By foregrounding a first-person perspective, this text enacts and explores self-reflection as a mode of inquiry in educational research and highlights the centrality of the individual researcher in the construction of knowledge.
By foregrounding a first-person perspective, this text enacts and explores self-reflection as a mode of inquiry in educational research and highlights the centrality of the individual researcher in the construction of knowledge.
Giovanni Rossini completed his PhD at the University of Toronto, Canada. He is a philosopher and independent scholar whose research interests span the fields of holistic and contemplative studies in education.
Inhaltsangabe
1. Narrative Beginnings: The Seeds of Inquiry - The Imperative of Story and the Aesthetical within: Arts-Based Contemplative Inquiry 2. Meditations on Merton's Paradox: Narrative, Aesthetics and the Emergence of the Wisdom Image 3. The Journey of the "Perpetual Researcher:" Of Emerging Questions on the Relation of Wisdom and Art 4. The Friendship of Texts: Beyond a Referential Relation with Texts onto the Dialogical in Inquiry 5. A Methodology of One: The Personal versus the Sociological in Inquiry - On the Paradoxical Character of Arts-Based Contemplative Methodology 6. Landscape Images as Teachers of Wisdom: A Prolegomenon for Classroom Practice 7. Looking onto Myself to See Others: Concluding Reflections on the Imperative of the Personal in Contemplative Inquiry
1. Narrative Beginnings: The Seeds of Inquiry - The Imperative of Story and the Aesthetical within: Arts-Based Contemplative Inquiry 2. Meditations on Merton's Paradox: Narrative, Aesthetics and the Emergence of the Wisdom Image 3. The Journey of the "Perpetual Researcher:" Of Emerging Questions on the Relation of Wisdom and Art 4. The Friendship of Texts: Beyond a Referential Relation with Texts onto the Dialogical in Inquiry 5. A Methodology of One: The Personal versus the Sociological in Inquiry - On the Paradoxical Character of Arts-Based Contemplative Methodology 6. Landscape Images as Teachers of Wisdom: A Prolegomenon for Classroom Practice 7. Looking onto Myself to See Others: Concluding Reflections on the Imperative of the Personal in Contemplative Inquiry
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