A Time for Silence? Its Possibilities for Dialogue and for Reflective Learning

Zimmermann, Ana Cristina; Morgan, W. John

doi:10.1007/s11217-015-9485-0

Cited by 18 publications

(5 citation statements)

References 17 publications

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“…All participants recalled this positively, noting for instance that the ‘guided walk around the campus, observing trees, shrubs and grasses with potential for cellulose, seemed to capture the way many people in chemistry and biology think about problems and view the world’ (SSTM). These physical spaces for embodying the experience of the other was a powerful tool (Zimmermann and Morgan, 2016) and demonstrates the importance of experiential learning in our data.…”

Section: Processes Of Interdisciplinary Researchmentioning

confidence: 60%

“…‘In genuine dialogue, speaker and listener are caught up in the same experience. Speaking and listening are not distinct operations and, whether speaking or listening, we establish a bond through which the Other’s words have an impact’ (Zimmermann and Morgan, 2016). We can only hope for beneficial social change if we reflect critically in dialogue with others.…”

Section: Epistemologies and Transformative Learningmentioning

confidence: 99%

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Learning through interdisciplinary dialogue: Methodological approaches for bridging epistemological divides

Brown,

Kirshner,

Dunlop

et al. 2023

Methodological Innovations

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Scientific innovations for sustainable development often make huge promises about overcoming climate change, or promote technological innovations that have potential development implications. However, the social outcomes of such interventions are often considered superficially; thus potentially reinforcing injustices or producing unforeseen, undesirable outcomes. Increasingly, projects claim to have an interdisciplinary dimension, but processes of interdisciplinary dialogue can be difficult to maintain. This means that researchers have to be prepared to engage in potentially extensive, transformative dialogue and be willing to learn from the disciplinary knowledge of the other. This can be methodologically challenging both for natural and social scientists. This paper reports meta-research exploring the methodological processes and learning experiences of academics involved in research on the implementation of second-generation biofuel technology. Through interdisciplinary meetings, workshops, reflections and interviews we built up sustainable relationships and bridged epistemological divides. Our approach to interdisciplinary dialogue offers insights into the methodological challenges of interdisciplinary work. We used the framework of transformative learning theory to identify key aspects of the interdisciplinary process and reflected on the need for sustained and open opportunities for dialogue in order to find genuine ways to communicate across disciplines. We explicitly revealed and considered our taken-for-granted assumptions to identify what we understood by key terms and processes, including ‘sustainable’, ‘development’, ‘methodology’, ‘truth’, ‘marginal land’ and ‘outputs’. We found these encounters created opportunities to influence the trajectory of each other’s research and thinking, with the ideal of social and environmental justice prominent in all our discussions. It was through ongoing learning and dialogue that we found that the multifaceted challenges of sustainable development research can become more open, more critical and more able to reveal appropriate solutions and promote relevant ongoing scientific research. This interplay between disciplines is an innovative way to influence decision-making directly.

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Section: Processes Of Interdisciplinary Researchmentioning

confidence: 60%

Section: Epistemologies and Transformative Learningmentioning

confidence: 99%

Learning through interdisciplinary dialogue: Methodological approaches for bridging epistemological divides

Brown,

Kirshner,

Dunlop

et al. 2023

Methodological Innovations

Self Cite

View full text Add to dashboard Cite

show abstract

“…According to (Zimmermann & Morgan, 2016) and (Fulford, 2016), modern educational studies focus on knowing the teacher's beliefs, teaching and thinking methods, and the perspective on the meaning of learning. The current study reveals the pedagogical knowledge of the Faculty of Education students' at Imam Abdulrahman Bin Faisal University.…”

Section: The Problem Of the Studymentioning

confidence: 99%

Pedagogical Knowledge of Faculty Members in the College of Education at Imam Abdulrahman Bin Faisal University in the Kingdom of Saudi Arabia from the Students’ Perspectives

Aldossari¹

2018

JEPS

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This study aimed to uncover the pedagogical knowledge of faculty members in the Faculty of Education at Imam Abdulrahman Bin Faisal University according to the students' perspectives. The researcher used a questionnaire that consisted of 31 items covering three dimensions: content knowledge; students' characteristics knowledge; and pedagogical knowledge, and applied it to a random sample of 405 students who were enrolled in the second semester of the academic year 2016/2017 from the College of Education at Imam Abdulrahman Bin Faisal University. The obtained results showed that the students believed that faculty members had a low level of pedagogical knowledge in all aspects. In light of the study's results, the researcher recommended conducting a meditative training workshop in order to develop the college members' pedagogical knowledge as well as conducting related comparative studies.

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“…Indeed, Panteli (2016) found that influence can be exerted through various styles of interaction, one of which was silence, as demonstrated in the coaching vignette above. The role of silence in generating pathways to impact are nascent within the context of business, management and organisation studies, but silence has been evidenced to support sense-making, learning and personal transformation, support self-understanding, reflective learning, therapeutic outcomes, and even a state or way of being (Ronningstam 2006;Zimmermann and Morgan 2016). In this way, silence is still imbued by presence (Wall 2016a), and can provide the kind of psychological safety that is often discussed as being necessary in collaborative research spaces (Sealy et al 2017).…”

Section: After Perhaps Half An Hour I Noticed a Change In Her Face -mentioning

confidence: 99%

Revisiting impact in the context of workplace research: a review and possible directions

Wall

Bellamy

Evans

et al. 2017

JWAM

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Purpose: The purpose of this paper is to revisit the scholarly impact agenda in the context of work-based and workplace research, and to propose new directions for research and practice.Design/methodology/approach: This paper combines a contemporary literature review with case vignettes and reflections from practice to develop more nuanced understandings, and highlight future directions for making sense of impact in the context of work-based learning research approaches.Findings: This paper argues that three dimensions to making sense of impact need to be more nuanced in relation to workplace research: (1) that interactional elements of workplace research processes have the potential for discursive pathways to impact, (2) that presence (and perhaps non-action) can act as a pathway to impact, and (3) that the narrative nature of time means there is instability in making sense of impact over time. Research limitations/implications:The paper proposes a number of implications for practitioner-researchers, universities/research organisations, and focuses on three key areas: the amplification of research ethics in workplace research, the need for axiological shifts towards sustainability, and the need to explicate axiological orientation in research.Originality/value: This paper offers a contemporary review of the international impact debate in the specific context of work-based and workplace research approaches.

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A Time for Silence? Its Possibilities for Dialogue and for Reflective Learning

Cited by 18 publications

References 17 publications

Learning through interdisciplinary dialogue: Methodological approaches for bridging epistemological divides

Learning through interdisciplinary dialogue: Methodological approaches for bridging epistemological divides

Pedagogical Knowledge of Faculty Members in the College of Education at Imam Abdulrahman Bin Faisal University in the Kingdom of Saudi Arabia from the Students’ Perspectives

Revisiting impact in the context of workplace research: a review and possible directions

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