Epistemology and Educational Research: The Influence of Recent Approaches to Knowledge

Greene, Maxine

doi:10.2307/1167390

Cited by 52 publications

(41 citation statements)

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“…Thus, through metaphors, the researchers are able to clarify the inner world of the participant's perceptions, understanding, and experiences (Jensen, 2006). Greene (1994) indicates that "Metaphor is at the centre of language, and it is the cognitive capacity that allows human beings to construct alternative models of being, and to envisage what might be if things were otherwise. It is metaphor that enables us to make creative sense of what is around us, and what we carry in our memories'' (p. 456).…”

Section: Discussionmentioning

confidence: 99%

“Teacher” from the Children’s Perspective: A Study by Metaphors

Cansever

Aslan²

2016

JEL

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The purpose of this study is to determine the perception of teachers by 10 year-old primary school childrens by the metaphors they developed. The sample covers totally 441 children [224 females (50.8%) and 217 males (49.2%)] living in Izmir, Turkey. Participants were asked to complete the prompt "Teacher is like…, because…''. In identifying their perceptions, the qualitative research model (Holloway & Wheeler, 2002) was utilized, which contributes to the investigation of the individual's perceptions, feelings, and experiences within the framework of Phenomenological design. At the end of the research female students produced 52 metaphors, and males did 44 for teacher images. However, 7 metaphors were commonly created by both genders. They were categorized in 8 conceptual themes. The children's perceptions of "teacher" were clustered especially in the conceptual theme of Family Member (25%) and Warm-hearted Person (8%), with emotional and relational feelings which can be explained by the children's attachment relations (Sabol & Pianta, 2012), that are similar for their families and their teachers. Gender was found to be significantly related with the images of teachers.

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Section: Discussionmentioning

confidence: 99%

“Teacher” from the Children’s Perspective: A Study by Metaphors

Cansever

Aslan²

2016

JEL

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“…Metaphors not only connect theory and experience, but also multiply interpretations of reality (Greene, 1994). Propelling life throughout the body, the heart takes the vital elements we cannot see and makes them the fuel for our existence.…”

Section: The Heart Of Artsmentioning

confidence: 99%

Heart Is Active Citizenship: Reimagining Civic Education

Moon¹,

Nelson²,

Hwang³

et al. 2017

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The ARtS (Aesthetic, Reflexive thoughts, & Sharing) Initiative is an innovative program for engaging children in reflexive thought about active citizenship in urban communities. This article explicates how children use art to imagine the alternatives in civic education. Using the heart metaphor as active citizenship, the authors illustrate how this organ connects citizens and pumps our desire for a better community through our veins, thus instigating social change. This article demonstrates the power of imagination to inspire students to conceptualize a more just society.

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“…Il n'en est rien puisque des énoncés novateurs et féconds pourront également être produits par l'usage de l'analogie 12 (modèles iinalogiques) ou encore de la métaphore qui, comme le soutient Schlanger (1983), ne produit pas la connaissance en tant que telle mais ouvre à celle-ci. C'est ce que Greene (1994) soutient également lorsqu'elle affirme que la métaphore est au coeur du langage et de la pensée imaginative 13 . L'énoncé novateur ainsi produit devra être étayé ou encore «argumenté» pour en assurer la solidité.…”

Section: Questions De Méthodeunclassified

La recherche théorique en sciences humaines : réflexions sur la validité d’énoncés théoriques en éducation

Gohier¹

2008

rse

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Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. www.erudit.org Tous droits réservés © Revue des sciences de l 'éducation, 1998 Revue des sciences de l'éducation, Vol. XXIV, n 0 2, 1998, p. 267 à 284La recherche théorique en sciences humaines: réflexions sur la validité d'énoncés théoriques en éducation Christiane Gohier Professeure Université du Québec à MontréalRésumé -La recherche théorique en éducation, et plus largement en sciences humaines, ne répond pas aux mêmes critères de scientificité ou d'admissibilité que la recherche empirique. À travers l'examen de la critériologie scientifique issue des sciences exactes et de celle propre aux sciences humaines, d'une part, ainsi que l'analyse de la spécificité de la recherche théorique, d'autre part, une série de critè-res est proposée afin de juger de la recevabilité et de la «validité» d'énoncés théoriques.

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Epistemology and Educational Research: The Influence of Recent Approaches to Knowledge

Cited by 52 publications

References 46 publications

“Teacher” from the Children’s Perspective: A Study by Metaphors

“Teacher” from the Children’s Perspective: A Study by Metaphors

Heart Is Active Citizenship: Reimagining Civic Education

La recherche théorique en sciences humaines : réflexions sur la validité d’énoncés théoriques en éducation

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