scholarly journals Cultivating Connected Knowing in the Classroom

2007 ◽  
Vol 34 (1) ◽  
pp. 40-48
Author(s):  
Esther L. Meek ◽  
Keyword(s):  
Connected Knowing

scholarly journals Building Leadership Capacity Among Student Teachers: A Narrative Inquiry Into Relational Continuity in Student Teachers’ Field Placements

2008 ◽  
Vol 1 (2) ◽  
pp. 141-160
Author(s):  
Sue McKenzie-Robblee ◽  
Pam Steeves
Keyword(s):  
Beginning Teachers ◽  
Narrative Inquiry ◽  
Student Teachers ◽  
Leadership Capacity ◽  
Field Placements ◽  
Relational Continuity ◽  
Knowing That ◽  
Connected Knowing ◽  
Building Leadership Capacity ◽  
The University

The authors of this paper are two teacher researchers, one situated at the university and one situated as principal of an elementary school. Through narrative inquiry (Clandinin and Connelly, 2000) two main themes of belonging and becoming were illuminated. The work suggests trusting relationships evolving from dialogue sustained over two field placements at the same school offer student teachers the possibilities of connecting their life experiences with their new experiences at the school; a connected knowing that enables them to develop their identifies as beginning teachers.

Facilitating Connected Knowing Through Virtual Learning Communities

2010 ◽  
pp. 597-607
Author(s):  
Holly McCracken
Keyword(s):  
Staff Development ◽  
Learning Communities ◽  
Knowledge Construction ◽  
Relationship Building ◽  
Academic Disciplines ◽  
Professional Organizations ◽  
Teaching Approaches ◽  
Educational Environments ◽  
Ongoing Relationship ◽  
Connected Knowing

Generally believed critical to facilitating multi-dimensional instructional experiences for participants in a range of educational environments (for example, as accessed through academic institutions, corporate staff development, professional organizations, and so forth), the use of learning communities as an important instructional method is widely recognized across academic disciplines, teaching approaches, and delivery media. In fact, Lave and Wenger (in McPherson & Nunes, 2004) argued that learning is, by nature, an activity by which one engages knowledge in many forms, through which one becomes a “member of the community of knowledge” (p. 305). As such, communication, collaboration, and interaction become essential methods in facilitating instructional partnerships. Extending beyond a social context, the ongoing relationship building, advising, and mentoring generated through participation in learning communities provide a foundation for continued cognitive development and knowledge construction (Rovai, 2002; Wegerif, 1998).

Integrating Separate and Connected Knowing: The Experiential Learning Model

1993 ◽  
Vol 20 (1) ◽  
pp. 7-13 ◽  
Author(s):  
Carolyn Zerbe Enns
Keyword(s):  
Collaborative Learning ◽  
Experiential Learning ◽  
Learning Model ◽  
Connected Knowing

I describe the differences between separate and connected knowing (Belenky, Clinchy, Goldberger, & Tarule, 1986) and suggest that the experiential learning model (Kolb, 1981, 1984) is a useful framework for integrating traditional, separate knowing and connected, collaborative learning. The strengths of this model and a list of activities and examples associated with various learning positions are identified.

Locating and Loving the Personal

2011 ◽  
pp. 1-15
Author(s):  
Suzanne Knight
Keyword(s):  
Narrative Inquiry ◽  
Language Arts ◽  
English Language ◽  
Personal Narratives ◽  
Methods Course ◽  
Secondary English ◽  
Secondary English Language Arts ◽  
Language Arts Methods ◽  
Connected Knowing ◽  
Discrete Moments

In this chapter the author takes up the use of narrative inquiry within a secondary English language arts methods course. She focuses on two discrete moments that took place during one class session, where she and her students shared and discussed personal narratives. In particular, she explores the pedagogy that might be required to support a group of pre-service teachers’ work to become a connected knowing group, including the disruptive nature of vulnerability and risk taking.

scholarly journals Senses of Wonder

2017 ◽  
Author(s):  
Jenka Soderberg
Keyword(s):  
Sustainability Education ◽  
Ways Of Knowing ◽  
Research Literature ◽  
Graduate Course ◽  
Cultural Engagement ◽  
Ecological Vision ◽  
Five Senses ◽  
Connected Knowing ◽  
Sense Of Touch ◽  
Sense Of Wonder

Recent sustainability education theorists have identified a gap in the research literature regarding sensory entanglement and wonder in sustainability education. Sensory entanglement and wonder are requisite because they bring valuable shifts supporting a more critical and transformative kind of sustainability education by (1) awakening a compassionate connection with the living world, (2) nurturing alternative epistemologies, (3) providing a strengthening function for sustainability educators and their co-learners, for stamina and ongoing engagement, and (4) generating sustainability agency and an active and authentic hope to sustain a sense of the possible in the midst of the dire. This article focuses on how awakening the senses to foster a sense of wonder can nurture grounded, authentic, active hope and agency in sustainability education. It is authored collaboratively by sixteen graduate course participants and faculty co-researchers who discuss interrelated theories pointing to a need to foster senses of wonder in sustainability education. The researchers work in research teams to explore experiential and sense-based hope- and agency-building curricula. Findings include activities and reflections across the five senses as well as with the sixth sense, intuition. Sensing, listening, intimate observing, imagining, feeling, entangling, and wondering can shift unsustainability epistemologies and transform human and cultural engagement. The sense of sound can be immersive and resonant, lending learners to relational and multispecies sensing. Scent can catalyze wonder and inspire experiential, holistic growth and integration of time. Savoring in the sense of taste can extend learners from survival to joy, offering opportunities for mindfulness that can connect cultural and biocultural mutualisms and collaborative sustainability agencies. Pattern sensing for similarity using the visual sense of wonder can support connected knowing and ecological vision. The sense of touch can offer a continuous and mutual comfort and belonging. Visual pattern and texture scavenger hunts can cultivate these sustainability sense capacities. The sixth sense, intuition, opens learners to imaginative, transformative, and connective ways of knowing as place and planet, stimulating hope-giving, integrative sustainability agencies.

Relationships between Separate and Connected Knowing and Approaches to Learning

Sex Roles ◽  
2008 ◽  
Vol 60 (1-2) ◽  
pp. 57-66 ◽  
Author(s):  
Heath Marrs ◽  
Stephen L. Benton
Keyword(s):  
Approaches To Learning ◽  
Connected Knowing

Outward Bound and Community Service Learning: An Experiment in Connected Knowing

1996 ◽  
Vol 19 (2) ◽  
pp. 82-89 ◽  
Author(s):  
Helen Fouhey ◽  
John Saltmarsh
Keyword(s):  
Service Learning ◽  
Human Life ◽  
The Body ◽  
Outward Bound ◽  
Community Service Learning ◽  
Self Confidence ◽  
The Face ◽  
Self Discovery ◽  
Connected Knowing ◽  
The Mind

Without self discovery, a person may still have self confidence, but it is a self confidence built on ignorance and it melts in the face of heavy burdens. Self discovery is the end product of a great challenge mastered, when the mind commands the body to do the seemingly impossible, when strength and courage are summoned to extraordinary limits for the sake of something outside the self—a principle, an onerous task, another human life. (Charles Froelicher, 1962)

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