That is, the use of empathy, learning from personal experience and a sensitive, collaborative approach. Yet, there is a misconception that connected knowing is somehow inferior. When a connected knower refuses to argue, but rather suspends disbelief and attempts to understand the other, this does not mean she is incapable of argument or thinking. Yet, in traditional academia, such behaviour may be seen as alien. Connected knowing in teaching and learning Teachers who wish to enhance connected knowing in their classroom need to model connected behaviour.
Room is made for personal narrative in the classroom.
The teacher as midwife cares for the student, affirming her and enabling her to give birth to her emergent voice, new ideas and thoughts, supporting and nurturing her as her ideas develop and grow. For example, rather than critique a students work, the teacher needs to ask the student why they thought or wrote what they did. We believed that modelling of connected behaviour by the course tutors, and student participation in connected learning activities would encourage them to become aware of, and adopt connected ways of knowing. Participation in the discussion room activities was designed to encourage dialogue and articulation of voice and to encourage the students to value, and reflect on their personal experience. The activities were designed to enhance sensitive and reflective debate, and encourage empathic collaboration.