Six+Facets+of+Understanding

BACK
Students can provide sophisticated and apt explanations and theories, which provide knowledgeable and justified accounts of events, actions, and ideas. || * Why is that so? Students create meaning in what they learn. || * What does it mean? Students gain the ability to use knowledge effectively in new situations and diverse contexts. || * How and where can we use this knowledge, skill, or process? Students can see critical and insightful points of view. || * From whose point of view? Students have the ability to get inside another person's feelings and worldview. || * How does it seem to you? Self-knowledge includes the wisdom to know one's ignorance and how one's patterns of thought and action inform as well as prejudice understanding. || * How does who I am shape my views?
 * **Facets of Understanding** || **Key Questions** ||
 * **Facet 1: Explanation**
 * How can that be explained?
 * How can that be proven?
 * To what is this connected?
 * How does it work?
 * What is implied? ||
 * **Facet 2: Interpretation**
 * Why does it matter?
 * What of it?
 * What does it illustrate or illuminate in human experience?
 * How does it relate to me?
 * What makes sense? ||
 * **Facet 3: Application**
 * How should my thinking and action be modified to meet the demands of this particular situation? ||
 * **Facet 4: Perspective**
 * From which vantage point?
 * What is assumed or tacit that needs to be made explicit and considered?
 * What is justified or warranted?
 * Is there adequate evidence?
 * Is it reasonable?
 * What are the strengths or weaknesses of the idea?
 * Is it plausible?
 * What are its limits? So what? ||
 * **Facet 5: Empathy**
 * What do they see that I don't?
 * What do I need to experience if I am to understand?
 * What was the artist or performer feeling, seeing, and trying to make me feel and see? ||
 * **Facet 6: Self-Knowledge**
 * What are the limits of my understanding?
 * What are my blind spots?
 * What am I prone to misunderstand because of prejudice, habit, or style? ||