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Full-Text Articles in Education
Poststructural Theorizing Of “Experiences”: Implications For Qualitative Research And Curriculum Inquiries., Seungho Moon
Poststructural Theorizing Of “Experiences”: Implications For Qualitative Research And Curriculum Inquiries., Seungho Moon
Seungho Moon
This paper was to investigate urgent issues in qualitative research, specifically the ontological conundrum that researchers commonly encountered in depicting experience and social reality. The turn to “experience” has expanded the modes of qualitative research by hearing “marginalized” voices, and thus increasing cultural awareness. Based on the review over multiple approaches to “experience” to enrich conversation in qualitative research, three major approaches to “experience” were identified, drawn from phenomenology, narrative inquiry, and critical ethnographic studies. This examination provided a platform to explore complex meanings of experience, defined by poststructuralist theories: (a) experience as discursively constructed, (b) experience as non-linear development, …
Poststructural Theorizing Of “Experiences”: Implications For Qualitative Research And Curriculum Inquiries., Seungho Moon
Poststructural Theorizing Of “Experiences”: Implications For Qualitative Research And Curriculum Inquiries., Seungho Moon
Education: School of Education Faculty Publications and Other Works
This paper was to investigate urgent issues in qualitative research, specifically the ontological conundrum that researchers commonly encountered in depicting experience and social reality. The turn to “experience” has expanded the modes of qualitative research by hearing “marginalized” voices, and thus increasing cultural awareness. Based on the review over multiple approaches to “experience” to enrich conversation in qualitative research, three major approaches to “experience” were identified, drawn from phenomenology, narrative inquiry, and critical ethnographic studies. This examination provided a platform to explore complex meanings of experience, defined by poststructuralist theories: (a) experience as discursively constructed, (b) experience as non-linear development, …
Imagination And Experience: An Integrative Framework, Mark Fettes
Imagination And Experience: An Integrative Framework, Mark Fettes
Democracy and Education
Three variations of experience identified in the educational literature entail different ways of thinking about and developing learners’ imaginations. The relationship between these different imaginative modes resembles shifts between different kinds of understanding in Kieran Egan’s theory of imaginative development. From this theoretical collision, a new framework emerges that gives greater weight to the connections between experience and imagination, and that may help to guide new forms of democratic educational practice.
Inquiry, Art And Consummatory Experience: A Deweyan Account Of The Instrumental And Aesthetic Modes In Human Well-Being, Eric A. Evans
Inquiry, Art And Consummatory Experience: A Deweyan Account Of The Instrumental And Aesthetic Modes In Human Well-Being, Eric A. Evans
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This dissertation argues that a Deweyan reconstruction of philosophical theories of human well-being is needed. While philosophical interest about human well-being has existed for millennia, significant interest in such theories among philosophers has re-emerged during the past twenty-five years. During this same time there has been a resurgence of interest in the work of John Dewey. His critique of the “philosophical fallacy” is used to examine the legitimacy and value of the theories of human well-being offered by Plato and L.W. Sumner in which the target for evaluation is “happiness” and the criterion is, respectively, P-justice or preference fulfillment. It …