Dialogic inquiry as a mechanism of the constitutive metamodel

Cognitive heuristics are mental shortcuts adapted over time to enable rapid interpretation of our complex environment. They are intrinsic to human cognition and resist modification. Heuristics applied outside the context to which they are best suited are termed cognitive bias, and are the cause of systematic errors in judgment and reasoning. As both a cognitive and intuitive discipline, design by individuals is vulnerable to context-inappropriate heuristic usage. Designing in groups can act positively to counterbalance these tendencies, but is subject to heuristic misuse and biases particular to social environments. Mismatch between desired and actual outcomes– termed here, design distortion – occurs when such usage goes unnoticed and unaddressed, and can affect multiple dimensions of a system. We propose a methodology, interliminal design, emerging from the Program in Collaborative Design at Pacific Northwest College of Art, to specifically address the influence of cognitive heuristics in design. This adaptive approach involves reflective, dialogic, inquiry-driven practices intended to increase awareness of heuristic usage, and identify aspects of the design process vulnerable to misuse on both individual and group levels. By facilitating the detection and mitigation of potentially costly errors in judgment and decision-making that create distortion, such metacognitive techniques can meaningfully improve design.

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Teaching and Learning Within Inter-Institutional Spaces: An Example from a Community-Campus Partnership in Teacher Education

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v5i1.67848 ◽

2019 ◽

Vol 5 (1) ◽

pp. 37-55

Author(s):

Cher Hill ◽

Paula Rosehart ◽

Sue Montabello ◽

Margaret MacDonald ◽

Don Blazevich ◽

...

Keyword(s):

Teacher Education ◽

Teaching And Learning ◽

Common Ground ◽

Graduate Program ◽

Institutional Practices ◽

University Partnerships ◽

University Communities ◽

Dialogic Inquiry ◽

K 12 ◽

Institutional Space

This paper explores the potentiality inherent within a community-campus partnership in the area of inservice teacher education, and the inter-institutional space that has afforded creative and collaborative practices. Through this partnership, we endeavour to find innovative ways to better serve our students and create opportunities for smooth interactions and flow across school and university communities. Unlike other research that explores tensions and/or common ground within community-university partnerships, we seek to understand the potential that is created in the metaphorical space in-between institutions. Using dialogic inquiry, the diverse members of our teaching team, including members of the university community and the K-12 school system, as well as graduates of the program, reflected on the unique material, discursive and relational dimensions of our inter-institutional space. We came to see our graduate program as a hybrid place of connections, rhythms, and intersections in which usual institutional practices are ruptured. Together we identified powerful interrelated structural dimensions of our inter-institutionality, which we referred to as the gathering space, the inquiry space, the transformative space and the empowering space. These themes and the flow that has been created across and between institutions will be discussed in the following paper.

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The Chimera: Multiple Selves, Conflicting Desires, and Fluctuating Power Relations in Qualitative Research

The Qualitative Report ◽

10.46743/2160-3715/2021.4705 ◽

2021 ◽

Author(s):

Su Jung Um

Keyword(s):

Power Relations ◽

Doctoral Degree ◽

Education Institution ◽

Research Process ◽

Complex Relationship ◽

Multiple Selves ◽

Teaching Experiences ◽

Dialogic Inquiry ◽

Preservice Program ◽

Political Opinions

In this article, I (re)constructed and (re)presented a dialogic inquiry among my chimeric selves engaged in a study which I conducted from 2013 to 2017 to examine teaching experiences of graduates from a social justice-oriented preservice program. I interrogated the roles of my different, disparate, and discontinuous selves in the research process – as a former teacher, a former instructor of my research participants, a researcher with particular academic and political opinions, and as a foreigner working toward a doctoral degree from/in a U.S. higher education institution. In this article, I demonstrated how my chimeric selves with conflicting desires and agendas merged and clashed in the research process. I also portrayed how my chimeric selves added layers to the complex relationship between the participants and me and, accordingly, how power relations in the research were momentary and uncontrollably shifting.

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