He wouldn’t read it, or, worse still, he’d just use it against me. When we introduce ‘management’ to Communities of Practice, we introduce formal measures, structures, roles and inducements. Additionally, Cox (2005) questions the applicability of the concept of informal learning communities, to the heavily individualised and tightly managed work of the twenty-first century. H�\��j�@F��{�\���L�����?������+��/���O_H�i�ؙ��jTn��}�'W��C{��;����:�r�1��T,+�����6?�K3�%��)^��4u�ʟ�y���=|�c|,�﹋�Og��ksxt��6��%��-�z��x�B_��[s���Ӟ�������r�E�����}I�v��ulژ�t�E��k��7��EL���b����nrQW^,l1ސ7�yg�Z�l�qE����B���س�G}�\�\�x�x�L~��_���W��:u}|k�+� It is important to recognize this conflict, avoiding illogical compromise. h��VYo�6�+|L�Hy� ,�αF�I�붂�17jK�����Rt$;�,Z� (3$G����a�G�D!4*="|��$�ڀ(��(���� E����*F�ʕ�'"�D�;��"�x���Ǐ�7�ɷlVi�ћr9�ft�#�'Fo���݈p�H�|�4e՟�Zh:^-4��^_�uVk���u�®;?�����Q��~���e^����zuJ��c^���IoZ~է4~^,fzb¬E��/b }%��� [|���SM�P�m5��y��/5ҫl��V'�|�+r��"�����f �0��a�����(��R�OΉ85����Q��+g��qI�ZϿ)�Qg�/�rIk����qI?�4�����`�a�4p5n^�����([Pw�b.al�hm\?��2X�he�V:I�D,��M�;!m%c�එ���L=���L}�����o&�H!��7��"aD�7���o�� Phenomenology is an approach began by Edmund Husserl and later developed by Martin Heidegger that seeks to study the lived human experiences and the way things are perceived and appear to the consciousness [1,2,10]. Are we always selective in our methods of communication – or do we follow habit? Co-inquiry invites loyal skepticism, challenging questions, and a plurality of perspectives.” Palus and Horth (2005, p.5). However, as Crossley (1996) points out, when the object of the enquiry is shared knowledge and/or understanding, this type of reflective process is insufficient, precisely because of the subjectivity involved, “The meaning of certain actions is identified with the plan of the actor, which may well be unavailable to the other. x Objects have meaning independently of any consciousness of them. At that point, only certain employees were privy to the details of the project and they had each signed a confidentiality agreement. ��a���a������n2�z���l���� 2r/���@vٸۈwR2�R�����XJ�*�^/��K'�?3� ���i�4_��]i����M�� �--�Ü�������31fm�M����']xNn?�>���ϓ���.�b�~\ؐ�`�"���6M�h��w��fp��s�áE���J7�m$k�����^[�#�[A���L���^^�W�:��S��j'���m~.���w�gv݇�m=ȯ���w����L������P�}�����7���������`?�\���}���o ��qF 3) The justification of cognition – or ‘the process of thought’, which leads to “awareness of a matter itself as disclosed in the most clear, distinct and adequate way for something of its kind” Center for Advanced Phenomenological Research (1997). This, I think, has important ramifications for the authenticity of the learning that results. answers to some of the key questions about the phenomenology as a philosophy, a human science and a method of inquiry that it claims. These communities too require a focus on shared interests, joint activities, and a shared repertoire of resources (i.e. As Argyris, et al. In a deep sense, it is by these communities that knowledge is ‘owned’ in practice”. They all seem engaged and alert, except for Larry, at the end of the table, who seems bored out of his mind. It is relatively easy for a dispassionate reader to spot the hasty assumptions being formulated in this extract. However, upon reflection, I see that – either consciously or unconsciously – I found myself talking to people whom I know to be supportive of me and my work, about this event. To export a reference to this article please select a referencing stye below: If you are the original writer of this essay and no longer wish to have your work published on UKEssays.com then please: Our academic writing and marking services can help you! On a philosophical level, there is irreconcilable conflict between the quantitative and qualitative paradigms. Sound Understanding of philosophical underpinnings of research paves the path for smooth and successful completion of quality research and gives joy achieved once in a lifetime. Our academic experts are ready and waiting to assist with any writing project you may have. Looking for a flexible role? It is most unlikely that any of these unrelated examples of successful reduction will shed light on the relation of mind to brain. Our research indicates that human beings, when dealing with threatening issues, typically act in ways that inhibit the generation of valid information and that create self-sealing patterns of escalating error” Argyris, et al. How can we know that our interpretation is the right one?”. But I was struck by the following injunction, “… Open Space can only fail for two reasons: if people show up with no passion and/ or if somebody tries to control the process in order to achieve some sort of pre-determined outcome(s).” Herman (1998). When viewed in this context, the inquiry is less about an isolated research question, and more about the commencement of an ongoing cross-functional dialogue. Phenomenology is commonly understood in either of two ways: as adisciplinary field in philosophy, or as a movement in the history ofphilosophy.The discipline of phenomenology may be defined initially as thestudy of structures of experience, or consciousness. It may therefore be helpful to use this model, or the underlying principle, with an individual or a group, in order to encourage a spirit of humble inquiry. Abstract This paper explores the philosophical underpinnings of three major educational research paradigms: scientific, interpretive, and critical. Although discourse analysis emerges as a multi-faceted research method reflecting various schools of thought, disciplines and approaches, it is possible to pinpoint some meta-theoretical issues or fundamental assumptions common for most of them. The exciting thing about this type of learning is that it is situated in the ‘practice’, therefore the benefits of new knowledge and meaning are immediately realised, “Knowledge is created, shared, organized, revised, and passed on within and among these communities. Some of these were inside of my control and some were as a result of issues that, at the time, I could have had little foresight of.
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