Dear all
1.This list really gets me thinking! I'm not sure about phenomenology, but
phenomenography, as I have said before, offers real possiblities. As it
examines phenomena in the lived world through experience. A definition
follows:
Phenomenography is the empirical study of the limited number of
qualitatively different ways in which we experience, conceptualise,
understand, perceive, apprehend etc, various phenomena in and aspects of the
world around us. These differing experiences, understandings etc are
characterised in terms of categories of description, logically related to
each other, and forming hierarchies in relation to given criteria. Such an
ordered set of categories of description is called the outcome space of the
phenomenon, concepts in question. Although different kinds of data can be
used, the dominating method for collecting data is the individual interview
which is carried out in a dialogical manner. The interviewee is encouraged
to reflect on previously unthematised aspects of the phenomenon in question.
The interviews are transcribed verbatim and the analysis is carried out in
an iterative manner on those transcripts. Distinctly different ways of
experiencing the phenomenon discussed in the interview are the units of
analysis and not the single individuals. The categories of description
corresponding to those differing understandings and the logical relations
that can be established between them constitute the main results of a
phenomenographic study. (Marton, 1992)
This research approach has been articulated more fully by Marton and Booth
(1992) and has also been the subject of several critiques which help give
some insight into some of the philosophical and theoretical foundations of
phenomenography (Ashworth and Lucas, 1998; Richardson, 1999). The principles
and practice of phenomenography are also addressed in Bowden and Walsh,
1994; Prosser, 1993; Trigwell, 1997 and on the Land of Phenomenography
website http://www.ped.gu.se/biorn/phgraph/
The other activity related theory I really like for it's absolute simplicity
is Vygotsky, his 'Zones of Proximal Development' (ZPD) which addresses how
you can induct someone into a practice. ZPD acknowledges that there are
informal ways of getting knowledge, but that practical knowledge is context
specific and that everbody has constructs that are built on through
practice.
Next to this Argyris and Schon, who argue that we have 'espoused theories',
or ways we claim we act (often after reflection) which are often very
different to our 'theories in use', the ways we actually act on which often
are less easy to deconstruct.
I need to ask another question....
2. I would be very interested to get hold of these proceedings as well as
the other conferences to which you refer in other messages.
> Gregory, Judith. 2000. "Activity theory in a 'trading zone' for design
> research and practice." In Doctoral Education in Design. Foundations for
> the Future. Proceedings of the La Clusaz Conference, 8-12 July, 2000.
> David
> Durling and Ken Friedman, editors. Stoke-on-Trent: Staffordshire
> University
> Press.
>
> If you were at La Clusaz, of course, you will find it
> in the proceedings.
>
Do I contact David Durling at Staffs or some other body for this
information?
Our centre is currently undertaking a mapping exercise of research relevant
to learning and teaching in art, design and communication. These proceedings
would contribute greatly to that exercise. If any list members have
suggestions for sources of this material, we have developed a research
mapping methodology and would be grateful for any contributions. Please send
to me direct and copy to Tina, our research officer who is working on this
project - [log in to unmask]
Thanks!
*****************************
Linda Drew
Subject Centre Manager
Learning and Teaching Support Network
Art, Design and Communication
University of Brighton
68 Grand Parade
Brighton
Sussex BN2 2JY
Tel/fax: 01273 643119
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