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The Moral Call to Learn: A Qualitative Investigation of Encounters with Unfamiliarity in Everyday Life
This qualitative study explored the moral aspects of learners’ “encounters with unfamiliarity” in their everyday experiences. The encounter with unfamiliarity, as a basic phenomenon within the conceptual framework of embodied familiarization, was investigated using a multiple case study approach (Stake, 2006). Findings from this study are presented first as brief case narratives and second as themes based on a cross-case analysis. Themes of the study point to the nature and significance of the encounter as a part of learning, often as an invitation with a kind of moral significance that called participants to learn, or not learn, in particular ways. Moreover, much of the learning described in participants’ accounts was itself a kind of moral action, enacted in response to the significance of the moral call to learn initiated by the encounter.
Learning, Encounters with Unfamiliarity, Moral Action, Hermeneutics, Agency
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Recommended APA Citation
Spackman, J. S., Yanchar, S. C., & Gantt, E. E. (2016). The Moral Call to Learn: A Qualitative Investigation of Encounters with Unfamiliarity in Everyday Life. The Qualitative Report, 21(11), 2088-2103. https://doi.org/10.46743/2160-3715/2016.2423
Educational Psychology Commons, Other Education Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Social and Philosophical Foundations of Education Commons