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Google Scholar. Atkinson T. Professional Education at Canterbury University College — Unpublished M. Thesis, University of Canterbury, Christchurch.

Barnett, R. The End of Knowledge in Higher Education. London: Cassell. Bond, C. Unpublished Ph.

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Thesis, Griffith University, Queensland. Boyer Commission. M eds. Weinsheimer and D Trans. Marshall Continuum Google Scholar. Hacohen M. Karl Popper — The Formative Years, — Cambridge University Press. A History St. New Zealand Government Education Act. Education Amendment Act. New Zealand Ministry of Education.

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New Zealand University Reform Association. Parton H. The University of New Zealand. Auckland University Press. Robertson J. Research and Teaching in a Community of Inquiry. Slaughter S. Teaching in Higher Education 3 5 20 Google Scholar. This controversial book will be of great value to academics in all disciplines who are new to research or wanting to establish a research culture, and to all postgraduates involved in research. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Universities and colleges—Research. A1 B68 ISBN 0———6 pbk. Research and scholarship Following rules Knowledge Problems and questions New knowing 15 17 30 48 63 76 91 PART II Research in context 8 9 10 11 12 Research as a commodity Research and learning Research and teaching Research as discourse Research and the future References Index Acknowledgements To all the academics who have shared their ideas with me and especially all the new researchers who have participated in workshops to develop their research — I have learned much and am grateful.

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Special thanks go to all of the experienced researchers who participated in the study, Conceptions of Research in Three Academic Domains, and to the University of Sydney for providing funding to support it. Chapter 1 Introduction What you participate in, that you become. Henryk Skolimowski This was no ordinary city.

It had become a place of pilgrimage for those who were looking for what was of value in their lives. While all of the buildings had an air of tranquillity about them, there was one which was particularly striking. Dominating the side of the hill on which it was situated, here was a palace of no mean proportions. Designed to reflect the heights of human endeavours and to personify all that was beautiful, the architect had become renowned for the process of inquiry which had characterized its design and building.

So as she entered, her spirit was lifted and she experienced a sense of joy that infused the light, airy walls and galleries. Standing in the central hall, she had a sense of her own special place in the universe. There were a few people milling about, quietly taking in the lofty space. Others sat in silence on low benches or cross-legged on the white marble floor deep in contemplation and meditation.

The Crisis in Educational Research: A Pragmatic Approach

Her urge was to continue, yet it was apparent that for some, this entrance space was enough. At the far end, a wide staircase, its red carpet contrasting with all the white and glass of the walls, floors and ceilings, seemed to draw her in. And so she advanced, going slowly up, then wandering here and there, wherever it seemed she had to go. This was her quest, her journey. She passed through halls and galleries.

Some were like the art galleries of the past with pictures on the walls and sound and light installations. Some halls had exhibits in cases. She had heard tell of places called museums. She thought they might have been like that. At times there were collections of objects in cases together with a series of questions: what might these objects mean, how does she make sense of them?

Characteristics of Research Lesson-2

She wandered into a dark space where there were 2 Introduction holographic people from the past asking questions about aspects of their lives as they saw them. And then into a space that looked like a quaint old shopping mall.

Yet here, there was no inducement to buy anything. That era was over. Here there were opportunities for self-fulfilment, great teachers to talk to and ideas for consideration. At length, she entered a long wide corridor resplendent with ancient gilded wall-paintings and tapestries and adorned with a ceiling of lofty frescoes reaching to an imaginary sky. She lingered, marvelling at the wonder of the paintings. At the end of this splendid place was a large window. It looked out towards the city with its backcloth of mountains.

She sat on a low bench and contemplated its beauty. So deeply was she immersed in the tranquillity of the view and her own thoughts that she did not see the young man approach and stand in front of her. She looked up. They seemed to be going from one building to the next, through corridors, across courtyards, down grassy slopes, through archways and round corners. She had no idea who the young man was nor where he was taking her. No matter. There was something she had to learn and the only way to learn it was to walk into the unknown.

At last, the young man stopped in front of a large, studded wooden door.

The Research/Teaching Relation: A View from the Edge

He knocked. A small door within the great one opened and they stepped inside. A dog bounded up to her and she backed away. There were glass cases here and there with exhibits that terrified the once tranquil visitor: a case with spiders, another with ancient weapons. Never mind the Professor; she wanted to escape. She was glad when her guide stopped. They entered a bright, spacious room where the Professor was waiting.

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You are here to help us with our inquiries, I understand, because you have things you wish to learn and we are working on the same issues. Fear can have beneficial as well as harmful effects. The important thing is to understand the world so that we can find the right balance. Since that balance is different for different individuals we are particularly interested in exploring with them what is right for them in different circumstances.

I would like to invite you to meet our team of researchers and hopefully you will join them. It is a subject you have had a great deal of experience in. Here in the Department we study all kinds of experiences so that the quality of life can be improved. Shall we go and meet the others? He has been searching for truth from great teachers, from worldly pleasures and riches, from family relationships and from an old ferryman. The river flows and laughs at him as he sees within it that answers do not lie in any of the places he has searched and that wisdom grows only by coming face to face with oneself Hesse This is a powerful metaphor for academic research today.

For while academic research is a systematic process for understanding aspects of our experience, we too have found that truth is problematic.