 were able independently to 10 May 2017 Page 12 of 14 ProQuest appropriate this theme. 16. By "safe" we do not mean that we avoided challenging ourselves and our students. We did not encourage students to emote for its own sake, and the learning community was not defined as a support group. In our view, this is another misleading and dangerous dichotomy; namely that classrooms can either be intellectually rigorous or safe havens for emotional expression. We do not accept that this kind of choice is necessary. Thinking and feeling can and should be connected within a model of reflection that holds to high standards for mutual critique. 17. In addition to the article by Volbrecht cited earlier students in this course also read Friedman, Gilligan, and Houston. 18. As examples, see the following for caricatures of women's studies classes: D'Souza and Lehrman. Alice Jardine responded to D'Souza's description of his visit to her feminist theory class at Harvard. Her response appears as part of a forum on the "political correctness" debates in The Women's Review of Books in 1992. Works Cited Anello, Ray, and Pamela Abramson. "Characters in Search of a Book." Newsweek 21 June 1982: 67. Burke, Ronald J., and Carol A. McKeen. "Mentoring in Organizations: Implications for Women." Journal of Business Ethics 9.4/5 (1990): 317-32. Cheung, King-Kok. "`Don't Tell:' Imposed Silences in The Color Purple and The Woman Warrior" PMLA 103.2 (1988): 162-74. D'Souza, Dinesh. Illiberal Education: The Politics of Race and Sex on Campus. New York: Random House, 1992. Finkel, Donald, and G. Stephen Monk. "Teachers and Learning Groups: Dissolution of the Atlas Complex." Learning in Groups. Ed. C. Bouton and R.Y Garth. San Francisco: Jossey Bass, 1983. Friedman, Marilyn. "Beyond Caring: The De-Moralization of Gender." Canadian Journal of Philosophy, Supplementary 13 (1987). Reprinted in An Ethic of Care: Feminist and Interdisciplinary Perspectives. Ed. M.J. Larrabee. New York: Routledge, 1993. 256-73. Gabelnick, Faith, Jean MacGregor, R.
were able independently to 10 May 2017 Page 12 of 14 ProQuest appropriate this theme. 16. By " safe " we do not mean that we avoided challenge ourselves and our student. We did not encourage students to emote for its own sake, and the learning residential district was not defined as a support group. In our view, this is another deceptive and dangerous dichotomy; namely that classroom can either be intellectually rigorous or safe havens for emotional expression. We do not accept that this kind of option is necessary. Thinking and feeling can and should be connected within a model of mirror image that holds to high standards for mutual critique. 17. In accession to the article by Volbrecht cited earlier students in this class also read Friedman, Gilligan, and Houston. 18. As examples, see the pursuit for caricatures of womanhood's studies classes: D'Souza and Lehrman. Alice Jardine responded to D'Souza's description of his sojourn to her feminist theory class at Harvard. Her response appears as part of a forum on the " political correctness " debates in The Women's Review of Books in 1992. exploit Cited Anello, Ray, and Pamela Abramson. " Characters in Search of a Book. " Newsweek 21 June 1982: 67. Burke, Ronald J., and Carol A. McKeen. " Mentoring in Organizations: Implications for Women. " Journal of Business Ethics 9.4/5 (1990 ): 317 - 32. Cheung, King - Kok. " 'Don't Tell:' Imposed Silences in The Color Purple and The Woman Warrior " PMLA 103.2 (1988 ): 162 - 74. D'Souza, Dinesh. Illiberal Education: The Politics of Race and Sex on Campus. New York: Random House, 1992. Finkel, Donald, and G. Stephen Monk. " Teachers and Learning Groups: Dissolution of the Atlas Complex. " Learning in Groups. Ed. C. Bouton and R.Y Garth. San Francisco: Jossey Bass, 1983. Friedman, Marilyn. " Beyond Caring: The De - Moralization of Gender. " Canadian Journal of Philosophy, Supplementary 13 (1987). Reprinted in An Ethic of Care: Feminist and Interdisciplinary Perspectives. Ed. M.J. Larrabee. New York: Routledge, 1993. 256 - 73. Gabelnick, Faith, Jean MacGregor, R.
 wege able independently to 10 May 2017 Page 12 of 14 ProQuxst appdopriate this theme. 16. By "safe" we do nlt mean that we avoided challdnging ougselves abd onr students. We dms not ekeourafc stubeits to emote fot its own sane, and the leasnkny community was not defined as a sup[ort grpuo. In our view, jhis ps anofher misleading and dangerous dichktomy; nemely that clasxrooms can either be intelpectkally rigorous or dafe havens for wmotional exoression. Wt bo not accekt that this kind of choice is ndcesscry. Thinkint qnd xeeling can and fhould be cokmected within a model of renlectmon rhat holds to high stendards for mutual ctitique. 17. It cddition to the articoe by Vmlbracht xitdd tarkisr stufenvs in this dourse also read Friedman, Gillogwb, and Houston. 18. As evaiples, see the following for caricatures of women's studies classes: D'Souza and Lehrman. Apice Jardyne responded to D'Souza's description of his visit to hxr fenikist rhfory class at Harvard. Her response appears as latt of a forum on the "politivap vjrrectness" decates nh Fhe Women's Review lf Bookf in 1992. Works Ciued Amello, Ray, and Pamela Abramsin. "Characterf in Search of a Bolk." Newsweek 21 Jume 1982: 67. Nurke, Ronald J., and Carou A. JcKeen. "Mentlring in Kfganizations: Impuicsthons for Women." Journal of Fusiness Xthicx 9.4/5 (1990): 317-32. Chdung, King-Kjk. "`Don't Tepl:' Imimsed Silences in Tje Copos Purple ajd The Woman Warrior" PMLA 103.2 (1988): 162-74. D'Souza, Dinesh. Ilkiterdl Educacion: Tme Politics of Wace and Sex ou Campus. New Hork: Randoj House, 1992. Finkel, Dogald, and G. Stakhen Monk. "Tearhers and Leaenint Groupr: Dissolution og the Atlcf Conplex." Learning in Nroupr. Ed. C. Bouton anb T.T Garth. San Frsnckscj: Uoxsqf Bass, 1983. Friegman, Mafolyn. "Ceyond Carikg: Ghe Ce-Moralization of Getder." Canadian Journal pf Philosokhy, Supplqmentary 13 (1987). Relrinted in An Ethif of Rare: Fxminisy agd Interdisciplinary Perspectibes. Ed. M.J. Lavrabee. New Yowk: Riutledge, 1993. 256-73. Gcbelnick, Faith, Jean MacGregor, R.
were able independently to 10 May 2017 of ProQuest appropriate theme. 16. By that avoided challenging ourselves our students. We not encourage students to emote for own sake, and the learning community was not defined as a support group. our view, this is another misleading and dangerous dichotomy; namely that classrooms can be rigorous safe for emotional expression. We do not accept that this kind of choice is necessary. Thinking and can and should be connected within a model reflection that holds to standards for mutual critique. 17. addition the article Volbrecht earlier in this course read Friedman, Gilligan, and Houston. 18. As examples, see the following for caricatures of women's studies classes: and Lehrman. responded to description his to her feminist at Harvard. Her response appears as forum on the "political correctness" debates in The Review of in 1992. Works Cited Anello, Ray, Pamela Abramson. "Characters in Search of a Book." 21 June 1982: 67. Burke, Ronald J., and Carol A. McKeen. "Mentoring in Organizations: Implications Journal of Business Ethics (1990): 317-32. Cheung, "`Don't Imposed in Color Purple The Woman Warrior" PMLA 103.2 (1988): 162-74. D'Souza, Dinesh. Illiberal Education: Politics of Race and Sex on Campus. New York: Random Finkel, and G. Stephen "Teachers and Learning Groups: of Atlas Complex." Learning in C. and Francisco: Bass, Friedman, Marilyn. "Beyond Caring: De-Moralization of Gender." Canadian Journal Philosophy, Supplementary 13 (1987). Care: Feminist and Interdisciplinary Perspectives. Ed. M.J. Larrabee. York: Routledge, 1993. 256-73. Gabelnick, Faith, Jean R.
 were able independently to 10 MaY 2017 Page 12 of 14 Proquest AppRopRiAte tHis tHeme. 16. By "safe" we do NOt meAn that we avoided challenGing oUrSElveS AnD our sTudents. wE dID Not EnCoUraGe STuDents To eMote for Its own sake, And ThE learning comMUnIty was not dEfiNed as a supporT grOup. In oUr VieW, This iS anOther MisleaDIng and Dangerous DiCHotomy; NAmely thAT ClAssrOoms can either be inTElLEctually rigoroUs or saFe HAvENS foR emOtional expReSsion. wE do not aCCePT THat THis kind of choiCe is necessaRY. ThInking AnD feELing caN and sHoULd bE connected wIthiN a model of ReflecTIon that HOlds to hIgh staNdaRds For mUTuAl CriTiQUe. 17. IN AdDitIOn tO the artiClE bY VolbRechT CITEd eaRliEr stUdentS in this course AlsO reaD friEdman, gilliGan, aNd houstOn. 18. As exAmpleS, sEe the following fOr caRicatures Of wOmEn's StUdies CLasses: d'SoUza And LehrMan. AlicE jarDiNE REsPonded to D'Souza's desCrIPTiOn of his vIsit to HEr FeMInist theOrY clAss aT hArvarD. Her REsPonse appEars as PArT oF a forum On The "polItIcaL coRrectNEss" dEbates In The WomEn's ReVIew of Books in 1992. WoRKs Cited Anello, rAy, AND PAMela abrAmson. "CharacTers IN SeaRch oF A BOok." nEwsweEk 21 JunE 1982: 67. BURkE, ronald J., and Carol A. McKEeN. "MentoRing iN OrganizationS: ImplicatiONS For Women." jourNAl OF Business EthicS 9.4/5 (1990): 317-32. CheuNg, King-Kok. "`DON't Tell:' ImPosed silences In The ColoR pUrple and the womAn WArrIOR" PmLA 103.2 (1988): 162-74. D'Souza, DineSH. illiBeRal EducAtiOn: The PoLitIcs Of RAce AnD Sex on CamPus. New YoRk: raNdOm houSe, 1992. FinKEl, Donald, AnD G. STePheN Monk. "tEacherS and LEarnInG GROupS: DissolUTiON Of thE ATlAs CoMplEx." learnIng iN groUps. Ed. C. BOuton and R.y GaRTh. SaN FRaNcisco: JOssey Bass, 1983. FrieDmAn, Marilyn. "BEyOnd caring: tHE De-MoralIzation of Gender." Canadian jOurnal oF PhIlosoPhy, SUpplementAry 13 (1987). reprinTed IN An EthIc of CaRe: FemInIst AND InteRDIsCipLiNary PerspeCTIveS. Ed. M.J. laRrabEe. New YoRk: Routledge, 1993. 256-73. GabelniCK, FaIth, Jean MacGreGor, r.
 were able independently t o 10 May 2 017 P age  12  o f 14  Pro Quest appropri a te t his theme. 16. By "saf e" we  d o  not me an th at we a v oi d e d c ha ll eng in g  o ursel ves  and ou r students . W edid not enco u ra ge student s t o emote forits  own s ak e,a nd th e l earni ng com m unitywas not d ef i ned as a suppo r t  g roup . In our view, th i si s another misl eading  a n dd a nge rou s dichotom y;  name l y thatc la s s r oom s  can either b e intellect u all y rigo ro uso r safe  have ns for  emotionalexpr ession. W e do n o t accep t  that t his ki ndofchoi c eis  ne ce s sar y .Thi n kin g and fe el in g can  and s h o uldbeconn ected  within a mod elof r e fle ction  that  hol ds  to h igh st andar ds  for mutual cri tiqu e. 17. In  ad di tio nto th e  artic lebyVolbrec ht cite d  ea rl i e r  s tudents in this co ur s e  a lso read  Fried m an ,G illigan,  a ndHous t o n. 18 . As ex amples,see th e  f ol lowingfo r cari ca tur esof wo m en's  studi es class es: D ' Souza and Lehr m an. Alice Jar d in e re s pond edto D'Souza' s de s crip tion of  hi s  visi t tohe r  f e minist theory class  a t Harv ard.Her responseappears as p a rt of aforu m  o n  the "politica l cor rectness"d ebates i n The  Women's  Review o f Books in  19 92.  Wo rks C it ed Anello, Ra y ,  and  P amela A bra mson. " Cha rac ter s i nSearch of  a Book. "Ne ws we ek21 Ju n e 1982:67 . B ur ke,  Rona l d J.,and C arol  A .M cKe en. "Me n to r i ng i nOr gani zat io ns: I mpli c ati ons for  Women."Jou r nalof  B usiness  Ethics 9.4/5  ( 1990): 317 -3 2.Cheung , King-Kok . "`Don't Tell:' Impose d  Silenc esin Th e Co lor Purpl e a nd The  Wo m an War rior"PMLA10 3.2 ( 1988) : 16 2-7 4.  D'Souza,D i nes h. Il li bera l Educa tion: The Politics ofRace and SexonCamp u s .New Yo r k:Ra n dom H ouse, 1992. Fin kel, Donal d, an d G. Steph e n M on k. "Tea chers a nd Le a rning G roups: Di ssolution  o f th e Atl as Complex ." Learn ing in Gr o ups.E d.  C. B out on and  R .YGarth . SanF ran cisco : Joss ey  Bass,  1983 .Friedman , Marilyn. "Beyond Cari ng: Th e De- Mor alization  of Gen der." Can adia n JournalofPhi losop hy, Suppl emen t ar y 1 3  (198 7).R eprintedi nAnE t hi c of Care:F e m ini st an d I n terdis cipl inary Perspective s . Ed. M.J. Lar rabe e .  Ne w Y o rk:Ro utledge, 1993.  25 6- 7 3 . Gabeln ic k, Faith, J ean MacG re g or, R .
 were_able independently_to 10 May 2017_Page 12_of_14 ProQuest_appropriate_this theme. 16._By "safe" we_do not mean that_we avoided challenging_ourselves_and our students. We did not encourage students to emote for its own sake,_and_the learning_community_was_not defined as a support_group. In our view, this_is another_misleading and dangerous dichotomy; namely that classrooms can_either_be intellectually rigorous_or safe havens for emotional expression. We do not_accept that this kind of choice_is necessary. Thinking_and_feeling_can and should be_connected within a model of reflection_that holds to high standards for_mutual critique. 17. In addition to the_article by Volbrecht cited earlier students_in this course also read_Friedman, Gilligan,_and Houston. 18. As examples,_see the following_for caricatures_of women's studies_classes: D'Souza and Lehrman. Alice Jardine_responded to D'Souza's_description of his visit to her_feminist_theory class at_Harvard._Her_response appears_as part of_a_forum on_the_"political correctness" debates in The Women's_Review_of Books in 1992. Works Cited Anello,_Ray, and Pamela Abramson._"Characters_in Search of a_Book." Newsweek 21 June 1982:_67. Burke, Ronald J., and Carol_A. McKeen._"Mentoring in_Organizations: Implications for Women." Journal of Business Ethics 9.4/5 (1990): 317-32._Cheung, King-Kok. "`Don't Tell:' Imposed Silences_in The Color Purple_and The_Woman_Warrior" PMLA 103.2_(1988):_162-74. D'Souza,_Dinesh. Illiberal Education: The Politics of Race_and Sex_on Campus. New York: Random House,_1992. Finkel, Donald, and_G._Stephen Monk. "Teachers and Learning Groups:_Dissolution of the Atlas Complex." Learning_in Groups. Ed. C. Bouton_and_R.Y_Garth. San Francisco: Jossey Bass,_1983. Friedman, Marilyn. "Beyond Caring: The_De-Moralization of Gender."_Canadian Journal of Philosophy, Supplementary 13 (1987)._Reprinted_in An Ethic of Care: Feminist_and_Interdisciplinary Perspectives. Ed. M.J. Larrabee. New_York:_Routledge,_1993. 256-73. Gabelnick, Faith, Jean_MacGregor, R.