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Direct linkHauke, Elizabeth – Teaching in Higher Education, 2019
This article argues that knowledge is not a passive product of learning that can be possessed, but rather that it represents an active engagement with ideas, arguments and the world in which they reside. This engagement requires a state of 'knowing' -- a complex, integrative, reciprocal process that unites the knower with the to-be-known.…
Descriptors: Higher Education, STEM Education, Critical Thinking, Undergraduate Students
