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The table of categories is in on p. 31 of the text. Now that we have discussed separate and connected knowing in detail it is time to go back to the basic definitions of the categories as the text defines them and the readings develop them.

Subjective knowing is perhaps the most difficult because it leads us into the trap of "essentialism." And it falls into the trap of political correctness and of the dilemma that no one can really hear anyone or know anything in this world of postmodernism. Subjective knowing can and should be, according to these authors, and according to your teacher, a stage in the development of knowledge and of one's self-awareness as a learner. At the stage of subjective knowing, the learner develops the confidence to trust her/his own instincts about knowledge. She/he then proceeds to compare that knowledge to that of others, to recognize lacunae, to develop tolerance for ambiguities and inconsistencies amongst the different perceptions of knowledge. The "essentialist" view merely sees the individual as unique and us as incapable of communicating that uniqueness. The women who put together Women's Ways of Knowing are not that fatalistic and lacking in hope. They are hesitant in saying that the epistemological scheme they offer is that of the future for all of us, male and female, Western and other, but they do say it, and other authors, like Sandra Harding, echo that theme robustly.

This exercise is designed to help you clarify the various stages of development in our ways of knowing. Identify the way of knowing suggested by each of the following fact patterns, and state the facts in the pattern that caused you to so identify the category.

1. Katie simply "knows" that one should get one's homework in on time. She doesn't care if the other students ignore the dates and don't turn it in on time. She knows insider of herself that the homework should be done, and on time.

   Way of Knowing:

   Facts:

2. Helen is learning to use a lathe. Her father takes the piece of wood from her and says, "No, like this," and proceeds to shape the wood. Helen watches and says nothing.

   Way of Knowing:

   Facts:

3. Suppose in the example above, Helen, although she watches her father's handling of the wood, doesn't care very much. She supposes she will learn some day because that's something all the kids have to do here. But she doesn't much care.

4. In the example of Helen and the lathe, suppose that Helen at one point asks her father, "You mean like this?" and takes the wood to demonstrate her question. Would this alter your perception of Helen as a learner?

   Way of Knowing:

   Facts:

5. FOR EXTRA CREDIT - How are classroom examples of learning like Helen's example? Do you think students are sometimes categorized as "silenced," non-responsive learners on the basis of inadequate evidence? How could we prevent that, if you believe it is so?

6. Henry is in a class where there is lots of discussion, but most of it is based on people's personal opinions. Henry is suspicious of people who "just know" from their personal experience. He want to be "objective," and is convinced that answers are there if we work hard enough to find them. Henry is uncomfortable in the class.

   Way of Knowing:

   Facts:

7. Albert is very careful in class discussions to encourage people who seem unwilling to speak up. He tries to find something supportive to say of all comments. He looks for good points that might help him examine his own framework of knowing. He realizes that some people are speaking from their personal experience, while others have considered the issue theoretically.

   Way of Knowing:

   Facts:

8. Anna is sure that students must do what they're told. She is confused and uncomfortable when a few of the other students ask why they should have to.

   Way of Knowing:

   Facts:

9. Lucie doesn't care if the whole world says the earth is round. Lucie knows it's flat. Anyone can see that.

   Way of Knowing:

   Facts:

10. 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.