Joan Walton

A Living Theory Approach to Teaching in Higher Education.

Schön contends that Boyer’s vision for a new paradigm of scholarship, which includes research, teaching, application and integration, requires a new epistemology of practice that would take the form of action research. This article explores the validity of Schön’s assertion through the use of a living theory approach to teaching ‘active participation in learning’ to a group of second-year undergraduate students, influenced by an ontology of a participative reality and a pedagogy of whole-person learning. The level of engagement by the students, and their reflections on their experience of the module, support Schön’s claim; and demonstrate the significance of a living theory approach to action research in realising Boyer’s vision as a means of enhancing the quality of students’ learning in higher education.

A collaborative inquiry: ‘how do we improve our practice with children?’

A collaborative inquiry into how to improve the well-being of children was run over six months, as a partnership between Liverpool Hope University and a local authority Children’s Services. The collaborative inquiry was based on a living theory approach to action research in which practitioners became increasingly aware and reflective of their moment-by-moment practice. The Buddhist concept of mindfulness formed the basis of the practice, which Kabat-Zinn (1994, 4) describes as ‘paying attention in a particular way: on purpose, in the present moment, and non-judgementally’. Schön’s notions of reflection-in-action and reflection-on-action were then developed as enabling means of being mindful in each present moment.

What can the ‘Transpersonal’ Contribute to Transformative Research?

Abstract Since Mezirow, there has been considerable research into transformative learning. However the research methods generally used have been of the same kind that are drawn on to inquire into any area of interest. A key aim of this journal is to explore the transformative possibilities of research, and in the process to investigate creative methods which are expanding and transforming our understanding of what constitutes valid research in a postmodern world. In this context, where the assumptions and worldview of classical Newtonian science are being fundamentally challenged, the idea of the ‘transpersonal’ is receiving increasing attention, particularly within the field of psychology. This paper explains the origins of interest in the transpersonal, and provides an introduction to some emerging research methods which accept the idea of the transpersonal as valid. It concludes with the recognition that for many it will require a transformative shift in thinking and beliefs to accept a transpersonal worldview. However recent findings suggest that engaging in research which is accepting of this worldview can be truly transformative in its outcomes for the researcher, the research participants, and for the reader.

Creating a pedagogy of vocational training for young people not in education, employment or training

Liverpool, England, is a city of high deprivation. Statistically, 27 % young people aged 16–24 are not in education, employment, or training. Government initiatives to remedy this situation have had limited impact, as most follow traditional pedagogic principles that do not engage or motivate the learner. Grounded in Heron’s participatory world view, and reflecting personal values of fairness and social justice, the authors collaborated on a project in which a participatory action research methodology was used to engage young people and other community members in a process that enabled participants to achieve learning outcomes as identified by the government funding body. All involved gained vocational qualifications in Customer Service, Food Hygiene, and Employability.

The significance of consciousness studies and quantum physics for researching spirituality

ABSTRACT The purpose of this paper is to argue that researchers interested in studying spirituality may benefit from paying attention to the phenomenon of consciousness. Despite consciousness being integral to human experience, it is largely ignored in research into spirituality. Yet there is evidence to suggest that the study of spirituality, and explorations of consciousness, have much to offer each other. My contention is that the subject of consciousness has not received much attention within mainstream social and educational research, due to the prevailing, often unconscious, influence of Newtonian science, which assumes consciousness to be an epiphenomenon of the brain. However, developments in science, particularly in quantum physics, have shown that the world cannot be explained by Newtonian principles of separation and atomism. At the same time, a growing disillusionment with science has resulted in the emergence of a grassroots spirituality which challenges a materialist scientific paradigm. In science and spirituality, there is a growing realization of the interconnectedness of everything, with the quantum principle of ‘entanglement’ suggesting that differentiation between ‘objectivity’ and ‘subjectivity’ is an artificial one. Instead, there is a meaningful relationship between experiences of consciousness in inner and outer worlds, with neither existing independently of the other. I conclude by presenting a case for developing research methods which reflect a secular spiritual world view that creates harmony between science, spirituality and our experience of consciousness.

The role of subjectivity: Response to Noriyuki Inoue

Abstract This paper offers a response to Dr Noriyuki Inoue’s article published in this issue of the International Journal for Transformative research, entitled The role of subjectivity in teacher expertise development: Mindfully embracing the “black sheep” of educational research. Inoue freely uses the terms ‘subjectivity’ and ‘objectivity’; but referring to findings from quantum physics and consciousness studies, both of which challenge the view that it is possible to observe a world that exists independently of the observer, I ask whether the Japanese concepts of jikkan and ba actually also suggest that it is not possible to separate and define subjective and objective dimensions of reality.

Integrating First, Second and Third Person Research to Lead the Creation of a Learning Organisation

We, Nigel and Joan, have been working together for four years in our respective roles as doctoral student and supervisor. In his position as leader within children’s services in a United Kingdom local authority, Nigel was interested in researching how he could influence others to create a learning organisation that increased the inclusion of children in schools.