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Answer briefly (like 25 words or less) and make the answer complete. In other words, don't refer to a question number or a letter choice that would require me to look up the test questions. If your answer is about good faith, then say "Good faith" is or does ... or whatever. jeanne

1. What is narrative teaching?

2. Describe Sally's and Albert's way of knowing in the following fact pattern, in which you may assume that Sally and Albert are teachers trying to evaluate Lucie's learning.:

   Sally has examined the fact pattern on Lucie (#9) very carefully. She has reviewed the categories and the facts as they are given. Sally announces to her chat group that she knows the answer: Lucie is at the stage of silence in knowing. Albert disagrees. He insists that Lucie is just confused by the fact that her common sense tells her that the portion of the world that she can see looks flat. Albert says that if they can show Lucie the broader perspective of the world as a globe, in some concrete example such as we use in physics labs, then Lucie will move to the level of received knowing. Albert also points out that Lucie might well be at the level of received knowing on some other concepts. Sally responds that even if Albert were right, the assignment was to identify the stage that Lucie is at, not to teach her to move beyond it. Albert responds that their measurement of Lucie's stage in ways of knowing might be spurious. Sally responds that Albert is making the exercise too complicated.

   1. Sally

      Way of Knowing:

      Facts:

   2. Albert

      Way of Knowing:

      Facts:

3. Alfie Kohn says that grades hurt students by encouraging them to work for external rewards and by thus failing to allow them the luxury of developing intrinsic motivation (otherwise known as the sheer joy of learning). How does Kohn's statement fit with Stanton's description of students' struggle for coherence and meaning in their college work? See Dear Habermas link under Justice, Jurisprudence and Judgments, to Alfie Kohn on Gold Stars and A's Punish by Stilling Our Voices. Compare Kohn's distrust of grades to Stanton's comments on p.36 of Knowledge, Difference, and Power: "Who am I and how is college changing me? and what do I want to do with my life?" Perhaps we should also ask, as Harding reminds us on p. 445, what is college teaching me to want "not to know," to be ignorant of, for the questions we do not ask are like the other side of the coin to those we do ask. On this check the site on Epstein's Impure Science. Impure Science: The Story of AIDS Research

4. What happened when the minicourses from Women's Ways of Knowing were translated into core curriculum? (At p.37)

Jeanne jcurran@csudh.edu