{"id":4871,"date":"2023-02-24T20:44:13","date_gmt":"2023-02-24T20:44:13","guid":{"rendered":"https:\/\/www.goodacademic.com\/blog\/questions\/3-2-the-five-stages-of-knowing-by-mary-belenky-write-a-critical-response\/"},"modified":"2023-02-24T20:44:13","modified_gmt":"2023-02-24T20:44:13","slug":"3-2-the-five-stages-of-knowing-by-mary-belenky-write-a-critical-response","status":"publish","type":"questions","link":"https:\/\/www.goodacademic.com\/blog\/questions\/3-2-the-five-stages-of-knowing-by-mary-belenky-write-a-critical-response\/","title":{"rendered":"3.2 &quot; The Five Stages of Knowing&quot; by Mary Belenky. Write a critical response"},"content":{"rendered":"<div class=\"col-sm-12 messageContent\">\n<table>\n<tbody>\n<tr>\n<td>\n<p><strong><em>Read &#8221; The Five Stages of Knowing&#8221; by Mary Belenky, etc. Write a critical response to her article (250 words). Analyze the main points she covered, the problem she is trying to solve, explain the purpose she is trying to achieve; describe the audience she addressed. <\/em><\/strong><\/p>\n<p><strong><em>Answer the following question: <\/em><\/strong><strong><em>Where on Belenky&#8217;s series of levels would you put yourself?? <\/em><\/strong><\/p>\n<p><strong><em>Use MLA Format, Text Entry only. Submit by 11:59 p.m. 02.20.2023.<\/em><\/strong><\/p>\n<p><strong>Additional information: Mary Belenky about women and children:<\/strong><\/p>\n<p><strong><a class=\"external youtubed\" title=\"Link\" href=\"https:\/\/www.youtube.com\/watch?v=W3cZ4T59HE0\" target=\"_blank\" data-preview-alt=\"\" rel=\"noopener\">Link<\/a><a class=\"external youtubed\" title=\"Link\" href=\"https:\/\/www.youtube.com\/watch?v=W3cZ4T59HE0\" target=\"_blank\" data-preview-alt=\"\" rel=\"noopener\"><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><a class=\"youtubed instructure_inline_media_comment\" href=\"https:\/\/www.youtube.com\/watch?v=W3cZ4T59HE0\"><img src=\"https:\/\/sdccd.instructure.com\/images\/play_overlay.png\" alt=\"\"><\/a><\/strong><\/p>\n<p><strong>You can find more information in the book (Available in amazon.com):<\/strong><\/p>\n<p><strong><img src=\"https:\/\/images-na.ssl-images-amazon.com\/images\/I\/51BiPGaZbPL._SX373_BO1,204,203,200_.jpg\"><\/strong><\/p>\n<p><strong><em>T<\/em><em>he<\/em><em> Five Stages of Knowing&#8221; by Mary Belenky.<\/em><\/strong><\/p>\n<p><strong>This information can help you understand Women&#8217;s Worldview.<\/strong><\/p>\n<ol>\n<li><strong>Recognize the potential need on the part of some women to reject their past.<\/strong><\/li>\n<li><strong>Recognize the role of sexual harassment, abuse, and violence in many women&#8217;s lives and its subsequent influence on cognitive development.<\/strong><\/li>\n<li><strong>Recognize the potential disconnection from authority experienced by some women.<\/strong><\/li>\n<li><strong>Nurture voices of both separate and connected knowing and the integration of the two.<\/strong><\/li>\n<\/ol>\n<p><strong>Women&#8217;s development theory refers to the seminal work of Mary Field Belenky, Blythe McVicker Clinchy, Nancy Rule Goldberger, and Jill Mattuck Tarule, published under the title &#8220;Women&#8217;s Ways of Knowing: The Development of Self, Voice, and Mind&#8221; (Belenky, Clinchy, Goldberger and Tarule 1986). This work describes the process of <a class=\"external\" title=\"Cognitive development\" href=\"https:\/\/en.wikipedia.org\/wiki\/Cognitive_development\" target=\"_blank\" rel=\"noopener\">cognitive development<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> in women as five knowledge positions (or perspectives) through which women view themselves and their relationship to knowledge.<\/strong><\/p>\n<p><strong>The study and writing of &#8220;Women&#8217;s Ways of Knowing&#8221; was a shared process of authorship, which the authors describe in the 1997 10th anniversary addition of the book.<\/strong><\/p>\n<h2><strong>Contents<\/strong><\/h2>\n<ul>\n<li><strong><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#Women's_ways_of_knowing\" target=\"_blank\" rel=\"noopener\"><span class=\"tocnumber\">1<\/span><span class=\"toctext\">Women&#8217;s ways of knowing<\/span><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong><\/li>\n<li><strong><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#Ways_of_Knowing\" target=\"_blank\" rel=\"noopener\"><span class=\"tocnumber\">2<\/span><span class=\"toctext\">Ways of Knowing<\/span><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong>\n<ul>\n<li><strong><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#Silence\" target=\"_blank\" rel=\"noopener\"><span class=\"tocnumber\">2.1<\/span><span class=\"toctext\">Silence<\/span><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong><\/li>\n<li><strong><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#Received_Knowledge:_Listening_to_the_voices_of_others\" target=\"_blank\" rel=\"noopener\"><span class=\"tocnumber\">2.2<\/span><span class=\"toctext\">Received Knowledge: Listening to the voices of others<\/span><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong><\/li>\n<li><strong><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#Subjective_Knowledge:_The_inner_voice\" target=\"_blank\" rel=\"noopener\"><span class=\"tocnumber\">2.3<\/span><span class=\"toctext\">Subjective Knowledge: The inner voice<\/span><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong><\/li>\n<li><strong><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#Procedural_Knowledge:_Separate_and_connected_knowing\" target=\"_blank\" rel=\"noopener\"><span class=\"tocnumber\">2.4<\/span><span class=\"toctext\">Procedural Knowledge: Separate and connected knowing<\/span><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong><\/li>\n<li><strong><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#Constructed_Knowledge:_Integrating_the_voices\" target=\"_blank\" rel=\"noopener\"><span class=\"tocnumber\">2.5<\/span><span class=\"toctext\">Constructed Knowledge: Integrating the voices<\/span><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong><\/li>\n<\/ul>\n<\/li>\n<li><strong><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#Relationship_to_Perry's_cognitive_development_theory\" target=\"_blank\" rel=\"noopener\"><span class=\"tocnumber\">3<\/span><span class=\"toctext\">Relationship to Perry&#8217;s cognitive development theory<\/span><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong><\/li>\n<li><strong><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#Implications_of_this_research_for_student_affairs_professionals\" target=\"_blank\" rel=\"noopener\"><span class=\"tocnumber\">4<\/span><span class=\"toctext\">Implications of this research for student affairs professionals<\/span><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong><\/li>\n<li><strong><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#See_also\" target=\"_blank\" rel=\"noopener\"><span class=\"tocnumber\">5<\/span><span class=\"toctext\">See also<\/span><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong><\/li>\n<li><strong><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#References\" target=\"_blank\" rel=\"noopener\"><span class=\"tocnumber\">6<\/span><span class=\"toctext\">References<\/span><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong><\/li>\n<\/ul>\n<h2><strong><span class=\"mw-headline\">Women&#8217;s ways of knowing<\/span><\/strong><\/h2>\n<p><strong>Belenky, Clinchy, Goldberger, and Tarule examined the <a class=\"external\" title=\"Epistemology\" href=\"https:\/\/en.wikipedia.org\/wiki\/Epistemology\" target=\"_blank\" rel=\"noopener\">epistemology<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>, or &#8220;ways of knowing&#8221;, of a diverse group of women, with a focus on identity and intellectual development across a broad range of contexts including but not limited to the formal educational system.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> While conceptually grounded originally in the work of <a class=\"external\" title=\"William G. Perry\" href=\"https:\/\/en.wikipedia.org\/wiki\/William_G._Perry\" target=\"_blank\" rel=\"noopener\">William G. Perry<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> in cognitive (or intellectual) development<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-Perry-2\" target=\"_blank\" rel=\"noopener\">[2]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> and <a class=\"external\" title=\"Carol Gilligan\" href=\"https:\/\/en.wikipedia.org\/wiki\/Carol_Gilligan\" target=\"_blank\" rel=\"noopener\">Carol Gilligan<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> in moral\/personal development in women,<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-Gilligan-3\" target=\"_blank\" rel=\"noopener\">[3]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> the Belenky, Clinchy, Goldberger, and Tarule discovered that existing developmental theories at the time did not address some issues and experiences that were common and significant in the lives and cognitive development of women.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> While the developmental positions described in &#8220;Women&#8217;s Ways of Knowing&#8221; overlap to a large degree with Perry&#8217;s cognitive developmental scheme, the authors describe additional knowledge perspectives not observed in Perry&#8217;s study and report gender-related influences on cognitive development in women.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<p><strong>The 135 women who participated in Belenky, Clinchy, Goldberger, and Tarule&#8217;s study ranged from age 16 to over 60, came from rural and urban populations, and varied in socioeconomic class, ethnicity and educational history.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> As such, they represented a more diverse group than was included in Perry&#8217;s 1970 study of male students at <a class=\"mw-redirect external\" title=\"Harvard\" href=\"https:\/\/en.wikipedia.org\/wiki\/Harvard\" target=\"_blank\" rel=\"noopener\">Harvard<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-5\" target=\"_blank\" rel=\"noopener\">[5]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> The authors illustrated how the epistemological assumptions of the participating women were intimately linked to their perceptions of themselves and their relationship to their world.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> Each of the five &#8220;ways of knowing&#8221;, or knowledge perspectives, represents a different point in the women&#8217;s cognitive development, dependent on conceptions of self (self), relationship with others (voice) and understanding of the origins and identity of <a class=\"external\" title=\"Authority\" href=\"https:\/\/en.wikipedia.org\/wiki\/Authority\" target=\"_blank\" rel=\"noopener\">authority<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>, <a class=\"external\" title=\"Truth\" href=\"https:\/\/en.wikipedia.org\/wiki\/Truth\" target=\"_blank\" rel=\"noopener\">truth<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> and <a class=\"external\" title=\"Knowledge\" href=\"https:\/\/en.wikipedia.org\/wiki\/Knowledge\" target=\"_blank\" rel=\"noopener\">knowledge<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> (mind).<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<h2><strong>Ways of Knowing<\/strong><\/h2>\n<h3><strong>Silence<\/strong><\/h3>\n<p><strong><i>Silence<\/i> is the name given to the first epistemological position, and describes women who felt disconnected from knowledge, the sources of knowledge and their relationship to knowledge.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-West-6\" target=\"_blank\" rel=\"noopener\">[6]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> This knowledge perspective, while relatively rare in the women studied and not a necessary precursor to other positions, was absent in Perry&#8217;s scheme (1970) and not represented in other cognitive developmental theories of the time.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-West-6\" target=\"_blank\" rel=\"noopener\">[6]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<p><strong>Women describing this position were notable for their extreme sense of <a class=\"external\" title=\"Isolation (psychology)\" href=\"https:\/\/en.wikipedia.org\/wiki\/Isolation_(psychology)\" target=\"_blank\" rel=\"noopener\">isolation<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> and fear of authorities, their fragile sense of <a class=\"external\" title=\"Self\" href=\"https:\/\/en.wikipedia.org\/wiki\/Self\" target=\"_blank\" rel=\"noopener\">self<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>, and feelings of being &#8220;deaf and dumb&#8221;, i.e., having no independent voice. Women in this knowledge position were often young, of limited education, and socioeconomically poor, and very often had experienced a history of <a class=\"external\" title=\"Abuse\" href=\"https:\/\/en.wikipedia.org\/wiki\/Abuse\" target=\"_blank\" rel=\"noopener\">abuse<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-7\" target=\"_blank\" rel=\"noopener\">[7]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> These women viewed themselves as being incapable of knowing or thinking, appeared to conduct little or no internal dialogue and generally felt no sense of connection with others.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> Their &#8220;acts of knowing&#8221; involved only specific actions and behaviors occurring in the present.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> Notably, amongst these women, words were viewed as weapons used to inflict harm, to isolate and to diminish others.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> Authorities of knowledge were viewed as all-powerful and experiences with authority were overwhelmingly negative for these women.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<p><strong>Belenky, Clinchy, Goldberger, and Tarule emphasize that women who are characterized by the position of <i>silence<\/i> were overwhelmingly raised &#8220;in profound isolation under the most demeaning circumstances&#8221; and that their feelings of being &#8220;deaf and dumb&#8221; originate in a profound lack of confidence in their own &#8220;<a class=\"external\" title=\"Meaning-making\" href=\"https:\/\/en.wikipedia.org\/wiki\/Meaning-making\" target=\"_blank\" rel=\"noopener\">meaning-making<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> and meaning-sharing abilities&#8221;, rather than a lack of intellectual endowment.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-8\" target=\"_blank\" rel=\"noopener\">[8]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<h3><strong>Received Knowledge: Listening to the voices of others<\/strong><\/h3>\n<p><strong><i>Received knowledge<\/i> describes the epistemological position in which women in the study perceived knowledge as a set of absolute truths received from infallible authorities. The process of learning, as understood by <i>received knowers<\/i>, involves receiving and repeating the knowledge and words of authorities. In this sense words are no longer viewed as weapons, and are seen as critical to the learning process, but the origin and meaning of words and knowledge remain external.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<p><strong>Women characterizing this position lacked confidence in their own ability to speak and generally defined themselves externally, usually in relation to <a class=\"mw-redirect external\" title=\"Social norms\" href=\"https:\/\/en.wikipedia.org\/wiki\/Social_norms\" target=\"_blank\" rel=\"noopener\">social norms<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>, <a class=\"mw-redirect external\" title=\"Gender roles\" href=\"https:\/\/en.wikipedia.org\/wiki\/Gender_roles\" target=\"_blank\" rel=\"noopener\">gender roles<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> and expectations of others, i.e., cultural ideals of women as set forth by external authorities.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> <i>Received knowers<\/i> tended to find disagreement, paradox or ambiguity intolerable since these violated the black-and-white absolutist nature of knowledge.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<p><strong>The authors note that in their study <i>received knowers<\/i> generally had little experience with female role models in authority positions and often emphasized selflessness and care of others as their primary role in life.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> However, Love and Guthrie emphasize Belenky et al.&#8217;s finding that the experience of giving birth provided an important stimulus in moving women from a position of <i>silence<\/i> to a position of <i>received knowledge<\/i>.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<h3><strong>Subjective Knowledge: The inner voice<\/strong><\/h3>\n<p><strong><i>Subjective knowledge<\/i> is characterized by the recognition of the self as an authority. <i>Subjective knowers<\/i> rely on their own subjective thoughts, feelings and experiences for knowledge and truth &#8211; the &#8220;infallible gut&#8221; as Belenky, Clinchy, Goldberger and Tarule refer to it.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<p><strong>Women with this perspective at some point experienced the development of a &#8220;protesting inner voice&#8221;,<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> which allowed them to make their own claims to truth and knowledge. Along with the nascent discovery of the inner voice, <i>subjective knowers<\/i> showed a general distrust of analysis and logical reasoning and did not see value in considering the weight of evidence in evaluating knowledge.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> Instead, they considered knowledge and truth to be inherently personal and subjective, to be experienced rather than intellectualized.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> Belenky, Clinchy, Goldberger, and Tarule state that <i>subjective knowers<\/i> often block out conflicting opinions of others, but may seek the support and affirmation of those in agreement.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> The authors note that half of the women in their study occupied this position, but that they were spread across the full range of ages.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<p><strong>Like women characterizing the first two positions, pervasive <a class=\"external\" title=\"Sexual harassment\" href=\"https:\/\/en.wikipedia.org\/wiki\/Sexual_harassment\" target=\"_blank\" rel=\"noopener\">sexual harassment<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> and abuse was evident in the personal histories of <i>subjective knowers<\/i>, but unlike the first two positions, these women generally felt optimism and positivity towards the future.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> Love and Guthrie emphasize that the transition to <i>subjective knowledge<\/i> was most often driven by positive changes in the personal lives of women (a shift to equitable, mutually-respectful and supportive relationships and away from abusive relationships in particular), rather than experiences within the educational system.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<h3><strong>Procedural Knowledge: Separate and connected knowing<\/strong><\/h3>\n<p><strong><i>Procedural knowledge<\/i> reflects the recognition that multiple sources of knowledge exist, and that procedures are necessary for evaluating the relative merit of these sources.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> <i>Procedural knowers<\/i> focus on methods and techniques for evaluating the accuracy of external truth and the relative worth of authority. The transition to <i>procedural knowledge<\/i> was experienced by many women in the study as a regression or crisis of confidence initially, as the inner voice of subjective knowing became critical both of external authorities and internal subjective knowledge.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> However, what followed was the recognition that insights and information outside of personal experience could have bearing on knowledge. <i>Procedural knowers<\/i> sought to understand authorities, focusing on reasoned reflection rather than absolutism<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> and the use of context-specific procedures to evaluate information that could be interpreted in multiple ways.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-West-6\" target=\"_blank\" rel=\"noopener\">[6]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<p><strong>Belenky, Clinchy, Goldberger and Tarule describe two alternative modes of procedural knowledge: <i>separate<\/i> knowing and <i>connected<\/i> knowing. <i>Separate<\/i> knowers tend to be adversarial and focused on critical analysis that excludes personal feelings and beliefs. Academic environments often favored this form of <i>procedural knowledge<\/i>. <i>Connected<\/i> knowers on the other hand seek to understand others&#8217; ideas and <a class=\"mw-redirect external\" title=\"Point of view (cognitive)\" href=\"https:\/\/en.wikipedia.org\/wiki\/Point_of_view_(cognitive)\" target=\"_blank\" rel=\"noopener\">points of view<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>, emphasizing the relevance of context in the development of knowledge and the fundamental value of experience.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<p><strong>Most <i>procedural knowers<\/i> in this study were economically privileged, Caucasian, young college students or graduates.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<h3><strong>Constructed Knowledge: Integrating the voices<\/strong><\/h3>\n<p><strong><i>Constructed knowledge<\/i> as a position is characterized by a recognition of the interrelatedness of knowledge, knowing and the knower.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> Women with this perspective considered all knowledge as constructed, and understood that knowledge is inherently mutable, subject to time, experience, and context; they saw knowledge as &#8220;a constant process of construction, deconstruction and reconstruction&#8221;.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<p><strong>Women in this position generally came to it after intense self-reflection.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> They were able to engage in what Belenky, Clinchy, Goldberger, and Tarule refer to as <i>real talk<\/i>: the ability to listen, share and cooperate while maintaining one&#8217;s own voice undiminished.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> The position of <i>constructed knowledge<\/i> often involves enormous &#8220;empathetic potential&#8221;: a capacity to feel connected with another person despite potentially enormous differences. Many women in this position nonetheless experience loneliness and discouragement, largely due to difficulty in finding companionable and supportive partners.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<h2><strong><span class=\"mw-headline\">Relationship to Perry&#8217;s cognitive development theory<\/span><\/strong><\/h2>\n<p><strong>The position of <i>silence<\/i> is absent from Perry&#8217;s scheme.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<p><strong><i>Received knowledge<\/i> is comparable to Perry&#8217;s dualism in that knowledge is viewed as black-and-white absolute truths handed down by infallible authorities.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> However, Perry&#8217;s dualistic men aligned themselves with authority, while Belenky, Clinchy, Goldberger, and Tarule&#8217;s <i>received knowers<\/i> generally felt disconnected from authority.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<p><strong><i>Subjective knowledge<\/i> is similar to Perry&#8217;s multiplicity, in that both emphasize personal intuition and truth.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> However, Perry identified the typical age of the transition to multiplicity as early <a class=\"external\" title=\"Adolescence\" href=\"https:\/\/en.wikipedia.org\/wiki\/Adolescence\" target=\"_blank\" rel=\"noopener\">adolescence<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>, while the women in the above study exhibited this transition over the whole spectrum of ages studied.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> Love and Guthrie also emphasize that, while this transition is relatively smooth for many of Perry&#8217;s men, rejection of the past, sometimes including geographic relocation, was critical to this transition in many women in the Belenky, Clinchy, Goldberger, and Tarule study.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<p><strong><i>Procedural knowledge<\/i> shared similarities with Perry&#8217;s <a class=\"external\" title=\"Relativism\" href=\"https:\/\/en.wikipedia.org\/wiki\/Relativism\" target=\"_blank\" rel=\"noopener\">relativism<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> in its emphasis on context and situation-specific evidence.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-LoveGuthrie-4\" target=\"_blank\" rel=\"noopener\">[4]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<p><strong><i>Constructed knowledge<\/i> is similar to Perry&#8217;s commitment in the sense that both incorporate the role of the knower in knowledge. Perry called this <i>positions<\/i>.,<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> but Belenky, Clinchy, Goldberger, and Tarule moved away from his focus on dualisms.<span class=\"reference\"><a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_note-WWoK-1\" target=\"_blank\" rel=\"noopener\">[1]<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span><\/strong><\/p>\n<h2><strong>Implications of this research for student affairs professionals<\/strong><\/h2>\n<table class=\"box-Expand_section plainlinks metadata ambox mbox-small-left ambox-content\">\n<tbody>\n<tr>\n<td><strong><a class=\"image\" href=\"https:\/\/en.wikipedia.org\/wiki\/File:Wiki_letter_w_cropped.svg\"><img src=\"https:\/\/upload.wikimedia.org\/wikipedia\/commons\/thumb\/1\/1c\/Wiki_letter_w_cropped.svg\/20px-Wiki_letter_w_cropped.svg.png\" alt=\"[icon]\"><\/a><\/strong><\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>(Patrick Love and Victoria Guthrie (1999))<\/strong><\/p>\n<ol>\n<li><strong>Recognize the potential need on the part of some women to reject their past.<\/strong><\/li>\n<li><strong>Recognize the role of sexual harassment, abuse, and violence in many women&#8217;s lives and its subsequent influence on cognitive development.<\/strong><\/li>\n<li><strong>Recognize the potential disconnection from authority experienced by some women.<\/strong><\/li>\n<li><strong>Nurture voices of both separate and connected knowing and the integration of the two.<\/strong><\/li>\n<\/ol>\n<h2><strong>See also<\/strong><\/h2>\n<ul>\n<li><strong><a class=\"external\" title=\"Feminist epistemology\" href=\"https:\/\/en.wikipedia.org\/wiki\/Feminist_epistemology\" target=\"_blank\" rel=\"noopener\">Feminist epistemology<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong><\/li>\n<li><strong><a class=\"external\" title=\"Student development theories\" href=\"https:\/\/en.wikipedia.org\/wiki\/Student_development_theories\" target=\"_blank\" rel=\"noopener\">Student development theories<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong><\/li>\n<li><strong><a class=\"mw-redirect external\" title=\"Theory of cognitive development\" href=\"https:\/\/en.wikipedia.org\/wiki\/Theory_of_cognitive_development\" target=\"_blank\" rel=\"noopener\">Theory of cognitive development<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong><\/li>\n<li><strong><a class=\"external\" title=\"Jean Piaget\" href=\"https:\/\/en.wikipedia.org\/wiki\/Jean_Piaget\" target=\"_blank\" rel=\"noopener\">Jean Piaget<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong><\/li>\n<li><strong><a class=\"external\" title=\"Nancy Chodorow\" href=\"https:\/\/en.wikipedia.org\/wiki\/Nancy_Chodorow\" target=\"_blank\" rel=\"noopener\">Nancy Chodorow<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>, especially <i>The Reproduction of Mothering<\/i> (1978)<\/strong><\/li>\n<\/ul>\n<h2><strong><span class=\"mw-headline\">References<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">[<\/span><a class=\"external\" title=\"Edit section: References\" href=\"https:\/\/en.wikipedia.org\/w\/index.php?title=Women%27s_Ways_of_Knowing&amp;action=edit&amp;section=11\" target=\"_blank\" rel=\"noopener\">edit<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><span class=\"mw-editsection-bracket\">]<\/span><\/span><\/strong><\/h2>\n<ol>\n<li><strong><span class=\"mw-cite-backlink\">^ <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-0\" target=\"_blank\" rel=\"noopener\"><span class=\"cite-accessibility-label\">Jump up to:<\/span><i>a<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-1\" target=\"_blank\" rel=\"noopener\"><i>b<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-2\" target=\"_blank\" rel=\"noopener\"><i>c<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-3\" target=\"_blank\" rel=\"noopener\"><i>d<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-4\" target=\"_blank\" rel=\"noopener\"><i>e<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-5\" target=\"_blank\" rel=\"noopener\"><i>f<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-6\" target=\"_blank\" rel=\"noopener\"><i>g<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-7\" target=\"_blank\" rel=\"noopener\"><i>h<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-8\" target=\"_blank\" rel=\"noopener\"><i>i<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-9\" target=\"_blank\" rel=\"noopener\"><i>j<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-10\" target=\"_blank\" rel=\"noopener\"><i>k<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-11\" target=\"_blank\" rel=\"noopener\"><i>l<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-12\" target=\"_blank\" rel=\"noopener\"><i>m<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-13\" target=\"_blank\" rel=\"noopener\"><i>n<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-14\" target=\"_blank\" rel=\"noopener\"><i>o<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-15\" target=\"_blank\" rel=\"noopener\"><i>p<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-16\" target=\"_blank\" rel=\"noopener\"><i>q<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-17\" target=\"_blank\" rel=\"noopener\"><i>r<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-18\" target=\"_blank\" rel=\"noopener\"><i>s<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-19\" target=\"_blank\" rel=\"noopener\"><i>t<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-20\" target=\"_blank\" rel=\"noopener\"><i>u<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-21\" target=\"_blank\" rel=\"noopener\"><i>v<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-22\" target=\"_blank\" rel=\"noopener\"><i>w<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-23\" target=\"_blank\" rel=\"noopener\"><i>x<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-WWoK_1-24\" target=\"_blank\" rel=\"noopener\"><i>y<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> <span class=\"reference-text\"><cite>al.], Mary Field Belenky &#8230; [et (1986). <a class=\"external text\" href=\"https:\/\/archive.org\/details\/womenswaysofkno000bele\"><i>Women&#8217;s way of knowing : the development of self, voice and mind<\/i><\/a> (8.print. ed.). New York: Basic Books. <a class=\"mw-redirect external\" title=\"ISBN (identifier)\" href=\"https:\/\/en.wikipedia.org\/wiki\/ISBN_(identifier)\" target=\"_blank\" rel=\"noopener\">ISBN<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" title=\"Special:BookSources\/978-0465092130\" href=\"https:\/\/en.wikipedia.org\/wiki\/Special:BookSources\/978-0465092130\" target=\"_blank\" rel=\"noopener\">978-0465092130<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>.<\/cite><\/span><\/strong><\/li>\n<li><strong><span class=\"mw-cite-backlink\"><a class=\"external\" title=\"Jump up\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-Perry_2-0\" target=\"_blank\" aria-label=\"Jump up\" rel=\"noopener\">^<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> <span class=\"reference-text\"><cite>Perry, William G. (1999). <a class=\"external text\" href=\"https:\/\/archive.org\/details\/formsofintellect00perr\"><i>Forms of intellectual and ethical development in the college years : a scheme<\/i><\/a> (1st ed.). San Francisco, Calif: Jossey-Bass Publishers. <a class=\"mw-redirect external\" title=\"ISBN (identifier)\" href=\"https:\/\/en.wikipedia.org\/wiki\/ISBN_(identifier)\" target=\"_blank\" rel=\"noopener\">ISBN<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" title=\"Special:BookSources\/9780787941185\" href=\"https:\/\/en.wikipedia.org\/wiki\/Special:BookSources\/9780787941185\" target=\"_blank\" rel=\"noopener\">9780787941185<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>.<\/cite><\/span><\/strong><\/li>\n<li><strong><span class=\"mw-cite-backlink\"><a class=\"external\" title=\"Jump up\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-Gilligan_3-0\" target=\"_blank\" aria-label=\"Jump up\" rel=\"noopener\">^<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> <span class=\"reference-text\"><cite>Gilligan, Carol (1984). <span class=\"cs1-lock-registration\"><a class=\"external text\" href=\"https:\/\/archive.org\/details\/indifferentvoice00gill_0\"><i>In a different voice<\/i><\/a><\/span> (38th printing. ed.). [S.l.]: Harvard University. <a class=\"mw-redirect external\" title=\"ISBN (identifier)\" href=\"https:\/\/en.wikipedia.org\/wiki\/ISBN_(identifier)\" target=\"_blank\" rel=\"noopener\">ISBN<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" title=\"Special:BookSources\/9780674445444\" href=\"https:\/\/en.wikipedia.org\/wiki\/Special:BookSources\/9780674445444\" target=\"_blank\" rel=\"noopener\">9780674445444<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>.<\/cite><\/span><\/strong><\/li>\n<li><strong><span class=\"mw-cite-backlink\">^ <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-0\" target=\"_blank\" rel=\"noopener\"><span class=\"cite-accessibility-label\">Jump up to:<\/span><i>a<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-1\" target=\"_blank\" rel=\"noopener\"><i>b<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-2\" target=\"_blank\" rel=\"noopener\"><i>c<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-3\" target=\"_blank\" rel=\"noopener\"><i>d<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-4\" target=\"_blank\" rel=\"noopener\"><i>e<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-5\" target=\"_blank\" rel=\"noopener\"><i>f<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-6\" target=\"_blank\" rel=\"noopener\"><i>g<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-7\" target=\"_blank\" rel=\"noopener\"><i>h<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-8\" target=\"_blank\" rel=\"noopener\"><i>i<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-9\" target=\"_blank\" rel=\"noopener\"><i>j<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-10\" target=\"_blank\" rel=\"noopener\"><i>k<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-11\" target=\"_blank\" rel=\"noopener\"><i>l<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-12\" target=\"_blank\" rel=\"noopener\"><i>m<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-13\" target=\"_blank\" rel=\"noopener\"><i>n<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-14\" target=\"_blank\" rel=\"noopener\"><i>o<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-15\" target=\"_blank\" rel=\"noopener\"><i>p<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-16\" target=\"_blank\" rel=\"noopener\"><i>q<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-17\" target=\"_blank\" rel=\"noopener\"><i>r<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-18\" target=\"_blank\" rel=\"noopener\"><i>s<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-19\" target=\"_blank\" rel=\"noopener\"><i>t<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-LoveGuthrie_4-20\" target=\"_blank\" rel=\"noopener\"><i>u<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> <span class=\"reference-text\"><cite>Love, Patrick G.; Guthrie, Victoria L. (Winter 1999). &#8220;Women&#8217;s Ways of Knowing&#8221;. <i>New Directions for Student Services<\/i>. 1999 (88): 17\u00e2\u20ac\u201c27. <a class=\"mw-redirect external\" title=\"Doi (identifier)\" href=\"https:\/\/en.wikipedia.org\/wiki\/Doi_(identifier)\" target=\"_blank\" rel=\"noopener\">doi<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>:<a class=\"external text\" href=\"https:\/\/doi.org\/10.1002%2Fss.8802\">10.1002\/ss.8802<\/a>.<\/cite><\/span><\/strong><\/li>\n<li><strong><span class=\"mw-cite-backlink\"><a class=\"external\" title=\"Jump up\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-5\" target=\"_blank\" aria-label=\"Jump up\" rel=\"noopener\">^<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> <span class=\"reference-text\"><cite>Belenky, Mary Field (1986). <i>Women&#8217;s ways of knowing : the development of self, voice, and mind<\/i>. Clinchy, Blythe McVicker; Goldberger, Nancy Rule;Tarule, Jill Mattuck. New York: Basic Books. pp. 9\u00e2\u20ac\u201c10. <a class=\"mw-redirect external\" title=\"ISBN (identifier)\" href=\"https:\/\/en.wikipedia.org\/wiki\/ISBN_(identifier)\" target=\"_blank\" rel=\"noopener\">ISBN<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" title=\"Special:BookSources\/978-0465092123\" href=\"https:\/\/en.wikipedia.org\/wiki\/Special:BookSources\/978-0465092123\" target=\"_blank\" rel=\"noopener\">978-0465092123<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>. <a class=\"mw-redirect external\" title=\"OCLC (identifier)\" href=\"https:\/\/en.wikipedia.org\/wiki\/OCLC_(identifier)\" target=\"_blank\" rel=\"noopener\">OCLC<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external text\" href=\"https:\/\/www.worldcat.org\/oclc\/13558903\">13558903<\/a>.<\/cite><\/span><\/strong><\/li>\n<li><strong><span class=\"mw-cite-backlink\">^ <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-West_6-0\" target=\"_blank\" rel=\"noopener\"><span class=\"cite-accessibility-label\">Jump up to:<\/span><i>a<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-West_6-1\" target=\"_blank\" rel=\"noopener\"><i>b<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-West_6-2\" target=\"_blank\" rel=\"noopener\"><i>c<\/i><span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> <span class=\"reference-text\"><cite>West, Michael A. (2004). <i>Effective teamwork : practical lessons from organizational research<\/i> (2nd, repr. ed.). Malden, Mass. [u.a.]: Blackwell [u.a.] <a class=\"mw-redirect external\" title=\"ISBN (identifier)\" href=\"https:\/\/en.wikipedia.org\/wiki\/ISBN_(identifier)\" target=\"_blank\" rel=\"noopener\">ISBN<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" title=\"Special:BookSources\/9781405110570\" href=\"https:\/\/en.wikipedia.org\/wiki\/Special:BookSources\/9781405110570\" target=\"_blank\" rel=\"noopener\">9781405110570<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>.<\/cite><\/span><\/strong><\/li>\n<li><strong><span class=\"mw-cite-backlink\"><a class=\"external\" title=\"Jump up\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-7\" target=\"_blank\" aria-label=\"Jump up\" rel=\"noopener\">^<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> <span class=\"reference-text\"><cite>Belenky, Mary Field (1986). <i>Women&#8217;s ways of knowing : the development of self, voice, and mind<\/i>. Clinchy, Blythe McVicker; Goldberger, Nancy Rule; Tarule, Jill Mattuck. New York: Basic Books. p. 159. <a class=\"mw-redirect external\" title=\"ISBN (identifier)\" href=\"https:\/\/en.wikipedia.org\/wiki\/ISBN_(identifier)\" target=\"_blank\" rel=\"noopener\">ISBN<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" title=\"Special:BookSources\/978-0465092123\" href=\"https:\/\/en.wikipedia.org\/wiki\/Special:BookSources\/978-0465092123\" target=\"_blank\" rel=\"noopener\">978-0465092123<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>. <a class=\"mw-redirect external\" title=\"OCLC (identifier)\" href=\"https:\/\/en.wikipedia.org\/wiki\/OCLC_(identifier)\" target=\"_blank\" rel=\"noopener\">OCLC<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external text\" href=\"https:\/\/www.worldcat.org\/oclc\/13558903\">13558903<\/a>.<\/cite><\/span><\/strong><\/li>\n<li><strong><span class=\"mw-cite-backlink\"><a class=\"external\" title=\"Jump up\" href=\"https:\/\/en.wikipedia.org\/wiki\/Women%27s_Ways_of_Knowing#cite_ref-8\" target=\"_blank\" aria-label=\"Jump up\" rel=\"noopener\">^<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/span> <span class=\"reference-text\"><cite>Belenky, Mary Field (1986). <i>Women&#8217;s ways of knowing : the development of self, voice, and mind<\/i>. Clinchy, Blythe McVicker;Goldberger, Nancy Rule;Tarule, Jill Mattuck. New York: Basic Books. p. 34. <a class=\"mw-redirect external\" title=\"ISBN (identifier)\" href=\"https:\/\/en.wikipedia.org\/wiki\/ISBN_(identifier)\" target=\"_blank\" rel=\"noopener\">ISBN<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external\" title=\"Special:BookSources\/978-0465092123\" href=\"https:\/\/en.wikipedia.org\/wiki\/Special:BookSources\/978-0465092123\" target=\"_blank\" rel=\"noopener\">978-0465092123<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>. <a class=\"mw-redirect external\" title=\"OCLC (identifier)\" href=\"https:\/\/en.wikipedia.org\/wiki\/OCLC_(identifier)\" target=\"_blank\" rel=\"noopener\">OCLC<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a> <a class=\"external text\" href=\"https:\/\/www.worldcat.org\/oclc\/13558903\">13558903<\/a>.<\/cite><\/span><\/strong><\/li>\n<\/ol>\n<ul>\n<li><strong>Belenky, M.F., B.M. Clinchy, N.R. Goldberger and J.M. Tarule. 1986. Women&#8217;s Ways of Knowing. Basic Books, NY.<\/strong><\/li>\n<li><strong>Love, Patrick G. and Victoria L. Guthrie. 1999. Women&#8217;s Ways of Knowing. New directions for student services (88): 17-27.<\/strong><\/li>\n<li><strong>Perry, William G. 1970. Forms of intellectual and ethical development in the college years. Holt, Rinehart and Winston, NY.<\/strong><\/li>\n<li><strong>West, Elise J. 2004. Perry&#8217;s legacy: models of epistemological development. Journal of Adult Development 11(2): 61-70.<\/strong><\/li>\n<\/ul>\n<p><strong><a class=\"external\" title=\"Help:Category\" href=\"https:\/\/en.wikipedia.org\/wiki\/Help:Category\" target=\"_blank\" rel=\"noopener\">Categories<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a>: <\/strong><\/p>\n<ul>\n<li><strong><a class=\"external\" title=\"Category:Educational psychology\" href=\"https:\/\/en.wikipedia.org\/wiki\/Category:Educational_psychology\" target=\"_blank\" rel=\"noopener\">Educational psychology<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong><\/li>\n<li><strong><a class=\"external\" title=\"Category:Feminist theory\" href=\"https:\/\/en.wikipedia.org\/wiki\/Category:Feminist_theory\" target=\"_blank\" rel=\"noopener\">Feminist theory<span class=\"screenreader-only\"> (Links to an external site.)<\/span><\/a><\/strong><\/li>\n<\/ul>\n<p><strong><em> <\/em><\/strong><\/p>\n<p><strong><em> SUMMARY<\/em><\/strong><\/p>\n<p><strong>The Five Stages of Knowing<\/strong><\/p>\n<ol>\n<li><strong>Silence: total dependence on whims of external authority<\/strong><\/li>\n<li><strong>Received Knowledge: receive and reproduce knowledge<\/strong><\/li>\n<li><strong>Subjective Knowledge: truth and knowledge are conceived of as personal, private, and intuited<\/strong><\/li>\n<li><strong>Procedural Knowledge: rely on objective procedures for obtaining and communicating knowledge<\/strong><\/li>\n<li><strong>Constructed Knowledge: view all knowledge as contextual; value subjective and objective strategies<\/strong><\/li>\n<\/ol>\n<p><strong>What is Meant by Silence?<\/strong><\/p>\n<ul>\n<li><strong>Words viewed as weapons&#8211;worried about being punished for using words<\/strong><\/li>\n<li><strong>Ways of knowing available limited to the present, the actual, the concrete, the specific and to actual behaviors&#8211;life see in polarities<\/strong><\/li>\n<li><strong>Blind obedience to authorities of utmost importance for keeping out of trouble<\/strong><\/li>\n<li><strong>Speaking of self was almost impossible<\/strong><\/li>\n<li><strong>Women often talked about voice and silence in describing their lives<\/strong><\/li>\n<li><strong>The development of a sense of voice, mind, and self were connected<\/strong><\/li>\n<\/ul>\n<p><strong>Received Knowledge<\/strong><\/p>\n<ul>\n<li><strong>Feel confused and incapable when required to do original work<\/strong><\/li>\n<li><strong>Paradox is inconceivable&#8211;intolerant of ambiguity<\/strong><\/li>\n<li><strong>The longer you work, the higher the grade<\/strong><\/li>\n<li><strong>Worry that developing their own powers would be at the expense of others<\/strong><\/li>\n<li><strong>Look to others for self-knowledge&#8211;unable to see themselves as growing.<\/strong><\/li>\n<li><strong>Think of words as central to the knowing process&#8211;learn by listening<\/strong><\/li>\n<li><strong>Concrete and dualistic thinking<\/strong><\/li>\n<li><strong>Little confidence in their own voice&#8211;trust that their friends share exactly the same thoughts and experiences&#8211;apt to think of authorities, not friends, as sources of truth because of their statues<\/strong><\/li>\n<li><strong>Equate receiving, retaining, and returning the words of authorities with learning<\/strong><\/li>\n<\/ul>\n<p><strong>Subjective Knowledge<\/strong><\/p>\n<ul>\n<li><strong>Distrust logic, analysis, abstraction, and even language itself&#8211;some see these methods belonging to men<\/strong><\/li>\n<li><strong>Lack of grounding in a secure, integrated, and enduring self-concept<\/strong><\/li>\n<li><strong>Fear that using combative measures in support of her opinion may jeopardize connections with others<\/strong><\/li>\n<li><strong>&#8220;&#8230;Not at all the masculine assertion that &#8216;I have a right to my opinion&#8217;; rather, it is the modest, inoffensive statement, &#8216;It&#8217;s just my opinion.'&#8221;<\/strong><\/li>\n<li><strong>A sense of voice arises<\/strong><\/li>\n<li><strong>Truth is an intuitive reaction, experienced not thought out.<\/strong><\/li>\n<li><strong>Still the conviction that there are right answers; the source of truth shifted locale&#8211;truth comes from within the person and can negate external answers&#8211;women become their own authorities<\/strong><\/li>\n<li><strong>First hand experience is a valuable source of knowledge&#8211;The predominant learning mode is inward listening and watching<\/strong><\/li>\n<\/ul>\n<p><strong>Procedural Knowledge<\/strong><\/p>\n<ul>\n<li><strong>The orientation toward impersonal rules is separate knowing&#8211;&#8220;impersonal procedures for establishing truth&#8221;<\/strong><\/li>\n<li><strong>Relationship orientation has to do with connected knowing&#8211;truth emerges through care<\/strong><\/li>\n<li><strong>Thinking is encapsulated within systems&#8211;&#8220;can criticize a system, but only in the system&#8217;s terms, only according to the system&#8217;s standards. Women at this position may be liberal or conservatives, but they cannot be &#8216;radicals.'&#8221;<\/strong><\/li>\n<li><strong>Knowing requires careful observation and analysis&#8211;simple becomes problematic<\/strong><\/li>\n<li><strong>At first this does not feel like progress&#8211;confidence wanes&#8211;the inner voice becomes critical<\/strong><\/li>\n<li><strong>&#8220;The notion of &#8216;ways of looking&#8217; is central to the procedural knowledge position&#8221;&#8211;knowledge is a process.<\/strong><\/li>\n<li><strong>Procedural Knowledge has elements of separate knowing and connected knowing<\/strong><\/li>\n<\/ul>\n<p><strong>Connected Knowing (procedural):<\/strong><\/p>\n<p><strong>\u00c2\u00b7 Based in capacity for empathy<\/strong><\/p>\n<p><strong>\u00c2\u00b7 Hope to understand another person&#8217;s ideas by trying to share the experience that has led to the forming of the idea&#8211;begin with an attitude of trust<\/strong><\/p>\n<p><strong>\u00c2\u00b7 Dialogue is more like a clinical interview&#8211;&#8220;If one can discover the experiential logic behind these ideas, the ideas become less strange and the owners of the ideas cease to be strangers.&#8221;<\/strong><\/p>\n<p><strong>Separate Knowing (procedural):<\/strong><\/p>\n<p><strong>\u00c2\u00b7 Opposite of subjectivism: &#8220;While subjectivists assume that everyone is right, separate knowers that everyone&#8211;including themselves&#8211;may be wrong.&#8221;<\/strong><\/p>\n<p><strong>\u00c2\u00b7 Realize that relationships are not on the line&#8211;enables defense against authorities&#8211;experts only as good as their arguments.<\/strong><\/p>\n<p><strong>\u00c2\u00b7 Separation from feelings and emotions of self in the cause of objectivity<\/strong><\/p>\n<p><strong>Constructed Knowledge<\/strong><\/p>\n<ul>\n<li><strong>Integration<\/strong><\/li>\n<li><strong>Develop a narrative sense of self<\/strong><\/li>\n<li><strong>High tolerance for internal contradiction and ambiguity<\/strong><\/li>\n<li><strong>Do not want to compartmentalize reality<\/strong><\/li>\n<li><strong>Constructed Knowledge<\/strong><\/li>\n<\/ul>\n<p><strong>&#8220;Once knower assumes the general relativity of knowledge, that their frame of reference matters and that they can construct and reconstruct frames of reference, they feel responsible for examining, questioning, and developing the systems that they will use for constructing knowledge.&#8221;<\/strong><\/p>\n<p><strong>Opening of the mind and the heart to embrace the world&#8211;establish a communion with what they are trying to Understand.<\/strong><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Read &#8221; The Five Stages of Knowing&#8221; by Mary Belenky, etc. Write a critical response to her article (250 words). Analyze the main points she covered, the problem she is trying to solve, explain the purpose she is trying to achieve; describe the audience she addressed. Answer the following question: Where on Belenky&#8217;s series of [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":[],"disciplines":[186],"paper_types":[],"tagged":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions\/4871"}],"collection":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions"}],"about":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/types\/questions"}],"author":[{"embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/comments?post=4871"}],"version-history":[{"count":0,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions\/4871\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/media?parent=4871"}],"wp:term":[{"taxonomy":"disciplines","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/disciplines?post=4871"},{"taxonomy":"paper_types","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/paper_types?post=4871"},{"taxonomy":"tagged","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/tagged?post=4871"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}