This course examines various “ways of knowing”, explores characteristic ways of knowing among different disciplines, examines factors that inform the ways in which we come to know and accept a method of inquiry, and explores what it means to “know”. This course is designed to help students become aware of their own ways of knowing and what has formed their “knowledge”, to understand alternative ways of knowing as conceptual tools, to critically reflect on the strengths and limitations of various ways of knowing, and to become aware of the implications of different ways of knowing for research and practice. This course is offered to students admitted to the Ph.D. program with the assumption that doctoral level scholarship requires a tolerance for uncertainty, requires recognizing that there may be many ways to address uncertainty, and requires a willingness to make transparent the assumptions and influences that guide our approach to scholarship.
Method of Delivery
This course is structured around readings, reflections on readings, class discussions and activities, and individual research and exploration. It is offered in a seminar format and requires the active participation of all members. The class will also involve opportunities for electronic dialogue and discussion.
Course Objectives
1. Students will describe, compare, and contrast “ways of knowing”
from a variety of perspectives.
2. Students will describe ways of knowing of individuals or groups,
will trace the origins of these ways of knowing, and will analyse and explain
personal, sociocultural, professional, political, and other influences
on ways of knowing.
3. Students will explore how various ways of knowing impact individual
scholars, research, and practice in education and related fields.
4. Students will explore the factors that have influenced their
own ways of knowing and describe how their ways of knowing, in turn, influence
the questions they ask and how they go about addressing these questions.
5. Students will expand and refine their critical and analytical
reading, thinking, oral communication, writing, and use of scholarly resources.
Course Texts
Course Requirements
1. Attendance in class is mandatory, as discussions, lectures,
and hands-on activities are important parts of the course.
2. Each student is expected to complete all readings and
participate in discussions. It is also expected that
students will be alert to group dynamics in order to ensure the participation
of all group members.
3. Each student is expected to participate in and complete all
classroom activities.
4. Students who must miss a class are responsible for notifying
the instructor
(preferably in advance) and for completing any assignments, readings,
etc.
before the start of the next class.
5. All written assignments must be completed on a word
processor and using APA format. Assignments are to be turned in at
the beginning of class on the date due.
Course Assignments
Reflections – (40 points/8 @ 5 points each). Students are expected to write reflections, which are both reflective and analytic over the course of the semester. The overall purpose is to use personal writing as a means to think and reflect as well as to prepare for class discussions. In particular, the reflections are a means to connect course readings to experience and to analyze course readings critically. The course outline lists specific assignments for reflections. Reflections must be word-processed and turned in on the assigned week. Reflections should be double-spaced. Although there is no specific length requirement, two or three pages should be more than enough. Reflections should be thoughtful with ideas clearly presented. They are opportunities for the student and the instructor to engage in interactive dialogue and also provide an opportunity to clarify one’s thinking in preparation for class discussion.
Reflective Analysis Paper/Ways of Knowing Autobiography – (35 points)– Drawing on your personal reflections, class discussions, and other course activities, you will write a scholarly paper that addresses the following questions: How would you have described your ways of learning, thinking, knowing when you began this class? As you consider your own personal/professional history, what factors personal, experiential, familial, socio-cultural, historical, disciplinary influenced your ways of knowing? How has the course affected your ways of knowing as a practitioner and as a researcher? How would you describe your current position on suitable way(s) of knowing? What are the implications of your reflections on the above two questions for your personal, professional, and doctoral activities? Criteria for assessment include: evidence of serious reflection and analysis; clear organization and writing. This paper is the culminating activity of this course and is due at the beginning of the last class meeting.
Ways of Knowing That Inform Scholarship – (30 points) – Students will select a way of knowing that is new to them or one in which they would like to delve more deeply. Examples include but are not limited to: multicultural ways of knowing or a particular cultural way of knowing, metaphysical ways of knowing, gendered ways of knowing, narrative ways of knowing, the ways in which technology and information shapes knowing, scientific ways of knowing, chaos/complexity as a way of knowing, reflection as a way of knowing, learning styles and ways of knowing. The paper should explore this way of knowing and be presented in a scholarly paper. Again, no specific length is required. Although there is no specific length requirement, it is assumed that at least 10 double-spaced, well-constructed pages would serve you well.
No later than March 20, you are to prepare a brief outline prospectus for the way of knowing you would like to address. Consider: what is the way of knowing you will explore? How will you go about exploring it? What are some of the resources you will pursue?
It is expected that you will use research and analytical writings to guide your understanding. It is also expected that you interview at least one scholar who represents that particular way of knowing. You have, as an option, doing this paper with one other peer. Doing so should give you the opportunity to expand your understanding by providing an additional lens. You will need to demonstrate shared responsibility in the research and writing, and you will share the grade for this activity.
This paper will be due April 17. You will present your papers in class on April 17 and April 24.
Course Grading
96-100 A
92-96 A-
88-92 B+
84-88 B
80-84 B-
76-80 C
<75
F
Class Sessions
1/23/02 Introduction and Overview of Class
1/30/02 Definitions: What is a Way of Knowing?
Read: First Half Bruner
Reflection 1: Consider, define, compare: what is a way of knowing,
a way of learning, understanding,
meaning, inquiry? What informs them? Watch a television show,
finish a novel of your choice. How
does the show, the novel reflect you as a knower? What does your
choice show us? Bring reflection to class.
2/6/02 The Culture of Education
Read: Finish Bruner. Come to class with questions, concerns, aha’s.
2/13/02 Disciplinary Ways of Knowing
Read: Begin C.P. Snow.
Reflection 2:
What is meant by rationalism, empiricism, positivism? What are examples
you have experienced? How are
problems defined from these perspectives? Give examples?
2/20/02 Disciplinary Ways of Knowing: Beginning to Know Our Own
Read: Finish Snow.
Reflection 3: Locate a research article in your field.
Analyze the article in terms of assumptions, ways of
thinking, learning, knowing and readings to date.
2/27/02 Representing Disciplinary Ways of Knowing
Read: Begin Kuhn.
Reflection 4: Pick a concept, idea, or belief that is central
to your field/discipline. Represent it creatively.
Write a reflection on the process and the product. How did this contribute
to your understanding of you way
of knowing, thinking, questioning? Come to class prepared to share your
creative representation.
March 6 Paradigm Shifts in Ways of Knowing
Read: Finish Kuhn
Reflection 5: What is a paradigm? What is a paradigm shift?
What shifts might have occurred in recent times?
What paradigms define your discipline?
March 13 No Class – Spring Break
March 20 Personal Ways of Knowing
Read: Begin Belenky.
Assignment: Come to class with your prospectus for your Ways
of Knowing paper.
March 27 Gendered Ways of Knowing
Read: Finish Belenky
Reflection 6: Write a story, fable, poem that illustrates
gender and the influence of gender on your way of
knowing. Write a brief reflection about the process and what you
learned.
April 3 Socio-cultural Influences on Ways of Knowing
Read: Begin Herman
Reflection 7: Watch television newscasts, read the newspaper,
read a news magazine. In what
ways do these influence or attempt to influence ways of knowing?
Describe what you read or saw, then analyze.
April 10 Manufacturing Consent
Read: Finish Herman
Reflection 8: React to Herman text. What was easy or hard
to accept? What do you consider to be
the socio-historical influences on your way of knowing?
April 17 Sharing Knowing Papers
Knowing Paper Due
April 24 Sharing Knowing Papers
May 1 Last Class
Writing Autobiography
Class reflections and evaluations
May 8 Final: Personal Way of Knowing/Autobiography Due
Plan a brief creative way to present yourself as a knower learner.