Patterns In Transitional Knowing

By Author: Jordon
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A gender-related pattern was also observed in transitional knowing. On a continuum from interpersonal to impersonal, more women than men used an interpersonal pattern, preferring to "collect others' ideas, expect interaction with peers to hear their views and provide exposure to new ones, seek rapport with Breitling Replica Watches the instructor to enhance self-expression, value evaluation that takes individual differences into account, and resolve uncertainty by personal judgment". Those who preferred an impersonal approach (more men than women) learned through "exchanging] views with instructors and peers via debate, expect to be challenged by instructors, value evaluation that is fair and practical, and resolve uncertainty through logical analysis and research".

Within the independent knowing perspective, two comparable patterns were observed. The individual pattern (used more by women) "is characterized by students' dual focus on thinking for themselves and engaging the views of others" (p. 56). These students value the exchange of ideas ...
... and active discussions as a means of informing one's own opinion. The students who use the individual pattern (used more by men) also value the exchange of ideas, but focus on their independent thinking, their interest in others' independent thinking, and the use of this Cartier Roadster Replica Watches approach as the basis for being evaluated. Because too few students in the sample evidenced contextual knowing, there was too little data from which to discern gender-related patterns. However, Baxter Magolda (1992) reported that patterns in previous levels seemed to converge, and that students' thinking at this level was not restricted to one pattern.

The four perspectives in this model clearly show a pattern of increasing complexity in ways of knowing, consistent with earlier descriptions of epistemological development. What distinguishes this work is the clarity of the rationale for the conceptual grounding and methodological approach used the rigorous application of standards of narrative research exemplified by a plethora of rich examples of verbatim student thinking, and the systematic attention to details of development within the university context. This is especially evident in descriptions of developmentally related assumptions about the roles of learners, peers, and instructors, and about evaluation change for each way of knowing.

It is important to point out that the longitudinal study Baxter Magolda started in 1986 is ongoing and is now over 2 decades in duration (Baxter Magolda, 2001, 2009). She continues to map the course of the journeys of these participants, expanding the understanding not only of cognitive development, but also integrating cognitive with intrapersonal and interpersonal aspects of development by drawing from and refining the broader holistic construct of self-authorship (see Baxter Magolda, 2009).