by Tom Nachtrab and Nathan Dunlap, Elmhurst College
Textual analysis of student writing suggests that students conceive themselves as passive ‘knowers’ who are acted upon by generic forces in a uniform world of knowledge. Tentative implications for teaching include expecting students to take responsibility for building their own knowledge, and for dealing with the dimly-realized middle sphere of their social reality.
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For further information on ACCA activities, please contact Marv Bartell, ACCA Executive Director.
For further information regarding this online journal contact: acca@lewisu.edu.