They try to share the experience that led to that knowledge. In relation to empathy, it is important to realise that empathy is about reception, not projection. Thus, connected knowers do not project their own values and beliefs onto the other and reflect on how they would feel or behave. Rather, they are receptive to the other and they try to imagine why the other believes or behaves as they do. Connected knowing should not be confused with subjectivism or intuition.
Connected knowers use reason, inference and empathy in their meaning-making.
Separate and connected knowing are not gender specific although Belenky et al. Depending on the task or situation, individuals should be able to move from separate to connected knowers and visa versa. Yet, within a learning environment, a separate knower is more likely to value and use the techniques of logic, analysis and debate while a connected knower utilises empathy, collaboration and careful listening. That is, the ability to argue competitively, critique dispassionately and objectively, analyse according to rules and procedures and to exclude feelings and emotions. These skills are important, but it is equally essential that tertiary educators also value and nurture the skills that connected knowers bring to the classroom.