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ERIC Number: ED402596
Record Type: Non-Journal
Publication Date: 1996-Mar
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
From Conscientization to Connected Knowing: The Liberatory Epistemologies of Paulo Freire and "Women's Ways of Knowing."
Schroeder, Christopher
Similarities exist between Paulo Freire's radical approach to teaching and learning and the connected and constructed knowers discussed in "Women's Ways of Knowing" by M. F. Belenky, B. M. Clinchy, N. R. Goldberger, and J. M. Tarule (1986). The most important similarity seems to be their related understandings of the relationship between knowledge and "one who knows." Conscientization serves as one of the central ideas in Freire's conceptualization of education as a form of liberation. Connected knowing is said to "build in the subjectivists' conviction that the most trustworthy knowledge comes from personal experience rather than the pronouncements of authorities." Both epistemologies posit an interdependent relationship between the knower and the known. In terms of teaching and learning, one way to envision this relationship is to use a triangle, a metaphor familiar to rhetoricians, with the students, the teacher, and knowledge each represented by a different angle. As in geometry, changing one of these angles forces the others to change. Transforming the knower from an object being acted upon to a subject who actively constructs the world and moving the known from an exclusively objective entity to a personally and socially constructed phenomenon necessarily requires a reposition of the identities and relationships among knowledge, students, and teachers. Students are able to situate themselves critically in their worlds and teachers must redefine their function in the classroom. (Contains 9 references.) (CR)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A