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.
Get full access to this article
View all access options for this article.
References
1.
AbbeyD. S.HuntD. E.WeiserJ. C. (1985). Variations on a theme by Kolb: A new perspective for understanding counseling and supervision. The Counseling Psychologist, 13, 477–501.
2.
BairdB. N. (1991). In-class poster sessions. Teaching of Psychology, 18, 27–29.
3.
Baxter-MagoldaM. B. (1989). Gender differences in cognitive development: An analysis of cognitive complexity and learning styles. Journal of College Student Development, 30, 213–220.
4.
Baxter-MagoldaM. B. (1990). Gender differences in epistemological development. Journal of College Student Development, 31, 555–561.
5.
BelenkyM. G.ClinchyB. M.GoldbergerN. R.TaruleJ. M. (1986). Women's ways of knowing: The development of self, voice, and mind. New York; Basic Books.
6.
BemS. L. (1974). The measurement of psychological androgyny. Journal of Consulting and Clinical Psychology, 42, 155–162.
7.
BemS. L. (1981). Gender schema theory: A cognitive account of sex typing. Psychological Review, 88, 354–364.
8.
BemS. L. (1983). Gender schema theory and its implications for child development: Raising gender-aschematic children in a gender-schematic society. Signs. 8, 598–616.
9.
BetryE.BlackE. (1987). The integrative learning journal (or, getting beyond “true confessions” and ”cold knowledge”). Women's Studies Quarterly, 15(3/4), 59–64.
10.
CaplanP. J. (1991). Delusional dominating personality disorder (DDPD). Feminism and Psychology, 1, 171–174.
11.
ChrislerJ. C. (1990). Novels as case-study materials for psychology students. Teaching of Psychology, 17, 55–57.
12.
CraneM.MarkusH. (1982). Gender identity: The benefits of a self-schema approach. Journal of Personality and Social Psychology, 43, 1195–1197.
13.
CrawfordM. (1989). Agreeing to differ: Feminist epistemologies and women's ways of knowing. In CrawfordM.GentryM. (Eds.), Gender and thought: Psychological perspectives (pp. 128–145). New York: Springer-Verlag.
14.
Cronan-HillixW. A.Cronan-HillixT. A.SpethT. W. (1990). What would you tell Professor Wundt?Teaching of Psychology, 17, 94–97.
15.
Fausto-SterlingA. (1985). Myths of gender: Biological theories about women and men. New York: Basic Books.
16.
FisherB. (1981). What is feminist pedagogy?Radical Teacher, 1820–24.
17.
FlemingM. Z.PiedmontR. L.HiamC. M. (1990). Images of madness: Feature films in teaching psychology. Teaching of Psychology, 17, 185–187.
18.
FranklinD. (1987, January). The politics of masochism. Psychology Today, pp. 52–57.
19.
FreireP. (1971). Pedagogy of the oppressed. New York: Continuum.
20.
GelwickB. P. (1985). Cognitive development of women. In EvansN. J. (Ed.), Facilitating the development of women (pp. 29–44). San Francisco: Jossey-Bass.
21.
Hare-MustinR. T.MarecekJ. (1986). Autonomy and gender: Some questions for therapists. Psychotherapy: Theory, Research, and Practice, 23, 205–212.
22.
Hare-MustinR. T.MarecekJ. (1988). The meaning of difference: Gender theory, postmodernism, and psychology. American Psychologist, 43, 455–464.
23.
HettichP. (1990). Journal writing: Old fare or nouvelle cuisine?Teaching of Psychology, 17, 36–39.
24.
JohnsonD. W. (1990). Reaching out: Interpersonal effectiveness and self-actualization (4th ed.). Englewood Cliffs, NJ: Prentice Hall.
25.
JohnsonD. W.JohnsonF. P. (1991). Joining together: Group theory and group skills (4th ed.). Englewood Cliffs, NJ: Prentice Hall.
26.
JolleyJ. M.MitchellM. L. (1990). Two psychologists' experiences with journals. Teaching of Psychology, 17, 40–41.
27.
JunnE. N. (1989). “Dear Mom and Dad”: Using personal letters to enhance students' understanding of developmental issues. Teaching of Psychology, 16, 135–139.
28.
KaplanM. (1983). A woman's view of DSM-III. American Psychologist, 38, 786–792.
29.
KolbD. A. (1981). Learning styles and disciplinary differences. In ChickeringA. (Ed.), The modem American college (pp. 232–255). San Francisco: Jossey-Bass.
30.
KolbD. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
31.
KolbD. A. (1985). Learning Style InventoryBoston: McBer.
32.
LandrineH. (1989). The politics of personality disorder. Psychology of Women Quarterly, 13, 325–339.
33.
LiptonJ. P. (1986). A successful undergraduate psychology conference: Organized through a special course. Teaching of Psychology, 13, 111–115.
34.
LoganR. D. (1988). Using a film as a personality case study. Teaching of Psychology, 15, 103–104.
35.
MakoskyV. P.SileoC. C.WhittemoreL. G.LandryC. P.SkutleyM. L. (Eds.). (1990). Activities handbook for the teaching of psychology (Vol. 3). Washington, DC: American Psychological Association.
36.
MakoskyV. P.WhittemoreL. G.RogersA. M. (Eds.). (1987). Activities handbook for the teaching of psychology (Vol. 2). Washington, DC: American Psychological Association.
37.
MarkusH. (1977). Self-schemata and processing information about the self. Journal of Personality and Social Psychology, 35, 6378.
38.
MarkusH.CraneM.BernsteinS.SiladiM. (1982). Selfschemas and gender. Journal of Personality and Social Psychology, 42, 38–50.
39.
MarkusH.OysermanD. (1989). Gender and thought: The role of the self-concept. In CrawfordM.GentryM. (Eds.), Gender and thought: Psychological perspectives (pp. 100–127). New York: Springer-Verlag.
40.
McIntoshP. (1984). The study of women: Processes of personal and curricular re-vision. The Forum for Liberal Education, 6(5), 2–4.
41.
PalmerP. J. (1987, September-October). Community, conflict, and ways of knowing: Ways to deepen our educational agenda. Change, pp. 20–25.
42.
PaludiM. A. (1986). Teaching the psychology of gender roles: Some life-stage considerations. Teaching of Psychology, 13, 133–138.
43.
Paludi, M. A. (1990). Exploring—teaching the psychology of women: A manual of resources. Albany: State University of New York.
44.
PerkinsD. V. (1991). A case-study assignment to teach theoretical perspectives in abnormal psychology. Teaching of Psychology, 18, 97–99.
45.
PerryW. G. (1970). Forms of intellectual and ethical development in the college years. New York: Holt, Rinehart & Winston.
46.
RabinowitzF. E. (1989). Creating the multiple personality: An experiential demonstration for an undergraduate abnormal psychology class. Teaching of Psychology, 16, 69–71.
47.
RosenbergJ.BlountR. L. (1988). Poster sessions revisited: A student research convocation. Teaching of Psychology, 15, 38–39.
48.
RosnowR. L. (1990). Teaching research ethics through role-play and discussion. Teaching of Psychology, 17, 179–181.
49.
SchniedewindN. (1987). Feminist values: Guidelines for a teaching methodology in women's studies. In ShorI. (Ed.), Freire for the classroom (pp. 170–179). Portsmouth, NH: Boynton/ Cook.
50.
SchusterM.Van DyneS. (1984). Placing women in the liberal arts: Stages of curriculum transformation. Harvard Educational Review, 54, 413–428.
51.
ScoginF.RickardH. C. (1987). A volunteer program for abnormal psychology students: Eighteen years and still going strong. Teaching of Psychology, 14, 95–97.
52.
ShrewsburyC. M. (1987). What is feminist pedagogy?Women's Studies Quarterly, 15(3/4), 6–13.
53.
SugarJ.LivoskyM. (1988). Enriching child psychology courses with a preschool journal option. Teaching of Psychology, 15, 93–95.
54.
SvinickiM.DixonN. M. (1987). The Kolb model modified for classroom activities. College Teaching, 35, 141–146.
55.
TetreaultM. K. T. (1985). Feminist phase theory: An experience-derived evaluation model. Journal of Higher Education, 56, 363–384.
56.
ThomasN. S.EisonJ. (1987). Using Kolb's learning style to teach experiential learning theory. In MakoskyV. P.WhittemoreL. G.RogersA. M. (Eds.), Activities handbook for the teaching of psychology (Vol. 2, pp. 69–71). Washington, DC: American Psychological Association.
57.
WaltonM. D. (1988). Interviewing across the life span: A project for an adult development course. Teaching of Psychology, 15, 198–200.
