How Do You Know?

E ach of us has a Way of Knowing that filters our experience of ourselves, others, and our relationships. This chart
offers a framework based on Robert Kegans constructive-developmental theory to understand how each of us,
depending on our way of knowing, develops during adulthood. It also includes ideas about how we can challenge our-
selves and support each others growth. Use the top part of the chart to identify which way of knowing best describes
you. The bottom part shows some ways you can further your development to incorporate other ways of knowing.
Ellie Drago-Severson writes, consults, and teaches about adult educational leadership at Columbia University.

Stages: I am rule-based. I am 0ther-focused. I am reflective. I am interconnecting.

The most Fulfilling my own needs, Meeting expectations and Staying true to my values, Reflecting on my identity,
important interests, and desires. getting approval. which I generate. being open to others views
thing is: and to changing myself.

Concerns: Rules. Authority figures set goals. Set goals based on own Set goals in collaboration.
Clear definition of right Self-image comes from values and standards. Share power.
and wrong. others judgment. Self-image based on my Find common ground,
Immediate self-interest. Responsible for others evaluation of my competen- even with seeming
Other people are either feelings and vice versa. cies and integrity. opposites.
helpful or obstacles. Criticism and conflict are Contradictory feelings and Open to exploration,
Abstract thinking has no threatening. conflict are ways to learn. conflict, complexity, and
meaning. others perspectives.

Guiding Will I get punished? Will you like/value me? Am I staying true to my How can other peoples
questions: Whats in it for me? Will you think I am a good own personal integrity, thinking help me to
person? standards, and values? develop and grow?

Tasks at your Be open to possibility of Generate own values and Open up to diverse and Accept that some differ-
growing new right solutions. standards. opposing views. ences cannot be resolved.
edge: Take on tasks that demand Accept conflicting view- Accept and learn from Avoid insisting on abso-
abstract thinking. points without seeing them diverse problem-solving lutely flat, nonhierarchal
as a threat to relationships. approaches. approaches.

Learning Dialogues that offer mul- Dialogue that helps to Facilitate dialogue, espe- Affiliate with an authority
exercises tiple perspectives and go generate and clarify ones cially when perspectives are or an impersonal system.
to try: beyond right and wrong. own values. diametrically opposed. Commit to a project with-
Share perspectives in out a clear purpose.
pairs or triads before shar- Appreciate the time it
ing with larger groups and takes to reach a conclusion
authority figures. when others may not move
at the same pace.

Ways to Set clear goals and Invite to leadership roles. Offer opportunities to pro- Encourage refraining from
support the expectations, agree on step- Demonstrate ways to mote, analyze, and critique taking over and rushing a
growth of by-step procedures and confirm, acknowledge, and ones goals and ideas. process.
these folks: specific due dates. accept others beliefs. Encourage consideration Model sensitivity to those
Offer concrete advice, Model disagreement with- of conflicting or discordant who do not have the same
specific skills. out threat to relationships. ideas. capacity (e.g., for conflict).

Source: Adapted from Drago-Severson, E., Leading Adult Learning: Supporting Adult Development in our Schools.
Thousand Oaks: Corwin/Sage Publications, (2010). www.yesmagazine.org/51facts for additional citations.

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