Ways of Knowing
The Belenky, et al summary of women's ways of knowing I think is important in this discussion. They identified the stages of knowing progressing from silence, received knowledge, subjective knowledge, procedural knowledge to constructed knowledge. As instructors/facilitators/teachers, I believe these stages of knowledge are a valuable framework for the development and delivery of our courses whatever instructional setting we are in.
Thanks, Linda, for another framework to ponder our students' learning. It seems to me these stages reflect developing trust in the learning environment. It also seems to me, as I consider the range of students I'm privileged to coach, that, although the conclusions were drawn from women's responses, these stages are not gender specific.
Hi Diane:
True, everyone has "smarts" in their own way. You may have encountered Dr. Gardners's Multiple Intellingences (MI), that decribe the way people may excel in certain areas more than others.
Briefly, they are Linguistic intelligence ("word smart"); Logical-mathematical intelligence ("number/reasoning smart"); Spatial intelligence ("picture smart"); Bodily-Kinesthetic intelligence ("body smart"); Musical intelligence ("music smart"); Interpersonal intelligence ("people smart"); Intrapersonal intelligence ("self smart"); and Naturalist intelligence ("nature smart").
Each individual has an innate way they naturally perform better. A great key for a teacher would be to learn the different ways their students learn or their MI's, and teach to that level.
Regards, Barry
A student once said to me," You have probably forgotten more than I know" Which was a compliment from the student thinking I knew a lot of information. But I realize that everyone knows something about something. Some will know more about some subjects and less about others. My students also teach me many things. What a great job to be teaching and learning every day.
Diane Hensley
Hi Linda:
You cite an interesting and important reference to increasing levels of valued knowledge. As subject matter experts, we are perceived by our students as having a greater level of useable knowledge that is available for transfer from teacher to student.
I think that really is our goal and purpose as teachers: the transfer of knowledge. Therefore, the possession of upper levels "ways of knowledge" can only be thought of as a benefit to the recipient student/participant/beneficiary.
Regards, Barry
