Unveiling Perceptual Modes in Pre-Qualitative Inquiry
Location
1048
Format Type
Event
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
Teaching, learning, and practicing qualitative research are often discussed apart from one another, and with an emphasis on methods. Instead, this presentation focuses on how we taught, learned, and practiced pre-qualitative research (Rocha, 2017), inquiry through the lenses of humanities (i.e., history, philosophy) and the arts (i.e., painting), using modes of perception (artistic, aesthetic, semiotic, somatic) (Csordas, 1993; Klein, 2010; Shusterman, 2006). To illustrate the connection between our inquiry process and modes of perception, we present data from a pilot activity (art work, participant reflections, reflective observations), and draw on email chains (semiotic mode) of dialogue we engaged in over a six-month (2017-2018) process of simultaneously conceptualizing a book, professional development, and a research project. For example, the aesthetic and somatic mode of perception was evident in this sample of dialogue in which we deliberated over the title of our work: “How about ‘Unveiling’? That [metaphorical term] allows more sensory functions [includes ways of perceiving]: touch, see, perhaps smell”. This presentation offers suggestions for conterminously mentoring and developing graduate students and faculty in doctoral programs to activate multi-modes of perception across courses (i.e., research methodology, philosophy), and emphasize the pre qualitative (ideation) phase of education/al research leading to design.
Keywords
qualitative inquiry, perception, design
Unveiling Perceptual Modes in Pre-Qualitative Inquiry
1048
Teaching, learning, and practicing qualitative research are often discussed apart from one another, and with an emphasis on methods. Instead, this presentation focuses on how we taught, learned, and practiced pre-qualitative research (Rocha, 2017), inquiry through the lenses of humanities (i.e., history, philosophy) and the arts (i.e., painting), using modes of perception (artistic, aesthetic, semiotic, somatic) (Csordas, 1993; Klein, 2010; Shusterman, 2006). To illustrate the connection between our inquiry process and modes of perception, we present data from a pilot activity (art work, participant reflections, reflective observations), and draw on email chains (semiotic mode) of dialogue we engaged in over a six-month (2017-2018) process of simultaneously conceptualizing a book, professional development, and a research project. For example, the aesthetic and somatic mode of perception was evident in this sample of dialogue in which we deliberated over the title of our work: “How about ‘Unveiling’? That [metaphorical term] allows more sensory functions [includes ways of perceiving]: touch, see, perhaps smell”. This presentation offers suggestions for conterminously mentoring and developing graduate students and faculty in doctoral programs to activate multi-modes of perception across courses (i.e., research methodology, philosophy), and emphasize the pre qualitative (ideation) phase of education/al research leading to design.
Comments
Breakout Session D