Abstract
In many higher education courses, students are judged with the help of certain objective but also subjective criteria by the teachers. Yet, this may be not sufficient for equal appraisal of idiosyncratic ways of acquiring knowledge. After an analysis of thinking styles and tacit knowing of scientists the presentation will concentrate upon the possible effects the following issues might have on classroom teaching:

• subjectivity
• gender
• ways of knowing
• appraisal

Methods for the reflection of one’s own teaching behaviors are introduced and discussed.

BIO
Robert Guecker, PhD, is Senior Researcher at Center for Technology-Based Training, Helmut Schmidt University Hamburg, Germany.

He specializes in the nature of expertise and tacit knowing, his dissertation is dealing with the knowledge that Instructional Designers are gathering throughout their working experience (Wie E-Learning entsteht. Untersuchung zum Wissen und Können im neuen Berufsfeld Medienautor/in, Muenchen 2007). He has a wide research and working experience in the field of media education. During winter 2007 – 2008, he was a Visiting Scholar at CSHE, UC Berkeley.