Heuristic Inquiry in Teacher Education

2019 ◽  
Author(s):  
Rochelle Fogelgarn
Keyword(s):  
Lived Experience ◽  
Sensory Input ◽  
Teacher Educators ◽  
Methodological Approach ◽  
Human Experience ◽  
Heuristic Inquiry ◽  
Pedagogical Practice ◽  
Children And Young Adults ◽  
The Individual ◽  
Study Participants

Teacher educators often encounter novice pre-service teachers who naively declare that their chief motivation for choosing a teacher training course is their passion for teaching children and young adults. Our challenge is to sustain that passion and transform it into effective pedagogical practice. As education is a profession with a crucially important affective dimension, preparing pre-service teachers for the rigors of daily teaching requires more than facilitating the acquisition of pedagogical technique and strategy. Heuristic inquiry is a methodological approach that affords teachers-as-researchers the means to portray the lived experience of teaching so that both pre- and in-service teachers can identify with, and learn about, the holistic experience of teaching. In contrast to other methodologies, the heuristic researcher’s own experience regarding the phenomenon informs, guides, and interacts with the lived experience of the study participants. The multidimensional, multiperspectival, and multifaceted “story” of the lived experience of teaching which emerges from a disciplined heuristic inquiry provides pre-service teachers with a window through which they can vicariously experience the joys, challenges, and risks inherent in the work of teaching. Being more deeply aware of what to expect may better prepare novice teachers to remain within the profession with their initial passion intact. As a methodological approach, heuristics involves self-inquiry and dialogue with others in order to discover the meaning, significance, and implications of pertinent human experience. Knowledge crystallizes within the researcher in consequence of sensory input, perception, transpersonal communication, belief, and judgment. The individual and composite portrayals and the creatively synthesized essence of the phenomenon that evolve from heuristic exploration coalesce to give a powerful picture of human experience. When heuristic inquiry depicts the dedicated efforts of dynamic teachers who have managed to make a real and enduring impact on their students’ learning and transformative growth, insight is likely to emerge regarding how to ensure the vibrant sustenance of inspired, effective teaching.

Researcher Positionality

2019 ◽  
pp. 26-47
Keyword(s):  
Lived Experience ◽  
Creative Thinking ◽  
Ways Of Knowing ◽  
Heuristic Inquiry ◽  
Cultural Experience ◽  
Arts Based Research ◽  
Doctoral Level ◽  
Doctoral Research ◽  
Creative Research ◽  
The Individual

This chapter presents researcher positionality within the context of two systematic methods of inquiry for the examination of self-as-subject: autoethnography and heuristic inquiry for doctoral-level research. These ways of knowing and understanding the lived experience of the self are meant to further inform not only the individual experience, but the collective or cultural experience at large. The articulation of researcher positionality is an essential precursor to doctoral inquiry, the supervision of which often requires doctoral research supervisor agency to oversee the heuristic introspection. While the doctoral scholar may not initially choose the approach as creative research, outcomes of the research may result in enhanced creative thinking and arts-based research products as representations of findings.

scholarly journals Turning back to experience in Cognitive Linguistics via phenomenology

2016 ◽  
Vol 27 (4) ◽  
pp. 559-572 ◽  
Author(s):  
Jordan Zlatev
Keyword(s):  
New York ◽  
Lived Experience ◽  
Cognitive Linguistics ◽  
Human Experience ◽  
Cambridge University ◽  
Third Person ◽  
The Individual

AbstractCognitive Linguistics began as an apotheosis of lived experience, but has over the years diversified into many different stands, interpreting the notion of “experience” and along with it the notion of “cognition” in conflicting ways: individual or social, prelinguistic or linguistic, unconscious or conscious? These issues are not only philosophical as they hold crucial implications for methodology. Here, I propose that most of them can be resolved with the help of phenomenology, “the study of human experience and of the ways things present themselves to us in and through such experience” (Sokolowski 2000. Introduction to phenomenology. New York: Cambridge University Press, 2). Cogent syntheses are proposed to the individual/social and prelinguistic/linguistic debates, showing that scholars like Langacker, Talmy and Itkonen have focused on complementary aspects of implicitly phenomenological investigations. Third-person, “objective” methods are necessary for extending the scope of such investigations, but epistemologically secondary. Thus, the focus of Cognitive Linguistics can be brought back to experience, albeit in a more mature manner than 30 years ago.

How Giftedness is Understood and Practised in Initial Teacher Education Programmes in Aotearoa New Zealand

2020 ◽  
pp. 41-51
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Early Years ◽  
Initial Teacher Education ◽  
Gifted Children ◽  
Learning Needs ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
The Individual

This article is drawn from a doctoral study that investigated initial teacher educators’ views of giftedness and the apparent consequences of those views for pedagogical practice in early years educational settings. The aim of the study was to describe teacher educators’ understandings and meanings of giftedness because their perspectives can reflect the extent to which initial teacher education (ITE) programmes value giftedness. The data were collected through semi-structured interviews, during which ITE programme leaders and teacher educators discussed their understandings of giftedness, and how to identify and respond to it. The educators explained that supporting the special learning needs of gifted children requires a focus, not only on the individual child, but also on building relationships with the children and their families. Aotearoa New Zealand’s ITE programmes likewise emphasise relationships, which is a core principle of Te Whāriki, Aotearoa New Zealand’s early childhood education curriculum. The implications from several findings of the study include the need for ITE programmes to provide student teachers with greater awareness of individual giftedness, and the need to develop relationships with gifted children, their parents, and whānau (families) as a strategy to respond to individual needs.

Drowning in negativism, self-hate, doubt, madness: Linguistic insights into Sylvia Plath’s experience of depression

2015 ◽  
Vol 11 (1) ◽  
pp. 41-54 ◽  
Author(s):  
Zsófia Demjén
Keyword(s):  
Lived Experience ◽  
Medical Humanities ◽  
Sylvia Plath ◽  
Individual Experience ◽  
Qualitative And Quantitative ◽  
The World ◽  
The Individual ◽  
Linguistic Methods ◽  
Linguistic Approach

This paper demonstrates how a range of linguistic methods can be harnessed in pursuit of a deeper understanding of the ‘lived experience’ of psychological disorders. It argues that such methods should be applied more in medical contexts, especially in medical humanities. Key extracts from The Unabridged Journals of Sylvia Plath are examined, as a case study of the experience of depression. Combinations of qualitative and quantitative linguistic methods, and inter- and intra-textual comparisons are used to consider distinctive patterns in the use of metaphor, personal pronouns and (the semantics of) verbs, as well as other relevant aspects of language. Qualitative techniques provide in-depth insights, while quantitative corpus methods make the analyses more robust and ensure the breadth necessary to gain insights into the individual experience. Depression emerges as a highly complex and sometimes potentially contradictory experience for Plath, involving both a sense of apathy and inner turmoil. It involves a sense of a split self, trapped in a state that one cannot overcome, and intense self-focus, a turning in on oneself and a view of the world that is both more negative and more polarized than the norm. It is argued that a linguistic approach is useful beyond this specific case.

THE METHODS OF A RESEARCH OF PROCESSES OF SPONTANEOUS SOCIALIZATION BASED ON NONCLASSICAL APPROACH

2020 ◽  
Vol 22 (12) ◽  
pp. 34-38
Author(s):  
Abashina A.D.
Keyword(s):  
Methodological Approach ◽  
Social Situation ◽  
Subject Domain ◽  
Child Research ◽  
Research Problems ◽  
Internet Environment ◽  
Anthropological Approach ◽  
Research Complex ◽  
Methodological Approaches ◽  
The Individual

Relevance and statement of a problem. Now processes of socialization of younger generation undergo profound changes. They are characterized by transformation of space-time characteristics – narrowing of the field purposeful, expansion of processes of spontaneous socialization. At the same time the methodological approaches and methods of a research aimed at the analysis of the static phenomena applied in pedagogics become insufficient for a research of chaotic processes. There is a need for search of methodology and methods of a research within which the analysis of processes of spontaneous socialization of modern children and teenagers is possible. Research search shows that the solution of this task is possible on the basis of nonclassical methodological approach. Research objective: identification of opportunities of nonclassical methodology for a research of processes of spontaneous socialization of the modern child. Research problems: representation of the methods in logic of nonclassical methodology aimed at the analysis of these processes. Object and subject of research: the situation of development of the child which is characterized by experiences concerning the relations and readiness for an exception of social interaction in various spheres of activity and immersion in the Internet environment. Subject domain of a research: complex of the relations which are the cornerstone of purposeful and spontaneous socialization of the teenager. Research methodology - nonclassical (anthropological) approach. Research materials. In the course of work on a problem the research methods based mainly on the individual and communicative practicians aimed at the analysis of experiences and communication of the child were developed. Results of a research. The qualitative methods based nonclassical approach will allow to understand not only experiences of the child, but also as negative trends under what conditions they lead to break in relations and to search of significant network contacts that is under what conditions processes of purposeful socialization are weakened collect in his social situation of development, extend borders of socialization spontaneous.

scholarly journals Leveraging human factors in cybersecurity: an integrated methodological approach

2021 ◽  
Author(s):  
Alessandro Pollini ◽  
Tiziana C. Callari ◽  
Alessandra Tedeschi ◽  
Daniele Ruscio ◽  
Luca Save ◽  
...  
Keyword(s):  
Human Factors ◽  
Cyber Security ◽  
Quantitative Research ◽  
Methodological Approach ◽  
Quantitative Research Methods ◽  
Security Culture ◽  
Technological Factors ◽  
Qualitative And Quantitative ◽  
The Individual ◽  
Technical Solutions

AbstractComputer and Information Security (CIS) is usually approached adopting a technology-centric viewpoint, where the human components of sociotechnical systems are generally considered as their weakest part, with little consideration for the end users’ cognitive characteristics, needs and motivations. This paper presents a holistic/Human Factors (HF) approach, where the individual, organisational and technological factors are investigated in pilot healthcare organisations to show how HF vulnerabilities may impact on cybersecurity risks. An overview of current challenges in relation to cybersecurity is first provided, followed by the presentation of an integrated top–down and bottom–up methodology using qualitative and quantitative research methods to assess the level of maturity of the pilot organisations with respect to their capability to face and tackle cyber threats and attacks. This approach adopts a user-centred perspective, involving both the organisations’ management and employees, The results show that a better cyber-security culture does not always correspond with more rule compliant behaviour. In addition, conflicts among cybersecurity rules and procedures may trigger human vulnerabilities. In conclusion, the integration of traditional technical solutions with guidelines to enhance CIS systems by leveraging HF in cybersecurity may lead to the adoption of non-technical countermeasures (such as user awareness) for a comprehensive and holistic way to manage cyber security in organisations.

Against evidence-based oppression: Marginalized youth and the politics of risk-based assessment and intervention

2016 ◽  
Vol 21 (2) ◽  
pp. 151-167 ◽  
Author(s):  
Tim Goddard ◽  
Randolph R Myers
Keyword(s):  
Lived Experience ◽  
Evidence Based ◽  
Marginalized Youth ◽  
Youth Justice ◽  
Policy And Practice ◽  
Individual Level ◽  
Needs Assessments ◽  
Actuarial Risk ◽  
The Individual ◽  
Causes Of Crime

Actuarial risk/needs assessments exert a formidable influence over the policy and practice of youth offender intervention. Risk-prediction instruments and the programming they inspire are thought not only to link scholarship to practice, but are deemed evidence-based. However, risk-based assessments and programs display a number of troubling characteristics: they reduce the lived experience of racialized inequality into an elevated risk score; they prioritize a very limited set of hyper-individualistic interventions, at the expense of others; and they privilege narrow individual-level outcomes as proof of overall success. As currently practiced, actuarial youth justice replicates earlier interventions that ask young people to navigate structural causes of crime at the individual level, while laundering various racialized inequalities at the root of violence and criminalization. This iteration of actuarial youth justice is not inevitable, and we discuss alternatives to actuarial youth justice as currently practiced.

RevisitingCriticalLegal Pluralism: Normative Contestations in the Afghan Courtroom

2017 ◽  
Vol 4 (1) ◽  
pp. 229-255 ◽  
Author(s):  
Nafay CHOUDHURY
Keyword(s):  
Methodological Approach ◽  
Legal Pluralism ◽  
Legal Order ◽  
Fully Discrete ◽  
Active Defence ◽  
Defence Lawyer ◽  
The Individual ◽  
A Site ◽  
Individual Choices ◽  
Shed Light

AbstractThis paper revisits the concept ofcriticallegal pluralism, which treats the individual as a site of normativity with the capacity to create legal knowledge. To help operationalize the usage of critical legal pluralism, I propose a methodological approach that places the individual’s ability to makes choices along a continuum. On one side of continuum, legal pluralism can be viewed as facilitating fully discrete choices that ascribe to one legal order or another. On the other side, the ability to make individual choices is curtailed because of the presence of a hegemonic legal order. This simple continuum helps to shed light on the complex considerations that affect individual choices, which in turn affect how various legal orders are legitimated. The paper then considers how critical legal pluralism can enrich the discussion on the legal system of Afghanistan, focusing on interviews with two Afghan justice actors: a former judge and an active defence lawyer.

Literature and the Arts as a Basis for Curriculum in the Work of Maxine Greene

2021 ◽  
Author(s):  
Janet L. Miller
Keyword(s):  
Literary Criticism ◽  
Lived Experience ◽  
Performing Arts ◽  
Lived Experiences ◽  
Teacher Educators ◽  
Matter Content ◽  
The Arts ◽  
The World ◽  
Imaginative Literature ◽  
Maxine Greene

Maxine Greene, internationally renowned educator, never regarded her work as situated within the field of curriculum studies per se. Rather, she consistently spoke of herself as an existential phenomenological philosopher of education working across multidisciplinary perspectives. Simultaneously, however, Greene persistently and passionately argued for all conceptions and enactments of curriculum as necessarily engaging with literature and the arts. She regarded these as vital in addressing the complexities of “curriculum” conceptualized as lived experience. Specifically, Greene regarded the arts and imaginative literature as able to enliven curriculum as lived experience, as aspects of persons’ expansive and inclusive learnings. Such learnings, for Greene, included the taking of necessary actions toward the creating of just and humane living and learning contexts for all. In particular, Greene supported her contentions via her theorizing of “social imagination” and its accompanying requisite, “wide-awakeness.” Specifically, Greene refused curriculum conceived as totally “external” to persons who daily attempt to make sense of their life worlds. In rejecting any notion of curriculum as predetermined, decontextualized subject-matter content that could be simply and easily delivered by teachers and ingested by students, she consistently threaded examples from imaginative literature as well as from all manner of the visual and performing arts throughout her voluminous scholarship. She did so in support of her pleas for versions of curriculum that involve conscious acts of choosing to work in order not only to grasp “what is,” but also to envision persons, situations, and contexts as if they could be otherwise. Greene thus unfailingly contended that literature and the arts offer multiplicities of perspectives and contexts that could invite and even move individuals to engage in these active interpretations and constructions of meanings. Greene firmly believed that these interpretations and constructions not only involve persons’ lived experiences, but also can serve to prompt questions and the taking of actions to rectify contexts, circumstances, and conditions of those whose lived lives are constrained, muted, debased, or refused. In support of such contentions, Greene pointed out that persons’ necessarily dynamic engagements with interpreting works of art involved constant questionings. Such interrogations, she argued, could enable breaking with habitual assumptions and biases that dull willingness to imagine differently, to look at the world and its deleterious circumstances as able to be enacted otherwise. Greene’s ultimate rationale for such commitments hinged on her conviction that literature and the arts can serve to not only represent what “is” but also what “might be.” As such, then, literature and the arts as lived experiences of curriculum, writ large, too can impel desires to take action to repair myriad insufficiencies and injustices that saturate too many persons’ daily lives. To augment those chosen positionings, Greene drew extensively from both her personal and academic background and interests in philosophy, history, the arts, literature, and literary criticism. Indeed, Greene’s overarching challenge to educators, throughout her prolonged and eminent career, was to think of curriculum as requiring that persons “do philosophy,” to think philosophically about what they are doing. Greene’s challenges to “do philosophy” in ways that acknowledge contingencies, complexities, and differences—especially as these multiplicities are proliferated via sustained participation with myriad versions of literature and the arts—have influenced generations of educators, students, teaching artists, curriculum theorists, teacher educators, and artists around the world.

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