"Frankenstein" meets "Emile": philosophical hermeneutics, "Women's Ways of Knowing", and the educational experience

1994 ◽  
Author(s):  
Stan Malless
Keyword(s):  
Ways Of Knowing ◽  
Educational Experience ◽  
Philosophical Hermeneutics

A Feminist Approach to Teaching Learning Theory with Educational Applications

1993 ◽  
Vol 20 (1) ◽  
pp. 38-40 ◽  
Author(s):  
Patricia E. Ortman
Keyword(s):  
Learning Theory ◽  
Educational System ◽  
Ways Of Knowing ◽  
Educational Experience ◽  
Educational Process ◽  
Group Presentation ◽  
Approach To Teaching ◽  
Educational Applications ◽  
Teaching Learning

The book Women's Ways of Knowing (Belenky, Clinchy, Goldberger, & Tarule, 1986) and its suggested educational methodologies were used to teach a learning theory course. I minimized lecturing, promoted discussion, and shared the educational process in a variety of ways. Assignments included a case study of students' own “ways of knowing,” a group presentation, and the construction of a theory of learning and an educational system implied by it. Students positively evaluated the case study, the Belenky et al. book, and the course in general, suggesting that these methods may lead to a meaningful educational experience for women.

Cultural Diversity and Critical Dietetics: A Scholarship of Cross-Cultural Engagement

2016 ◽  
Vol 3 (2) ◽  
pp. 23-31
Author(s):  
Craig Alan Hassel
Keyword(s):  
Ways Of Knowing ◽  
Cross Cultural ◽  
Knowledge Systems ◽  
Human Society ◽  
Health Issues ◽  
Post Colonial ◽  
Cultural Engagement ◽  
Cultural Perspectives ◽  
Culturally Different ◽  
Classical Chinese Medicine

As every human society has developed its own ways of knowing nature in order to survive, dietitians can benefit from an emerging scholarship of “cross-cultural engagement” (CCE).  CCE asks dietitians to move beyond the orthodoxy of their academic training by temporarily experiencing culturally diverse knowledge systems, inhabiting different background assumptions and presuppositions of how the world works.  Although this practice may seem de- stabilizing, it allows for significant outcomes not afforded by conventional dietetics scholarship.  First, culturally different knowledge systems including those of Africa, Ayurveda, classical Chinese medicine and indigenous societies become more empathetically understood, minimizing the distortions created when forcing conformity with biomedical paradigms.  This lessens potential for erroneous interpretations.  Second, implicit background assumptions of the dietetics profession become more apparent, enabling a more critical appraisal of its underlying epistemology.  Third, new forms of post-colonial intercultural inquiry can begin to develop over time as dietetics professionals develop capacities to reframe food and health issues from different cultural perspectives.  CCE scholarship offers dietetics professionals a means to more fully appreciate knowledge assets that lie beyond professionally maintained parameters of truth, and a practice for challenging and moving boundaries of credibility.

Track 2.a Introduction

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Sucharita BENIWAL ◽  
Sahil MATHUR ◽  
Lesley-Ann NOEL ◽  
Cilla PEMBERTON ◽  
Suchitra BALASUBRAHMANYAN ◽  
...  
Keyword(s):  
Case Studies ◽  
Local Knowledge ◽  
Ways Of Knowing ◽  
Social Contexts ◽  
Knowledge Systems ◽  
Theoretical Frameworks ◽  
Native Communities ◽  
Cultural Systems ◽  
Local Practices

The aim of this track was to question the divide between the nature of knowledge understood as experiential in indigenous contexts and science as an objective transferable knowledge. However, these can co-exist and inform design practices within transforming social contexts. The track aimed to challenge the hegemony of dominant knowledge systems, and demonstrate co-existence. The track also hoped to make a case for other systems of knowledges and ways of knowing through examples from native communities. The track was particularly interested in, first, how innovators use indigenous and cultural systems and frameworks to manage or promote innovation and second, the role of local knowledge and culture in transforming innovation as well as the form of local practices inspired innovation. The contributions also aspired to challenge through examples, case studies, theoretical frameworks and methodologies the hegemony of dominant knowledge systems, the divides of ‘academic’ vs ‘non-academic’ and ‘traditional’ vs ‘non-traditional’.

The Long Road: Catholic Schools and Catholic social integration since 1918 (Cardinal Winning Lecture, 2017)

2019 ◽  
Vol 28 (1) ◽  
pp. 63-73
Author(s):  
T. M. Devine
Keyword(s):  
Teacher Education ◽  
Twentieth Century ◽  
Social Integration ◽  
Spiritual Formation ◽  
Economic History ◽  
Catholic Schools ◽  
Educational Experience ◽  
Social Division ◽  
Mainstream Society ◽  
Catholic Schooling

Critics, past and present, of state-funded denominational education in Scotland after 1918 have often asserted that the system has promoted social division, separateness and even fostered sectarianism. This lecture – the Cardinal Winning Lecture, 2017, delivered to the St Andrew's Foundation for Catholic Teacher Education, University of Glasgow – disagrees with these views. Instead, the presentation argues that Catholic schooling, in addition to its recognised importance in Christian spiritual formation, has been a crucial influence promoting the integration of a formerly disadvantaged and marginalised community into modern Scotland. ‘Integration’ is defined for this purpose as the process of incorporation into mainstream society as equal citizens. The lecture considers the long and rocky road to this achievement by setting the educational experience within the broader context of Scottish religious, social, political and economic history in the twentieth century.

We Listen Together

2017 ◽  
Vol 6 (2) ◽  
pp. 92-97
Author(s):  
Craig Gingrich-Philbrook
Keyword(s):  
Performance Studies ◽  
Ways Of Knowing

In this brief essay, the author responds to a performative panel of essays by students of Devika Chawla. He situates his reading of the event betwixt and between typical modes of performance studies research, demonstrating how the panelists reveal narrative's power to reflect on the layering of time, power and privilege, and ways of knowing.

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