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4.2 KiB
HTML
Persönliche Beiträge im Forum können bewertet
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werden auf der Grundlage einer Skala, die auf der Theorie vom
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<strong>geteilten und verbundenen Wissen (separate and connected
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knowing)</strong> basiert. Der Ansatz basiert auf
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unterschiedlichen Wahrnehmungen und Gewichtungen in der
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Kommunikation, manchmal vereinfachend typisch männlichen und
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typisch weiblichen Kommunikationsformen bezeichnet. Im deutschen
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Sprachgebrauch wird von der Fokussierung auf die Sachebene oder
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auf die Beziehungsebene (nach Watzlawick oder auch Schulz von
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Thun) gesprochen. Die Bewertung von Beiträgen
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ermöglicht es, unterschiedliche Wahrnehmungen und
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Interpretationen zu verdeutlichen. Diese Theorie ermöglicht
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es Ihnen zwischenmenschliche Interaktionen auf eine andere Art
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und Weise zu betrachten. Sie beschreibt zwei unterschiedliche
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Wege, die Dinge die wir sehen und hören zu evaluieren und zu
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lernen. Hier nun der Originaltext:
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<p>Although each of us may use these two methods in different
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amounts at different times, it may be useful to imagine two
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people as examples, one who is a mostly separate knower (Jim) and
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the other a mostly connected knower (Mary).</p>
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<ul>
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<li>Jim likes to remain as 'objective' as possible without
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including his feelings and emotions. When in a discussion with
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other people who may have different ideas, he likes to defend his
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own ideas, using logic to find holes in his opponent's ideas. He
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is critical of new ideas unless they are proven facts from
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reputable sources such as textbooks, respected teachers or his
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own direct experience. Jim is a very <strong>separate
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knower</strong>.</li>
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<li>Mary is more sensitive to other people. She is skilled at
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empathy and tends to listen and ask questions until she feels she
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can connect and "understand things from their point of view". She
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learns by trying to share the experiences that led to the
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knowledge she finds in other people. When talking to others, she
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avoids confrontation and will often try to help the other person
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if she can see a way to do so, using logical suggestions. Mary is
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a very <strong>connected knower</strong>.</li>
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</ul>
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Did you notice in these examples that the separate knower is male
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and the connected knower is female? Some studies have shown that
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statistically this tends to be the case, however individual
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people can be anywhere in the spectrum between these two
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extremes. For a collaborative and effective group of learners it
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may be best if everyone were able to use BOTH ways of knowing. In
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a particular situation like an online forum, a single post by a
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person may exhibit either of these characteristics, or even both.
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Someone who is generally very connected may post a very
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separate-sounding message, and vice versa. The purpose of rating
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each post using this scale is to:
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<blockquote>a) help you think about these issues when reading
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other posts b) provide feedback to each author on how they are
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being seen by others</blockquote>
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The results are not used towards student assessment in any way,
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they are just to help improve communication and learning.
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<hr>
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Im Folgenden finden Sie einige Texte des Autors, der diese Ideen
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entwickelt hat:
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<ul>
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<li>Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule,
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J.M. (1986). Women's ways of knowing: the development of self,
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voice, and mind. New York, NY: Basic Books.</li>
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<li>Clinchy, B.M. (1989a). The development of thoughtfulness in
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college women: Integrating reason and care. American Behavioural
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Scientist, 32(6), 647-657.</li>
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<li>Clinchy, B.M. (1989b). On critical thinking & connected
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knowing. Liberal education, 75(5), 14-19.</li>
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<li>Clinchy, B.M. (1996). Connected and separate knowing; Toward
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a marriage of two minds. In N.R. Goldberger, Tarule, J.M.,
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Clinchy, B.M. &</li>
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<li>Belenky, M.F. (Eds.), Knowledge, Difference, and Power;
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Essays inspired by “Women’s Ways of Knowing”
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(pp. 205-247). New York, NY: Basic Books.</li>
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<li>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B.,
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& Mansfield, A. F. (1999). A New Way of Assessing Ways of
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Knowing: The Attitudes Towards Thinking and Learning Survey
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(ATTLS). Sex Roles, 40(9/10), 745-766.</li>
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<li>Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001).
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Ways of knowing as learning styles: Learning MAGIC with a
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partner. Sex Roles, 44(7/8), 419-436.<br></li>
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</ul> |