Integrating Separate and Connected Knowing: The Experiential Learning Model

Abstract

I describe the differences between separate and connected knowing (Belenky, Clinchy, Goldberger, & Tarule, 1986) and suggest that the experiential learning model (Kolb, 1981, 1984) is a useful framework for integrating traditional, separate knowing and connected, collaborative learning. The strengths of this model and a list of activities and examples associated with various learning positions are identified.

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