Boundary Conversations: Conflicting Ways of Knowing in Philosophy and Interdisciplinary Research
Abstract
This naturalistic study, coauthored by a composition specialist and a philosopher, explores the learning experiences of college students in an Introduction to Philosophy course and the learning experiences of the research collaborators themselves. The researchers identify conflicting ways of knowing in class discussion, student writing, and within their own interdisciplinary collaboration. They then ask questions about how these ways of knowing interact and with what effects. In order to answer these questions the researchers drew upon student data they collected in two consecutive semesters as well as the close records they kept of their own collaborative work. Four research methods were used: observation, interviews, composing-aloud protocols, and text analysis. Conclusions are drawn from the data regarding the benefits for students and researchers of juxtaposing multiple epistemological perspectives. Also presented are conclusions about the learning contexts that promote epistemic growth. The textual form of this study is “heteroglossic,” that is, certain sections are written by the researchers, certain sections by the teacher-researcher, and others are coauthored by both.
- Journal
- Research in the Teaching of English
- Published
- 1991-12-01
- DOI
- 10.58680/rte199115456
- CompPile
- Search in CompPile ↗
- Open Access
- Closed
- Topics
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Citation Context
Cited by in this index (5)
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Dannels (2003)Journal of Business and Technical Communication
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DETWEILER et al. (1999)Written Communication
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RUSSELL (1997)Written Communication
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HAAS (1994)Written Communication
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JOURNET (1993)Written Communication
References (0)
No references on file for this article.
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