Self and Wisdom in Arts-Based Contemplative Inquiry in Education: Narrative, Aesthetic and the Dialogical Presence of Thomas Merton

This text explores self-reflection as a mode of inquiry in educational research, highlighting the individual researcher's role in constructing knowledge. It engages with Thomas Merton's writings through a dialogical approach, offering examples of personal engagement with text and art to illustrate the pervasive influence of the personal in reflective, narrative, and aesthetic forms of inquiry. The chapters consider methodological and philosophical implications of self-study and contemplative research in educational contexts and demonstrate how dialogic approaches can enrich empirical forms of inquiry and inform pedagogical practice. The text embraces a contemplative voice within an academic treatise, making it of interest to postgraduate scholars, researchers, and academics in educational philosophy, arts-based and qualitative research methodologies, and Merton studies.

Format: Paperback / softback
Length: 208 pages
Publication date: 30 May 2022
Publisher: Taylor & Francis Ltd

This text delves into the realm of self-reflection as a powerful mode of inquiry in educational research, emphasizing the pivotal role of the individual researcher in the construction of knowledge. By adopting a first-person perspective, it enacts and explores the intricacies of self-reflection, shedding light on its significance in shaping our understanding of the world. Through a dialogical approach to the writings of Thomas Merton, Self and Wisdom in Arts-Based Contemplative Inquiry in Education provides rich examples of personal engagement with text and art, showcasing the profound influence of the personal in reflective, narrative, and aesthetic forms of inquiry. The chapters delve into methodological and philosophical implications of self-study and contemplative research in educational contexts, highlighting how dialogic approaches can enrich empirical forms of inquiry and inform pedagogical practice. In its embrace of a contemplative voice within an academic treatise, the text offers a remarkable example of arts-based contemplative inquiry, appealing to postgraduate scholars, researchers, and academics alike who specialize in educational philosophy, arts-based and qualitative research methodologies, and Merton studies.

Introduction:
Self-reflection has emerged as a crucial aspect of educational research, offering a profound opportunity to explore the depths of our own experiences, perspectives, and beliefs. By adopting a first-person perspective, researchers can delve into the intricacies of their own lives and experiences, gaining valuable insights into the processes of learning, teaching, and educational practices. This text aims to foreground a first-person perspective and explore self-reflection as a mode of inquiry in educational research, highlighting the centrality of the individual researcher in the construction of knowledge.

Self-Reflection as a Mode of Inquiry:
Self-reflection is a powerful tool for inquiry because it allows researchers to engage in a reflexive process that enables them to reflect on their own experiences, beliefs, and assumptions. Through this introspective journey, researchers can gain a deeper understanding of their own biases, limitations, and strengths, which can inform their research practices and contribute to the development of new knowledge.

The Role of the Individual Researcher:
The individual researcher plays a central role in the construction of knowledge because they bring their unique experiences, perspectives, and biases to the research process. The researcher's personal experiences and interactions with the world shape their understanding of the research topic and influence the way they interpret and analyze data. By embracing a first-person perspective, researchers can authentically convey their own experiences and insights, creating a richer and more nuanced understanding of the research topic.

Thomas Merton's Contribution:
To illustrate the pervasive influence of the personal in reflective, narrative, and aesthetic forms of inquiry, this text engages with the work of Thomas Merton. Merton, a renowned Catholic monk and writer, was known for his deep contemplation and his profound insights into the human condition. Through a dialogical approach to his writings, this text offers rich examples of personal engagement with text and art to illustrate the pervasive influence of the personal in reflective, narrative, and aesthetic forms of inquiry.

Methodological and Philosophical Implications:
Self-study and contemplative research in educational contexts have methodological and philosophical implications that warrant further exploration. These approaches can challenge traditional research paradigms and encourage researchers to adopt a more holistic and introspective approach to their work. They can also promote a deeper understanding of the researcher's role in the research process and encourage a more reflexive and ethical approach to data collection and analysis.

Dialogic Approaches:
Dialogic approaches can enrich empirical forms of inquiry and inform pedagogical practice. By engaging in dialogue with others, researchers can gain new perspectives, challenge their assumptions, and refine their research questions. This can lead to more robust and nuanced research findings that have greater relevance to educational contexts.

Conclusion:
In conclusion, this text highlights the significance of self-reflection as a mode of inquiry in educational research, emphasizing the pivotal role of the individual researcher in the construction of knowledge. By adopting a first-person perspective and engaging with the work of Thomas Merton, this text offers rich examples of personal engagement with text and art to illustrate the pervasive influence of the personal in reflective, narrative, and aesthetic forms of inquiry. Through a dialogical approach, this text explores methodological and philosophical implications of self-study and contemplative research in educational contexts, promoting a deeper understanding of the researcher's role and a more reflexive and ethical approach to data collection and analysis.

Dimension: 229 x 152 (mm)
ISBN-13: 9780367633943