Valuing Connected Knowing in the Classroom
Discusses "separate knowing" (critical thinking) and "connected knowing" (empathic, appreciative thinking). Finds gender differences for the two; one style is independent of the other, and thus the two can coexist; and that they reflect not learning capacities or intellectual pow...
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| Veröffentlicht in: | The Clearing house 1998-05, Vol.71 (5), p.281-283 |
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| container_end_page | 283 |
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| container_issue | 5 |
| container_start_page | 281 |
| container_title | The Clearing house |
| container_volume | 71 |
| creator | Galotti, Kathleen M. |
| description | Discusses "separate knowing" (critical thinking) and "connected knowing" (empathic, appreciative thinking). Finds gender differences for the two; one style is independent of the other, and thus the two can coexist; and that they reflect not learning capacities or intellectual power but rather learning attitudes or styles. Offers specific "connected knowing" activities for classrooms. (SR) |
| doi_str_mv | 10.1080/00098659809602724 |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 0009-8655 |
| ispartof | The Clearing house, 1998-05, Vol.71 (5), p.281-283 |
| issn | 0009-8655 1939-912X |
| language | eng |
| recordid | cdi_jstor_primary_30189374 |
| source | Jstor Complete Legacy; Education Source |
| subjects | Bilingual education Child Development Class Activities Cognition & reasoning Cognitive psychology Cognitive Style Collaboration Collaborative learning College instruction College students Critical Thinking Educational activities Empathic Learning Higher Education Learning styles Perspective Taking Scholarly publishing Sex Differences Teachers Teaching Thinking in the Secondary School Thinking Skills |
| title | Valuing Connected Knowing in the Classroom |
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