objective' as possible without including his feelings | ||
and emotions. When in a discussion with other people who may have different | ||
ideas, he likes to defend his own ideas, using logic to find holes in his | ||
opponent's ideas. He is critical of new ideas unless they are proven facts | ||
from reputable sources such as textbooks, respected teachers or his own direct | ||
experience. Jim is a very <strong>separate knower</strong>.<br> | ||
</li> | ||
<li>Mary is more sensitive to other people. She is skilled at empathy and tends | ||
to listen and ask questions until she feels she can connect and "understand | ||
things from their point of view". She learns by trying to share the experiences | ||
that led to the knowledge she finds in other people. When talking to others, | ||
she avoids confrontation and will often try to help the other person if she | ||
can see a way to do so, using logical suggestions. Mary is a very <strong>connected | ||
knower</strong>.</li> | ||
</ul> | ||
<p>Did you notice in these examples that the separate knower is male and the connected | ||
knower is female? Some studies have shown that statistically this tends to be | ||
the case, however individual people can be anywhere in the spectrum between | ||
these two extremes. </p> | ||
<p>For a collaborative and effective group of learners it may be best if everyone | ||
were able to use BOTH ways of knowing.</p> | ||
<p>In a particular situation like an online forum, a single post by a person may | ||
exhibit either of these characteristics, or even both. Someone who is generally | ||
very connected may post a very separate-sounding message, and vice versa. The | ||
purpose of rating each post using this scale is to:</p> | ||
<blockquote> | ||
<p>a) help you think about these issues when reading other people's posts<br> | ||
b) provide feedback to each author on how they are being seen by others</p> | ||
</blockquote> | ||
<p>The results are not used towards student assessment in any way, they are just | ||
to help improve communication and learning.</p> | ||
<hr> | ||
<p><br> | ||
In case you're interested, here are some references to papers by the authors | ||
who originally developed these ideas:</p> | ||
<ul> | ||
<li>Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1986). | ||
Women's ways of knowing: the development of self, voice, and mind. New York, | ||
NY: Basic Books.</li> | ||
<li>Clinchy, B.M. (1989a). The development of thoughtfulness in college women: | ||
Integrating reason and care. American Behavioural Scientist, 32(6), 647-657.</li> | ||
<li>Clinchy, B.M. (1989b). On critical thinking & connected knowing. Liberal | ||
education, 75(5), 14-19.</li> | ||
<li>Clinchy, B.M. (1996). Connected and separate knowing; Toward a marriage | ||
of two minds. In N.R. Goldberger, Tarule, J.M., Clinchy, B.M. &</li> | ||
<li>Belenky, M.F. (Eds.), Knowledge, Difference, and Power; Essays inspired | ||
by “Women’s Ways of Knowing” (pp. 205-247). New York, NY: | ||
Basic Books.</li> | ||
<li>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield, | ||
A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards | ||
Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.</li> | ||
<li>Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing | ||
as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436. | ||
<br> | ||
</li> | ||
</ul> | ||
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