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ERIC Number: ED415806
Record Type: Non-Journal
Publication Date: 1997-Nov
Pages: 30
Abstractor: N/A
Reference Count: N/A
Qualitative Transformations within the Student-Teacher Relationship. ASHE Annual Meeting Paper.
Grigoriu, Elizabeth C.
This paper considers how establishing and maintaining the student-teacher relationship can be epistemologically transforming for both college students and faculty. The paper draws on a constructivist-developmental theory of self and cognitive development, knowledge construction, and the author's own teaching experiences. First, underlying constructivist assumptions, such as humans as experiencing cognitive and emotional states of disequilibrium and equilibrium, are identified. Constructivist-developmental theory is summarized as meaning-making through a process of increasing cognitive complexity in the context of multiple, and sometimes contradictory, systems. Robert Kegan's theory of meaning-making is specifically discussed especially the qualitative transformations within three stages of adult development: interpersonal, institutional, and inter-individual. These stages are related to the co-construction by teacher and student of knowledge and meaning-making and the changing dynamics of the relationship between student and teacher, and are illustrated by anecdotes of the author's teaching experiences. Suggestions for facilitating structural transitions in students' learning and teachers' practice are offered. (Contains 9 references.) (DB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A