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| '''= A form of [[Participatory Inquiry]], reflecting the [[Participatory Turn in Research]]''' | | '''= A form of [[Participatory Inquiry]], reflecting the [[Participatory Turn in Research]]''' |
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| | For full treatment: see [[Cooperative Inquiry]] |
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| =Definition=
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| John Heron:
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| "Co-operative inquiry involves two or more people researching a topic through their own experience of it, using a series of cycles in which they move between this experience and reflecting together on it. Each person is co-subject in the experience phases and co-researcher in the reflection phases."
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| (http://participatorystudies.com/2011/03/29/co-operative-inquiry-outlined/)
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| =Characteristics=
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| John Heron:
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| "The defining features of co-operative inquiry are:
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| * All the subjects are as fully involved as possible as co-researchers in all research decisions – about both content and method – taken in the reflection phases.
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| * There is intentional interplay between reflection and making sense on the one hand, and experience and action on the other.
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| * There is explicit attention through appropriate procedures to the validity of the inquiry and its findings.
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| * There is a radical epistemology for a wide-ranging inquiry method that can be both informative about and transformative of any aspect of the human condition. It involves a congruence of four forms of knowing: propositional, practical, presentational, and experiential:
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| o Propositional knowing, or knowing that, is expressed in statements.
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| o Practical knowing, or knowing how, is expressed in the exercise of a skill.
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| o Presentational knowing, or intuitive knowing of significant pattern, is expressed in graphic, plastic, moving, musical and verbal art-forms.
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| o Experiential knowing, or knowing by acquaintace, is manifest as imaging and feeling the presence of some energy, entity, person, place, process or thing.
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| * There are, as well as validity procedures, a range of special skills suited to such all-purpose experiential inquiry.
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| * The full range of human sensibilities – a transparent body-mind with an open and unbound awareness – is available as an instrument of inquiry."
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| (http://participatorystudies.com/2011/03/29/co-operative-inquiry-outlined/)
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| =Stages=
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| David Hiles:
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| "Co-operative inquiry is Heron’s basic research tool for a participatory inquiry paradigm.
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| “In co-operative inquiry the exclusive roles [. . of researcher and subject] are
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| replaced by a co-operative relationship of bilateral initiative and control, so that all
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| those involved work together as co-researchers and as co-subjects”. . “This is not
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| research on people, but research with people” (Heron, 1998, p. 234).
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| “Co-operative inquiry . . involves two or more people researching a topic through
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| their experience of it, using a series of cycles in which they move between this
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| experience and reflecting together on it” (Heron, 1998, p. 235).
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| This participatory approach to research, adapts the action research model, involving
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| repeated cycling through four steps:
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| * Step 1: Agreeing, planning and devising a focus of inquiry
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| * Step 2: Action phase – observing and recording experiences
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| * Step 3: Reflection – immersion engagement with experience
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| * Step 4: Evaluation – sharing, reframing, validating, for the next cycle."
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| - Participatory Perspectives on Counselling Research. By DAVID HILES: Summary of paper presented at NCCR Conference, Newport, November 22, 2008.
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| '''John Heron:'''
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| "An outline of inquiry stages
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| Stage 1 The first reflection phase for the inquirers to choose:
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| * The focus or topic of the inquiry and the type of inquiry.
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| * A launching statement of the inquiry topic.
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| * A plan of action for the first action phase to explore some aspect of the inquiry topic.
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| * A method of recording experiences during the first action phase.
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| Stage 2 The first action phase when the inquirers are:
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| * Exploring in experience and action some aspect of the inquiry topic.
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| * Applying an integrated range of inquiry skills.
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| * Keeping records of the experiential data generated.
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| Stage 3 Full immersion in the action phase with great openness to experience; the inquirers may:
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| * Break through into new awareness.
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| * Lose their way.
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| * Transcend the inquiry format.
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| Stage 4 The second reflection phase; the inquirers share data from the action phase and:
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| * Review and modify the inquiry topic in the light of making sense of data about the explored aspect of it.
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| * Choose a plan for the second action phase to explore the same or a different aspect of the inquiry topic.
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| * Review the method of recording data used in the first action phase and amend it for use in the second.
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| Subsequent stages will:
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| * Involve, including the first, from five to eight full cycles of reflection and action, with varying patterns of divergence and convergence, in the action phases, over aspects of the inquiry topic.
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| * Include a variety of intentional procedures, in the reflection phases, and of special skills in the action phases, for enhancing the validity of the process.
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| * End with a major reflection phase for pulling the threads together, clarifying outcomes, and deciding whether to write a co-operative report.
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| * Be followed by post-group collaboration on writing up any agreed form of report."
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| (http://participatorystudies.com/2011/03/29/co-operative-inquiry-outlined/)
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| =More Information=
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| # Short Guide to Co-Operative Inquiry, http://participatorystudies.com/2011/03/29/short-guide-to-co-operative-inquiry/
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| #[[Participatory Spirituality]]
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| [[Category:Research]]
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| [[Category:Relational]]
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| [[Category:Science]]
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| [[Category:Spirituality]]
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| [[Category:Facilitation]] | | [[Category:Facilitation]] |