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The process of reflection is the core difference between whether
a person repeats the same experience several times, becoming highly proficient
at one behaviour, or learns from experience in such a way that he or she is
cognitive or effectively changed. Such a change involves essentially changing
his or her meaning structures. (p. 100)
At the present time, there appears to be a conscious search on
the part of women to take the concepts of equality, respect, love, and trust
out of the realm of abstract ideals and make them more a part of the daily
ordinary exchange with each other and those outside their immediate
environment. There seems to be a realization on their part that these forms of
nurture can serve as powerful, emotionally fulfilling connectors between women
whose lives are based on a shared vision. Women moving women is a powerful
reality.
REFERENCES
Boyd, E., Reflection as a mode of knowing: Case studies of
counsellors. Unpublished doctoral dissertation, Univ. of Toronto, 1980.
Boyd, E. and False, A.W., Reflective Learning: Key to learning
from experience.Journal of Humanistic Psychology, 1983, 23(2), 99-117.
Kolb, D.A. and Fry, R., Toward an Applied Theory of Experiential
Learning. In C. Cooper (Ed.) Theories of Group Processes. London: John
Wiley, 1975.
Mezirow, J. A critical theory of adult learning and education.
Adult Education, 1981, 32(1), 3-24.
Marie Gillen is an assistant Professor in the Department of
Adult Education at St. Francis Xavier University, in Antagonism, Nova Scotia.
LES FEMMES ET LA
SCIENCE: PROBLÈMES, TENDANCES ET VALEURS
Par Wanda Young (Sommaire)
Cet atelier avait pour but d'examiner les relations entre les
femmes et la science; de considérer les problèmes, les
orientations et les valeurs intrinsèques; de définir d'autres
rapports femmes-science. À partir des conclusions d'un rapport
intitulé "Women in Science", les participantes ont étudié
ces thèmes en se servant du modèle circulaire de
prévisions d'avenir conçus par Wagschal (1981). Elles ont mis au
point quatre modèles, dont trois circulaires. Les pages suivantes
comprennent quatre figures.
- La figure 1 montre comment arriver à
l'égalité dans le domaine de l'enseignement des sciences.
- La figure 2 est un modèle circulaire; elle illustre
les conséquences d'une telle égalité au niveau des emplois
scientifiques;
- La figure 3 indique les conséquences qu'aurait un
nombre plus grand de diplômes scientifiques accordés aux femmes
(le groupe qui a étudié cette question a
préféré formuler le problème dans les termes
suivants: "Qui détermine les politiques?").
- La figure 4 montre les conséquences
qu'entraînerait une négligence au niveau de 1'accès aux
données (retrait des données).
WOMEN AND SCIENCE: ISSUES, TRENDS,
AND VALUES
by Wanda
Young
The purpose of this workshop was to develop awareness of
science issues, trends and values, to consider the consequences of the trends,
and derive alternative solutions. Findings from a "Women in Science" project
provided a starting point for the discussion which used the futures wheel
strategy devised by Wagschal (1981). Three futures wheels and one other model
were developed during the workshop.
- FIGURE 1 is a model showing the development of equality in
science education.
- FIGURE 2 is a futures wheel which shows the consequences of
equality of the sexes in science positions.
- FIGURE 3 shows the consequences of an increased number of
advanced science degrees for women. The group working on this wheel preferred
to discuss the question, "Who Determines Policy?"
- FIGURE 4 was developed to show the consequences of the
neglect of computer information retrieval.
REFERENCE
Wagschal, P., Futuring: A Process
for Exploring Detailed Alternatives, World Future Society Bulletin,
1981, September-October, 25-32.
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