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Focus On Basics

Volume 5, Issue B ::: October 2001

Table 3:  Learners' Constructions of the Cohort as a Holding Environment for Perspective Broadening

Way of Knowing The Cohort . . . Sample Quotations

Instrumental Knowers

 

Challenged them to think differently about their own and other people's life experiences.

"I just feel a lot of, I don't know, gratitude to meet them all [cohort members], and to learn about different things, different things about their countries."  

"If you have some idea you can share, you can share something good they can take, we discuss, because everybody has children too." 

Socializing Knowers

Served as a safe haven for learning about other people's experiences, ideas, perspectives, and expertise. 

Provided a context in which they could broaden their perspectives by learning from "friends." 

Made difference okay because everyone was still connected and basically the same, which preserved the
relationships.

Relied upon lack of conflict.

"Everybody has different discussion, different ideas and you can learn from them and they learn from you."  

"We share a lot of experiences, we get a lot
of advice." 

"They are friendly. They talk with me if I
couldn't understand something they help me, they explain to me."  

"We come from different country that have
different culture. We discuss and we learn something from, maybe other country is good, maybe other parents they teach something is different. I will try that, and everybody is different."

Self-Authoring Knowers

Provided information and ideas, which they used in service of self-understanding and self-expansion.

Provided suggestions from others, which they could evaluate and integrate with their ideas. 

Could withstand conflict as a part of working with and learning from others.

"Like I was getting other people's ideas, and then I was trying to put my ideas, I was getting more ideas."

"IÍlisten to other peoples' opinions and ideas, but compare their ideas and my ideas [and] think about it, see what happen."

Table compiled by Eleanor Drago-Severson.
Updated 7/27/07 :: Copyright © 2005 NCSALL