scholarly journals Conceptualizing a Theoretical Framework: Embodied Narrative Knowing

2017 ◽  
Author(s):  
Michael Duncan Overton
Keyword(s):  
Adult Learners ◽  
Social Constructivism ◽  
Martial Arts ◽  
Ways Of Knowing ◽  
Theoretical Framework ◽  
Embodied Knowing ◽  
Preliminary Validation ◽  
Narrative Knowing ◽  
Guiding Principles

The dominant Western epistemological and ontological perspective marginalizes “other ways of knowing” (Taylor, 1997) that adult learners use to make meaning of their experiences (Crossley, 2007; and Michelson, 1998). Other ways of knowing have also been called non-Western perspectives and are defined as having their “roots in cultures and...traditions that pre-date Western colonization, modernization, and Western-driven globalization (Merriam, 2007, p. 173). The aim of this work is to explore a theoretical framework, informed by three established paradigms, to conceptualize non-Western and other ways of knowing. This work outlines the three paradigms that are utilized: Social Constructivism, Embodied Knowing, and Narrative Knowing, to provide the values and guiding principles that this framework is based on. This work proposes the exploration of the experiences of adult learners who practice the martial arts (a traditionally non-Western practice) in order to offer preliminary validation of embodied narrative knowing as a theoretical framework for understanding non-Western ways of knowing.

Developing teaching and learning methods to innovate the Italian context of Higher Education. The case of University of Padua

2016 ◽  
pp. 53-70
Author(s):  
Monica Fedeli ◽  
Anna Serbati ◽  
Edward W. Taylor
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Theoretical Framework ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Academic Center ◽  
The University

This article looks at theories and practices related to faculty development and innovation in teaching and learning methods in Higher Education, in order to respond to the European 2020 Strategy, in which the High level group on the modernisation of higher education has been established, whose aim focuses on improving the quality of teaching and learning in Europe's higher education institutions (2013). The paper is framed within the context of the project PRODID (Preparazione alla professionalitŕ docente e innovazione didattica), funded by the University of Padova, Italy with the major goal of creating a permanent and effective academic center for research on learning and teaching and faculty development. The theoretical framework of PRODID is informed by constructivism and social constructivism, and the student centered approach, encouraging student-teacher partnerships as a dimension for faculty development and teaching and learning innovations. The University of Helsinki and Michigan State University are mentioned as relevant examples of organizational settings integrated in higher education institutions that offer a great variety of practices consistent with the chosen theoretical framework. They also offer the Italian program of University of Padova models for critical reflection in how their teaching strategies can be created and developed on the basis of this international experience. The final discussion aims to highlight the strategies adopted during the first year of the project, characterized by the Italian culture and revealing new insights and ideas to create an Italian model of teaching and learning center.

Digital Intelligence

2010 ◽  
pp. 59-65
Author(s):  
Nan B. Adams
Keyword(s):  
Multiple Intelligences ◽  
Digital Communication ◽  
Educational Practice ◽  
Ways Of Knowing ◽  
Communication Technologies ◽  
Theoretical Framework ◽  
Educational Programs ◽  
The Way

The multiple intelligences theoretical framework developed by Gardner (1983) is employed to argue for the recognition of the emergence of a new, digital intelligence. Each of the dimensions of a discrete intelligence as described by this framework is satisfied along with a discussion of the nature of knowledge, ways of knowing and the nature of how society describes intelligence. These discussions are then used as further evidence that considerations for the ways digital communication technologies are changing the way we think and learn are imperative to effective educational practice. The desired outcome is recognition of this emerging intellectual preference in the design of responsive educational programs and practices.

scholarly journals Family Counselling as Decolonization: Exploring an Indigenous Social-Constructivist Approach in Clinical Practice

2020 ◽  
Vol 4 (2) ◽  
pp. 62-70 ◽  
Author(s):  
Suzanne Stewart
Keyword(s):  
Mental Health ◽  
Social Constructivism ◽  
Service Providers ◽  
Hybrid Approach ◽  
Ways Of Knowing ◽  
Family Counseling ◽  
Theory And Practice ◽  
Family Service ◽  
Cultural Genocide ◽  
Indigenous Ways Of Knowing

In Canada, Indigenous peoples’ lives are shaped by relationships with their families. These relationships are defined by traditional Indigenous conceptions of connectedness with the earth, communities, and the many relations that occur within these contexts and are based on what is termed Indigenous ways of knowing. These relationships are also described through a concept of Western social constructivism. Social constructivism is an ideal mate for Indigenous ways of knowing in the practice of family counseling because it recognizes the importance of culture and context in understanding what occurs in human interactions when constructing knowledge based on this understanding. Indigenous ways of knowing have been of recent and growing interest to family mental health practitioners and policy makers who are seeking to support clients in decolonization processes. Family service providers who work in a Western social service or health care setting have an interest in exploring forms of sociocultural theory and practice, such as Indigenous ways of knowing, in order to address and further the practitioner-family interaction and to benefit both individuals and communities in a responsible and sustainable manner. Using current and historical literature, this article presents a summary of issues and guidelines for a hybrid approach that brings together Western and Indigenous approaches for family service workers (such as counselors, social workers, psychologists, and psychiatrists), and a set of guidelines for practical application. Implications of how these practices can positively impact and promote community mental health in the current climate of recovery from colonialism and cultural genocide are presented.

scholarly journals Cultivating Health in Martial Arts and Combat Sports Pedagogies: A Theoretical Framework on the Care of the Self

2021 ◽  
Vol 6 ◽  
Author(s):  
Lorenzo Pedrini ◽  
George Jennings
Keyword(s):  
Martial Arts ◽  
Theoretical Framework ◽  
The Self ◽  
Healthy Lifestyles ◽  
Combat Sports ◽  
Care Of The Self ◽  
Social Ecological ◽  
Intrinsic Complexity ◽  
Empirical Analyses

“Martial arts and combat sports” (MACS) are a myriad of systems of embodied movements and underlying philosophy and pedagogies. Due to the intrinsic complexity of MACS, they have the potential to both reshape practitioners’ selves and improve their wellbeing, as well as to hamper the pursuit of sustainable, healthy lifestyles. This article provides an interdisciplinary theoretical framework to critically approach both the “light” and the “dark” sides of martial pedagogies. The model we propose develops the Foucauldian notion of “the care of the self,” which has been considerably overlooked in martial arts scholarship. Furthermore, by viewing health as a goal for cultivation, this proposal places the situated practices linked to materiality and discourses at the centre of the theoretical and empirical analyses. The article thus takes into account the internal diversity and cross-institutional variance of martial pedagogies by allowing scholars to explore four forms of cultivation (self, shared, social, ecological) prompted on a day-to-day basis. To conclude, we discuss the main methodological implications for multimodal research arising from the framework in order to foster future inquiries.

Language Creates a New Reality

2018 ◽  
pp. 24-47
Author(s):  
Adam S. Froerer ◽  
Cecil R. Walker ◽  
Johnny S. Kim ◽  
Elliott E. Connie ◽  
Jacqui von Cziffra-Bergs
Keyword(s):  
Social Constructivism ◽  
Positive Emotion ◽  
Theoretical Framework ◽  
Current Theory ◽  
Coping Resources ◽  
Theory Of Change ◽  
Neural Pathways ◽  
Emotion Coping

This chapter discusses current theory of change of SFBT and will look at how using SFBT questions that elicit coping, resources, and a description of a preferred future starts creating a new reality for clients that have experienced trauma. It discusses the theoretical framework for how SFBT works and its compatibility with other postmodern approaches and social constructivism. The tenets of introducing positive emotion after a trauma situation and expanding the trauma experience with positive emotion will also be discussed. Neurobiology and neuroplasticity are discussed in connection with the notion that the more one discusses the details of the positive emotion, coping, resilience, strength, and pride, the more one will build/reinforce neural pathways of a different and more hopeful reality.

scholarly journals Generative listening: Using arts-based inquiry to investigate young children’s perspectives of inclusion, exclusion and disability

2018 ◽  
Vol 17 (1) ◽  
pp. 54-69 ◽  
Author(s):  
Kathy Cologon ◽  
Timothy Cologon ◽  
Zinnia Mevawalla ◽  
Amanda Niland
Keyword(s):  
Young Children ◽  
Critical Pedagogy ◽  
Inclusive Education ◽  
Meaning Making ◽  
Ways Of Knowing ◽  
Theoretical Framework ◽  
Research Project ◽  
Arts Based Research ◽  
Children’S Perspectives ◽  
Critical Approaches

While the importance of inclusive approaches to research has been identified, much childhood research is still done ‘to’ not ‘with’ young children, with research focusing on the experiences of children who experience disability commonly involving data from parents/families/practitioners, rather than from children themselves. In this article, we explore the development of an arts-based research project involving young children who experience disability as active participants in an exploration of their perspectives on inclusive education. Accordingly, we ruminate on questions about how we can genuinely ‘listen’ to children who experience disability in an aesthetic and ethical manner, and how we can use artistic ways of knowing to engage in meaning-making with children. Using arts-based research as an aesthetic framework alongside insights from critical pedagogy as a theoretical framework, we explore ‘aesthetic’ approaches to being, teaching, researching and knowing. As a team of researchers who do and do not experience disability, we share reflections on arts-based methodologies informed by critical approaches to conceptualising disability and research. As artistic modes of expression are central to young children’s everyday lives and play and can create enjoyable and safe communicative spaces, we share dialogues, artwork and methodological reflections on opportunities for children to choose ways of interacting and communicating, allowing possibilities for agency, expression and creativity. Specifically, we conceptualise and concentrate on possibilities for using arts to foster ‘listening’, meaning-making and generative or transformative praxis, in order to explore how arts-based research can be a powerful, authentic, ethical and meaningful provocateur for listening ‘generatively’ to young children who experience disability in research.

The Cognitive Unconscious in Native American Embodied Knowing

2019 ◽  
Vol 25 (1) ◽  
pp. 84-106
Author(s):  
Shay Welch ◽  
Keyword(s):  
Native American ◽  
Embodied Cognition ◽  
Cognitive Theory ◽  
Procedural Knowledge ◽  
Ways Of Knowing ◽  
Knowing How ◽  
Knowing That ◽  
Embodied Knowing ◽  
Cognitive Unconscious ◽  
Do So

In this paper, I address only one small parallel between one subsection of Western epistemology and cognitive theory and Native American epistemology. I draw the connection between the recent theories of embodied cognition and distinctive Native modes of embodied implicit procedural knowing, such as blood memory, vision questions, and non-binary logical systems. My reason for doing so is twofold. First, I show how these distinctive ways of knowing within Native worldviews are not mere mystical claims that can be cast aside in favor of more ostensibly “rational” knowing practices. To do so, I utilized Mark Johnson’s account of the cognitive unconscious to demonstrate how and that Native embodied knowing practices and knowledge sources are easily explicable when examined though a phenomenological cognitive lens. Second, I highlight one small respect in which Native epistemologies are conceived of procedurally. Embodied forms of knowing are merely one facet of the procedural performative nature of Native American epistemology but they are highly demonstrative of the fact that procedural ways of knowing—knowing-how—account for deeply implicit ways of knowing that are lacking from other procedural knowledge accounts that are often hamstrung without such an accompanying account of knowing-how beyond counterfactual knowledge.

Examining Issues Concerning Teacher Effectiveness

2021 ◽  
pp. 172-191
Author(s):  
Daniel Otieno Okech
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Teacher Effectiveness ◽  
Social Constructivism ◽  
Historical Perspective ◽  
Theoretical Framework ◽  
Teacher Competencies ◽  
Information And Communication

This chapter addresses various issues related to teacher effectiveness in Kenya. The chapter begins with a brief historical perspective of teacher education and effectiveness in Kenya. The discussion provides a theoretical framework based on social constructivism as a philosophical paradigm for teacher effectiveness. It explores models used in teacher preparation in Kenya and the various teacher competencies required for effective teaching in Kenyan schools. The prevalent characteristics of teacher effectiveness in Kenya are discussed along with the dimensions of teacher training, recruitment, induction, evaluation, and professional development. Unique aspects of teacher effectiveness emphasizing information and communication technology are highlighted. Finally, the implications of the COVID-19 pandemic on teaching are mentioned.

Sign in / Sign up

Export Citation Format

Share Document