Women, Human Development, and Learning. ERIC Digest.

Autor/in	Kerka, Sandra
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Women, Human Development, and Learning. ERIC Digest.
Quelle	(1993), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Development; Adult Education; Adult Learning; Classroom Techniques; Cognitive Style; Educational Research; Females; Individual Development; Psychological Studies; Sex Differences; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Erwachsenwerden; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Klassenführung; Cognitive styles; Kognitiver Stil; Bildungsforschung; Pädagogische Forschung; Weibliches Geschlecht; Individuelle Entwicklung; Sex difference; Geschlechtsunterschied; Theorie-Praxis-Beziehung
Abstract	A growing body of literature is questioning whether existing models of human development apply equally to men and women. Prevailing theories of human development have been criticized for being based on research with primarily male subjects of similar ethnic, racial, or class backgrounds. Some research supports the viewpoint that women have different ways of thinking and learning. However, emphasizing the "differentness" of women raises the danger of stereotyping and/or perpetuating traditional sex roles. Others argue that identifying the "different voices" of women may have the positive result of validating other perspectives. If educational institutions are based on a model of one type of thought (rational, analytic), then those whose ways of thinking are more subjective or inductive may feel alienated in the learning environment. Several ways of using knowledge of developmental differences to support adult learning have been identified. The approaches that have been suggested for enhancing women's "different" ways of developing are remarkably similar to the central principles of adult education: teaching and learning that are collaborative and reflective, social action and social change, and validation and use of the life experiences adults bring to the classroom in the teaching/learning process. (Contains 14 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC