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Project Title
A comprehensive literature review of how the
ways of knowing have been used elsewhere in
classroom settings with postsecondary students
across applied disciplines
Michael Ladouceur, B.Sc.N., M.P.H.
and
Louela Manankil-Rankin, Ph.D. (student)
NERU funding (2009)
November 9, 2009
McMaster University, School of Nursing
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Significance
 transition to the Kaleidoscope Curriculum.
 ways of knowing are introduced in care scenarios.
 to understand ways to facilitate small group learning
‘through person-based within a problem-based
approach.’
 to provide formative feedback about students’
learning and utilization of the ways of knowing.
Systematic Review: Patterns of Knowing
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Hypothetical ranking table
of indicators of ways of knowing
Domains
Medium (3)
Wide (5)
Empirical
Uses little or no evidence to
make decisions.
Uses anecdotal evidence or
evidence from observational
studies.
Uses experimental
evidence, summaries or
systematic reviews.
Personal
Little self-awareness.
Becoming wholistic and
authentic.
Full awareness of the self
in the context of
interaction with others.
Esthetic
Weak understanding of the
meaning of a situation.
Begins to identify and develop
creative capacity within self.
Deep appreciation of the
meaning of a situation.
Uses inner creative
forces to transform a
situation
Ethical
Makes decisions arbitrarily.
Make decisions from rules.
Make decisions from a
principled framework.
Emancipatory
Nurse makes all the decisions.
Joint decisions by nurse and
patient.
Patient makes decisions
in consultation with
nurse.
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Narrow (1)
Pentagram of indicators
of ʻways of knowingʼ
Emancipatory
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Empirical
1
3
Esthetic
Personal
5
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Ethical
Adapted by Michael Ladouceur from: Bjaras, G., Haglund, B. & Rifkin, S. (1991).
A New Approach to Community Participation Assessment. Health Promotion International. 6(1).
Level of understanding
judged at time 1 (baseline)
Emancipatory
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Empirical
1
3
Esthetic
Personal
Lead.
5
7
Ethical
Level of understanding
judged at time 2
Emancipatory
Inspire.
Empirical
T2
Engage.
T1
1
3
Esthetic
Personal
Lead.
5
7
Ethical
1. What does the literature say about how the
different ways of knowing are used and
assessed in postsecondary education of the
applied disciplines?
2. What does the literature say about how
students enact the different ways of knowing
within a classroom setting?
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Research questions
Systematic Review: Patterns of Knowing
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Purpose
 To review the literature (nursing, medicine,
allied health, psychology and education) to
understand how the different ways of knowing
(empiric, emancipatory, ethical, personal, and
aesthetic) are used and assessed in
postsecondary education.
 To review the literature to identify how the
different ways of knowing are enacted in the
classroom settings.
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Background
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(Traditional theories of knowledge acquisition)
 Empiricism - a theory of knowledge emphasizing the role of
experience (esp. experience based on perceptual
observations by the five senses).
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 Rationalism - knowledge varies from rationalist to rationalist.
 Constructivism - all knowledge is constructed from human
perception and social experience.
 Skepticism - related to the question of whether certain
knowledge is possible.
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Background
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(Barbara Carperʼs (1978) ways of knowing)
 Aesthetic & artistic: actually feeling the experience with
another.
 Personal: knowing self, experiences that influence our
perspectives.
 Ethical: commitment of service to others, respect for human
life while recognizing our moral obligations to society.
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 Empiric: research utilizing scientific processes and rigorous
methodologies.
 Emancipatory (Chinn & Kramer): the capacity to notice
and act upon injustices in the social order.
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Methodology
Inclusion Criteria:
 Only literature from applied disciplines (nursing,
medicine, rehab. sciences, social work, etc.)
 Search terms: “modes” of knowing, ”ways” of knowing,
educational strategies, classroom settings, students.
 Types of literature: theoretical and research.
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(Literature Review)
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Methodology
Exclusion Criteria:
 no anecdotal literature.
 literature re: the clinical setting will be noted, but not
included in THIS study.
 professional practice literature will be noted, but not
included in THIS study.
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(Literature Review)
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Methodology
(Literature Review)
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 Databases: CINAHL, ERIC, PubMed, Web of Science.
 Year: 1988 and beyond (20 years)
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 Language: English.
 Region: North America, Europe, Asia, Australia, Africa,
South America.
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 Boundaries: Classroom setting, postsecondary education
 Handsearching of literature in relevant books i.e.
Chinn and Kramer.
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Methodology
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(Data Analysis)
 Data will be reviewed as it answers the questions for
this research study.
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 Only relevant articles will be included in the dataset.
 Thematic analysis of the articles in the data set for the
discipline will be conducted (within analysis).
 Thematic analysis of articles across disciplines will be
conducted in order to gain insight into an overarching
interpretation of the ways of knowing and their use in
classroom settings.
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Timeline
 Literature search will begin January, 2010 after
consultation with librarian who will conduct the
review.
 Analysis of datasets will begin February, 2010.
 Recommendations for tutor guide development
and evaluations will be available May, 2010.
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 Findings and recommendations will be discussed
in Evaluation Task Force meetings commencing
May, 2010.
 Recommendations for tutor guide development will
be shared with course planners, Faculty
Development Group, CIC by June, 2010.
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Dissemination Plans
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Final Product
 A report that outlines the findings and
recommendations of this study based on the
literature.
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Future Directions
 Development of a tool/guide based on literature
that will assist tutors in recognizing the
manifestations of the ways of knowing in PBL
tutorial.
 Conduct another study that will focus on the
lived-experience of the Kaleidescope curriculum
with a particular focus on the manifestations of
the ways of knowing in PBL tutorial.
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Questions?
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