連結與婦女學習之探討

An Exploration of Women as Connected Learners

1970年代起女性主義者對心理學與學習理論的批判，開啟性別與學習研究之端，其中值得注意的是 Gilligan (1982)和Belenky et al.(1986)以及後續的研究指出，女性的知識觀與西方傳統主流的男性價值，注重邏輯與分離的認識觀不相同。女性被性別化的能力，無論是認知、學習與實踐均反映出女性是傾向於連結與關懷他人，連結的認知與連結的學習成為研究婦女學習的重要面向。本文一方面介紹文獻上有關女性連結學習的相關研究與論述，從歷史的建構和晚近不同學術領域對女性是連結的知者/學習者的解釋，說明連結與婦女學習的知識脈絡。另方面從女性是連結的知者/學習者的觀點出發，反思當前成人學習的理論，實踐與研究取向。

A significant amount of literature suggests that connection is integral to women’s learning. The idea of women as connected knowers is historically constructed. There are different fields of study offering varied explanations for women’s connected learning. This article is to explore the concept of connected knowing and learning that makes women as connected learners. And the article concludes by rethinking the theory and practice of adult/women learning through the exploration of women as connected learners.