Aristotle's Gnoseology and Understanding 'Understanding' in Practitioner Research

Autor/in	Dawson, Susan
Titel	Aristotle's Gnoseology and Understanding 'Understanding' in Practitioner Research
Quelle	In: Educational Action Research, 28 (2020) 1, S.53-70 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dawson, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2018.1553727
Schlagwörter	Action Research; Educational Philosophy; English for Academic Purposes; Second Language Learning; Second Language Instruction; Course Descriptions; Educational Principles; Correlation; Student Attitudes; Undergraduate Students; Language Skills; Task Analysis; Attention Control; Metacognition + Suchen Sie Ihr Suchwort? Projektforschung; Bildungsphilosophie; Erziehungsphilosophie; Zweitsprachenerwerb; Fremdsprachenunterricht; Kursstrukturplan; Bildungsprinzip; Korrelation; Schülerverhalten; Language skill; Sprachkompetenz; Aufgabenanalyse; Aufmerksamkeitstest; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	This article offers a conceptual and analytical framework for understanding the 'understandings' generated through practitioner research, and specifically exploratory practice (EP), based on Aristotle's philosophy of knowledge. Drawing on Olav Eikeland's interpretation of Aristotle's philosophy of knowledge as a gnoseology, it illustrates how a gnoseology framework adapted from Eikeland's work was used to analyse the different types of understanding generated through the processes and products of practitioner research. Specifically, it looks at the understandings developed in an English for Academic Purposes class as the learners explored their own puzzles about language learning using the principles of EP, a form of practitioner research mainly used in language teaching. Focusing on one of the learners in the class, it traces his developing gnoseology across the 10-week course by analysing the naturalistically generated classroom artefacts produced through the EP process. It then shows how the different understandings developed reflect an interrelated and relational view of knowledge and concludes by suggesting that such a gnoseology framework might provide a valuable conceptual and analytical tool for understanding the relationship between different forms and ways of knowing in practitioner research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01