ERIC Number: ED365189
Record Type: RIE
Publication Date: 1993-Nov-5
Reference Count: N/A
The Development of Contextual Knowing in Graduate and Professional Education Settings. ASHE Annual Meeting Paper.
Baxter Magolda, Marcia B.
This study reports the development of 25 post-baccalaureate students who participated in a longitudinal study of college students' epistemological development. experiences into the process of knowing. The study interviewed students to evaluate how they arrived at contextual knowing through experiential learning experiences. The experiences described offer specific examples of how to connect knowing to students' experience that could be used in undergraduate and graduate settings to promote contextual knowing. Findings indicated five major themes: (1) students value opportunities to think and explore for themselves, to struggle with ideas, and to formulate and support their own opinions; (2) students are interested in connecting their beliefs with their own lives and identities; (3) learning environments in which students' knowledge and experiences are central facilitate the making of such connections by students; (4) such learning environments are characterized by teachers and students taking on roles as equal partners who mutually respect each other; and (5) peers are also viewed as equal partners whose sharing and exchange of perspectives enhances exploration of what to believe. Student narratives illustrate these themes as well as the interrelationships among them. (Contains 14 references.) (GLR)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: ASHE Annual Meeting
Note: Paper presented at the Annual Meeting of the Association for the Study of Higher Education (18th, Pittsburgh, PA, November 4-10, 1993).