scholarly journals Theoretically Speaking – An Autoethnographic Journey in Crossing Disciplines to Being-Becoming a Practical Scholar

2019 ◽  
Vol 1 (1) ◽  
pp. 1-12
Author(s):  
Michaella Cavanagh
Keyword(s):  
Critical Reflection ◽  
Theory And Practice ◽  
Fashion Design ◽  
Visual Methods ◽  
Ways Of Thinking ◽  
Short Narrative

Becoming a PhD scholar requires a change in identity and new ways of thinking. This is difficult for those from practical backgrounds who struggle to merge the theoretical/scholarly with the creative/practical. Moving towards the scholarly calls for the unlearning of previously held truths. Starting autoethnographically, metaphorical drawings opened up space for critical reflection – crucial to researching oneself. Three metaphorical drawings were made for seminal points in my journey from a fashion design lecturer to a PhD scholar. Each drawing is accompanied by a short narrative and further analysed through conversations with my PhD supervisor. In writing the narratives and dialogue, deeper insights were gained in understanding the role of theory, allowing me to see how my identity was shifting into that of being a scholar. Simultaneously, using visuals as tangible objects allowed me to challenge the familiar while drawing on the resources of my practical background. The result was the inherent alignment of theory and practice, a deeper understanding of the changes within my identities and the alignment of my disparate selves. The use of visual methods has value for others wishing to find a way to bring the strengths of their current disciplines into a more scholarly realm.

scholarly journals “Writing a Name in the Sky”: Rancière, Cavell, and the Possibility of Egalitarian Inscription

2012 ◽  
Vol 106 (4) ◽  
pp. 810-826 ◽  
Author(s):  
ALETTA J. NORVAL
Keyword(s):  
Democratic Theory ◽  
Critical Reflection ◽  
Theory And Practice ◽  
Historical Writings ◽  
Democratic Life

Democratic theory is often portrayed as torn between two moments: that of disruption of rule, and the ordinary, ongoing institutionalization of politics. This dualism also marks contemporary democratic theory. In Jacques Rancière's theory of politics it takes the form of an emphasis on the ruptural qualities of the staging of novel democratic demands and the reconfiguration of the space of political argument. The reconfiguration of existing political imaginaries depends upon a moment of inscription, which remains underdeveloped in Rancière's work. Arguing that the possibility of inscription is indeed thematized in Rancière's more historical writings, but is often ignored by commentators, this article seeks to draw out the implications of a focus on inscription for democratic theory and practice. To flesh out this account, the article draws on Cavell's writings on exemplarity and the role of exemplars in fostering both critical reflection and the imagination of alternatives. The focus on such exemplars and an aversive, nonconformist ethos together facilitate a better understanding of what is required for such novel demands to be acknowledged and inscribed into democratic life.

scholarly journals Resistance and the Radical Imagination: A Reflection on the Role of the Critical Criminologist in Social Movements

2021 ◽  
Author(s):  
Laura Naegler
Keyword(s):  
Social Movements ◽  
Critical Reflection ◽  
Historical Context ◽  
The United States ◽  
Theory And Practice ◽  
Protest Movements ◽  
Occupy Movement ◽  
Wide Range ◽  
Intellectual Leadership

AbstractAt times of global unrest and the emergence of a wide range of protest movements, recent intra-disciplinary criminological debates on the potentials and limits of resistance suggest a paradoxical trend. Critical criminologists—in particular, those associated with the ultra-realist perspective—have become increasingly skeptical of the idea of “resistance,” itself. In the context of these discussions, scholars have resorted to dismissing oppositional activities—including social movements and their different forms of protest—that are both intended and recognized as resistance. In my contribution to this debate, and in response to Jeff Ferrell’s (2019) article, “In Defense of Resistance,” I provide a critical reflection on the analysis of social movements in both ultra-realist and cultural criminological scholarship. Drawing from my ethnographic research with the (post-)Occupy movement in the United States, I argue that the dismissive reading of social movements’ resistance and the calls for stronger political leadership are the result of a narrow analytical lens applied to movements, their temporalities, and their historical context(s). In addition, I contend that the harsh criticism of social movements by ultra-realists connects to the aim of developing an intellectual leadership concerned with informing social movement practice and strategy “from above.” Here, as I maintain, the theory and practice of militant research, or militancia de investigación, as per the Colectivo Situaciones, challenges this understanding of intellectual leadership. The insights provided by radical collective knowledge production in social movements, and their critique of the institutional frameworks of the neoliberal university, allow for a critical reflection on the role of academia in resistance. This critical reflection can generate possibilities for social movements’ knowledge and radical imaginations to influence academic theorizing.

Finding critical action learning through paradox: The role of action learning in the suppression and stimulation of critical reflection

2018 ◽  
Vol 49 (1) ◽  
pp. 86-106 ◽  
Author(s):  
Russ Vince ◽  
Graham Abbey ◽  
Melissa Langenhan ◽  
Diane Bell
Keyword(s):  
Critical Reflection ◽  
Organizational Context ◽  
Action Learning ◽  
Theory And Practice ◽  
Core Element ◽  
Learning Programs ◽  
Critical Action ◽  
Paradox Theory ◽  
Analyze Data

In this article, we highlight paradoxical tensions generated by in-company action learning. We consider the implications of these tensions for critical action learning, which has critical reflection as a core element of its theory and practice. Using paradox theory as a lens, we analyze data from two in-company action learning programs and build a model relating to critical action learning that has four interlinked features. The model can help evaluate in-company action learning with a view to identifying emotional and political dynamics that are open (or closed) to critical reflection. Such identification assists in making judgements about the appropriateness of critical action learning within a specific organizational context. Our broader contribution is to frame action learning and critical action learning not only as separate approaches but also as potentially interlinked stages in an ongoing process of individual and organizational learning.

The problem of reflection in German philosophy of the XVIII - XIX centuries

2020 ◽  
Vol 3 (152) ◽  
pp. 141-145
Author(s):  
L. A. Checal ◽  
Keyword(s):  
Human Development ◽  
Theory And Practice ◽  
Conceptual Representation ◽  
German Philosophy ◽  
Historical Aspect ◽  
Theoretical Significance ◽  
Self Knowledge

This study focuses on a conceptual representation of the metaphysical and non-classical context of reflection in its subjective dichotomous understanding. The author successively reviews the specifics of reflection, as well as the features of methodology of cognition and self-knowledge in the context of determining the values and priorities of human development and consciousness. The article also includes an overview of the main categories of reflection through a breakdown of theoretical relationships and the most important conceptual discourses. The theoretical significance of the problem of cognition and self-knowledge is determined by the central role of man in society and history. The analysis shows that the methodology of cognition and self-knowledge should be based on the principles of axiological disengagement, a combination of logical and historical aspect, as well as on the coherence of theory and practice.

Exploring Visual Methods in Teaching Tourism

2020 ◽  
Vol 25 (2) ◽  
pp. 203-214
Author(s):  
Ana Isabel Rodrigues
Keyword(s):  
Visual Culture ◽  
Visual Stimuli ◽  
Visual Methods ◽  
Self Reflection ◽  
Moving Images ◽  
Educational Environments ◽  
Ways Of Thinking ◽  
And Behavior ◽  
Photography Method

Humankind is becoming increasingly image based. Visual culture is everywhere: it surrounds us all with still and moving images. Based on this pictorial change, working with the visual in education has the potential for engaging students in a process of self-reflection in an effort to change ways of thinking and behavior, aiming to consolidate concepts taught in classes. Nevertheless, there are key elements to consider as a set of methodologies and practices. The aim of this study is to explore multiple ways of working with the visual, within educational environments, specifically in classes taught in the second and third year of a degree in Tourism. Two examples of visual methodologies were considered for this study. An image-based exercise through the use of tourism cartoons as visual stimuli to evoke opinions and incite thoughts was fully implemented. Analysis was undertaken and the results are presented. A reflexive photography method is also proposed as another example for a visual-based exercise. The results from the cartoons exercise demonstrate that knowledge is continuously derived from the experience of the learner. The student's impressions and full comprehension of the concepts taught in a particular subject were achieved with this exercise.

Theology and the Knowledge of Persons

2017 ◽  
Author(s):  
Eleonore Stump
Keyword(s):  
Propositional Knowledge ◽  
Ways Of Thinking ◽  
Way Of Thinking ◽  
The Difference ◽  
Knowledge Of Persons

This chapter is concerned with the question of the difference between philosophy and theology. It rejects certain prevalent ways of thinking about this difference. It argues that a more promising way of thinking about these disciplines is to be found in their names: “philosophy” in its etymology means something like the love of wisdom; “theology” in its etymology means something like the word with regard to God. God, unlike wisdom, is not an abstract universal. Rather, and by virtue of being characterized by mind and will, God is more nearly a person. The chapter spells out the implications of this difference, arguing that the knowledge at issue when we do theology is irreducible to propositional knowledge. Rather, it is a knowledge of persons. The chapter illuminates the role of the knowledge of persons in theological discussion and draws some conclusions about the methodology which will be useful to theology.

scholarly journals Emotional intelligence as a part of critical reflection in social work practice and research

2021 ◽  
pp. 147332502110247
Author(s):  
Mari D Herland
Keyword(s):  
Emotional Intelligence ◽  
Social Work ◽  
Social Workers ◽  
Critical Reflection ◽  
Work Practice ◽  
Social Work Practice ◽  
Emotional Reactions ◽  
Social Work Research ◽  
Emotional Aspects

Social workers often experience higher levels of burnout compared with other healthcare professionals. The capacity to manage one’s own emotional reactions efficiently, frequently in complex care settings, is central to the role of social workers. This article highlights the complexity of emotions in social work research and practice by exploring the perspective of emotional intelligence. The article is both theoretical and empirical, based on reflections from a qualitative longitudinal study interviewing fathers with behavioural and criminal backgrounds, all in their 40 s. The analysis contains an exploration of the researcher position that illuminates the reflective, emotional aspects that took place within this interview process. Three overall themes emerged – first: Recognising emotional complexity; second: Reflecting on emotional themes; and third: Exploring my own prejudices and preconceptions. The findings apply to both theoretical and practical social work, addressing the need to understand emotions as a central part of critical reflection and reflexivity. The argument is that emotions have the potential to expand awareness of one’s own preconceptions, related to normative societal views. This form of analytical awareness entails identifying and paying attention to one’s own, sometimes embodied, emotional triggers.

scholarly journals A Long Way to Go Understanding the Role of Chaplaincy? A Critical Reflection on the Findings of the Survey Examining Chaplaincy Responses to Covid-19

2021 ◽  
Vol 75 (1_suppl) ◽  
pp. 46-48
Author(s):  
Megan Best ◽  
Geila Rajaee ◽  
Anne Vandenhoeck
Keyword(s):  
Critical Reflection

This contribution reflects on some of the most prominent findings in the survey on the chaplaincy response to the COVID-19 pandemic. The finding that chaplain respondents had difficulty understanding their own role prior to the first wave is of concern. If chaplains cannot articulate their own role, it is not surprising that those around them are also unclear. Chaplains are not the only ones to blame for the confusion around their role though.

scholarly journals Problematizing leadership learning facilitation through a trickster archetype: An investigation into power and identity in liminal spaces

Leadership ◽  
2021 ◽  
pp. 174271502199822
Author(s):  
Gareth Edwards ◽  
Beverley Hawkins ◽  
Neil Sutherland
Keyword(s):  
Leadership Development ◽  
Power Relations ◽  
Theory And Practice ◽  
Liminal Spaces ◽  
Learning Facilitation ◽  
Reflective Conversations ◽  
Permanent Resident ◽  
Shadow Side ◽  
Learning Development

This study uses the archetype of a ‘trickster’ to reflect back on, and hence problematize, the role of the educator/facilitator identity in leadership learning. This is based on the view that a trickster is a permanent resident in liminal spaces and that these liminal spaces play an important role in leadership learning. Our approach was based on the reading of the trickster literature alongside reflective conversations on our own experiences of facilitation of leadership learning, development and education. We suggest that paying attention to the trickster tale draws attention to the romanticization of leadership development and its facilitation as based on a response to crisis that leads to a further enhancement of the leader as a hero. Hence, it also offers ways to problematize leadership learning by uncovering the shadow side of facilitation and underlying power relations. We therefore contribute by showing how, as facilitators, we can use the trickster archetype to think more critically, reflectively and reflexively about our role and practices as educators, in particular, the ethical and power-related issues. In our conclusions, we make recommendations for research, theory and practice and invite other facilitators to share with us their trickster tales.

scholarly journals François Fénelon: Modern philosopher or conservative theologian?

2021 ◽  
pp. 147488512110020
Author(s):  
Alexandra Oprea
Keyword(s):  
Political Philosophy ◽  
Political Economy ◽  
International Relations ◽  
Early Modern ◽  
Political Thought ◽  
Theory And Practice ◽  
Education Of Women ◽  
Political Philosopher

Ryan Patrick Hanley makes two original claims about François Fénelon: (1) that he is best regarded as a political philosopher, and (2) that his political philosophy is best understood as “moderate and modern.” In what follows, I raise two concerns about Hanley’s revisionist turn. First, I argue that the role of philosophy in Fénelon’s account is rather as a handmaiden of theology than as an autonomous area of inquiry—with implications for both the theory and practice of politics. Second, I use Fénelon’s writings on the education of women as an illustration of the more radical and reactionary aspects of his thought. Despite these limits, the book makes a compelling case for recovering Fénelon and opens up new conversations about education, religion, political economy, and international relations in early modern political thought.

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