Connected knowing is a knowing rooted in the relationships’ experience and characterized by genuine care, equality, empathy, and withholding judgment. However, connected knowing is collaborative and personal and draws on reactions and personal experiences (Richter & Schmid, 2010). Connected knowing entails placing oneself into another’s reference frame, comprehending how a person comes to existence and how they tend to make sense. Most connected knowers attach or ally themselves to other people’s perceptions and understand things from their friend’s perspectives. Therefore, adult education in the United States is overwhelmed by students from diverse cultural settings that require a sense of care and empathy for them to perform better in their studies. The majority and the minority groups who share the same educational institutions require a balanced academic curriculum that fosters equality and equity (Richter & Schmid, 2010). This essay evaluates how the knowledge of connected knowing influences adult learning.
Besides, through the knowledge of connected knowledge, developing suitable course materials becomes easy because educationists can understand all learners from diverse backgrounds. Adult learning is sensitive since people share various beliefs and opinions concerning the types of coursework to study (Richter & Schmid, 2010). For instance, variation in religious beliefs needs connected knowing, so learners do not judge others based on their choice of religion. Learners need to appreciate others’ choices to enhance academic parity. Also, teaching and learning experiences require connected knowing for effectiveness. An instructor identifies the strengths and weaknesses of their learners and develops better teaching strategies to help the learners. By discovering the varying potentials that one class may possess, it is easy to create learning experiences that foster inclusivity and benefit all learners (Hasio, 2016). Learners also develop a sense of respect towards others by sensitizing equality for all.
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In conclusion, connected knowing affects the evaluation of student works by selecting the best assessment strategies that are fair to all learners. Evaluators may consider various aspects before administering an assessment to learners, such as the validity and reliability of the evaluation (Hasio, 2016). An instructor may scrutinize specific test questions and ensure that the information provided is not biased and is necessary for evaluation purposes. For reliability, the tutor ensures that the administered assessment can issue consistent results overall for learners. Additionally, connected knowledge helps to expand curriculum programs in learning institutions. Major stakeholders will consider the necessary aspects before expansion, such as the effects on learners and instructors (Hasio, 2016). Developing a sense of care for all parties in the learning environment helps identify the critical requirements needed to expand an educational program.
References
Hasio, C. (2016). Empathy and Caring Can Lead to Connected Knowing [EBook] (1st ed., pp. 2-7). Chicago: Art Education Journal.
Richter, T., & Schmid, S. (2010). Epistemological beliefs and epistemic strategies in self-regulated learning. Metacognition and Learning , 5 (1), 47-65.
