Replying to LO29575 --
Indeed, Folks: I have been working on a rationale for action research from
the perspective of the reflective practitioner. I use a critical theoretic
framework (after the Frankfurt School: Marcus, Freire, Greene, & Giroux)
to found a dialectic of moral action (after Fuerbach & Engles rather than
the one of ideology after Hegel & Marx), whereby ontology and epistemology
(worlding and knowing) are mediated by moral activity.
I found the ontology after Heidegger, Merleau-Ponty and the existential
phenomenologists (and linguists after Gaddammer); I found the epistemology
in evaluation science (after Guba & Lincoln's 4th Generation Evaluation);
and I treat the learning organization after a classroom model whose
*pedagogy* (*rather *andragogy*) is based, as I've said upon the Critical
Theorists.
Here is the rationale that I will be using for my dissertation. The
extensions from the classroom to the learning organization are indicated
in an appendix and can be found via the construct of Autopoiedic theory
(recursive, self-generational systems, after Mingers, J. (1994)).
There is a PowerPoint overview and a bibliogrpahy in this MSWord doc, as
well... ;-} rap.
The Dialectics of Critical Pedagogy and Action Research:
http://www.borg.com/~rparkany/Resources/14thE&QRproposal/CP_ARdialectics.doc
Paper proposed by Richard Parkany entitled:
The Phenomenology of Action Research & Open Systems Theory
Description & Purpose
Action research and its variants--including action learning, action
evaluation, the learning organization-are often assaulted in the research
literature as being weak in foundations, both theoretic (ontologic) as
well as practical (epistemologic). I attempt in this paper to lay bare the
rationale and justification for the theory and practice of action that
underlies such open systems. These foundations will indicate that just as
positivistic, dualist frameworks depend upon a particular theory of
knowledge to underwrite their practice, so, accordingly, do these
recursive, hermeneutic frameworks depend upon a certain theory of action
for their justification. By laying bare these foundations, a structure
uniting ontology, epistemology, and moral theory in one dialectic moment
will be revealed. It is a structure that will not only serve as a
theoretic rationale for action-based agendas, but at the same time serve
as a practical justification for their preferred use in the study and
improvement of the human being, including its knowledge base, and other
open systems and their residuals.
Theoretic Grounding
See attached outline and literature base^Å
Method
Phenomenographic and phenomenologic exposition of a review of the
literature and issues concerning the context and situatedness of action
research in the history of science. I will extend a model for inquiry I
used recently to underwrite a curriculum development project in
mathematics (K-12) for a Critical Pedagogy. See attached Works Cited
section^Å
ACampnona@aol.com wrote:
> At de Lange writes
>
> >But now for two cherries on the cake -- so comes also the
> >word dull! And in Afrikaans we have the word "dol"=mad also
> >coming from "dwelan". It seems that "knowledge dwelling within
> >the mind" can make one mad="dol". But we also have in Afrikaans
> >the word "dolgelukkig" where "gelukkig"=happy. This paradoxal
> >conjunction mad+happy means transcending the order
> >happy => happier => happiest => ......
> >(Terje, its another example of an entropy producing construction.)
>
> >Andrew, may you and fellow learners be mad+happy for the rest
> >of the year.
>
> Well there was certainly some very happy paradoxicality in my contribution
> just posted. Fellow learner, Vana, helped me with some new materials on
> the man called Heidegger.
--"Dein Wachstum sei feste und lache vor Lust! Deines Herzens Trefflichkeit Hat dir selbst das Feld bereit', Auf dem du bluehen musst." JS Bach: Bauern Kantata Richard A. Parkany: SUNY@Albany Prometheus Educational Services http://www.borg.com/~rparkany/ Upper Hudson & Mohawk Valleys; New York State, USA
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