A Phenomenological-Hermeneutic Analysis of Experimental Infant Research

This project challenges the dualistic conceptions in infant research literature by reexamining a collection of infant research records from a phenomenological, non-dualistic perspective. Grounded in the recent convergences between phenomenology and cognitive sciences, this project utilizes a combined phenomenological-hermeneutic method. This model of analysis is applied to three major areas in infant research: physical knowledge, memory-based learning, and social behaviors. The primary pool of data is drawn from written research records from both primary and secondary sources. To reinterpret empirical findings the analysis includes a systematic reexamination of the ontological presuppositions of infant researchers/scholars, and a reflective, experience-near approach. The author attempts to deconstruct reified concepts and concretize theoretical abstractions that have been used to describe and interpret experimental observations reported in the literature. Accordingly, the conceptual framework of this project is founded on several phenomenological notions that seek to transcend dualism: phenomenal world, lived-body, and intersubjectivity. The first part of investigation demonstrated that subject-object dualism has had a major impact on contemporary conceptions of infants\u27 object/physical knowledge. In turn, it was shown that a unified subject-object view of perception can allow for a non-conceptual perspective on the infant\u27s understanding of the physical world; specifically, the permanence of objects and other physical principles are abstract descriptions of what are already implicit in the infant\u27s lived-world. Second, the lasting influence of mind-body dualism was revealed through a critical re-reading of the research studies concerning memory-based learning behaviors. Based on the idea of intelligent action without representation, several experimental studies were reinterpreted in order to capture the immediacy of infants\u27 coping behaviors. Lastly, the prevalence of the self-other ontological separation in the research literature was shown through a systematic reexamination of the research on infants\u27 facial perception, imitation, and social intentionality. In addition, it was demonstrated that the rationale underlying the thesis of a discriminatory consciousness and self-and/or-other representations can be effectively deconstructed through a phenomenological re-reading of some of this supporting empirical evidence

Human interaction in the Swedish biogas sector

The aim of this thesis is to investigate the role of human interaction in defining, shaping, and continuously re-shaping interpretations towards the biogas phenomenon in Sweden. This investigation was conducted via two forms of inquiry. First, a theoretical inquiry was conducted which was grounded in the principles of symbolic interactionism. The purpose of this inquiry was to create a theoretical framework that can be applied to better understand the phenomenon of human interaction. Second, an empirical inquiry was conducted based on participatory research that involved direct interaction with actors working within the Swedish biogas context. The empirical inquiry provided the opportunity to present concrete, tangible results regarding the role of human interaction in the biogas sector, and was based on my own direct participation in the Swedish biogas-context. This theoretical-empirical framework (created through the two forms of inquiry) was established through a somewhat interdependent process; that is, the underlying theoretical framework was used as a reference point from which to conduct the empirical inquiry, while the theory itself was derived with empirical results and observations in mind. As such, each form of inquiry served to support and complement the other. A main component of both inquiries was to investigate the role symbols play during interaction. Key symbols that were observed during biogas-related interaction were outlined and discussed. A discussion was also provided regarding the role these symbols played in facilitating shared meaning and cooperation amongst the actors, as well as their role in learning, perspective change and knowledge creation. To complement these empirical observations, a personal account of how direct interaction in the Swedish biogas sector has shifted my own perspective towards the biogas phenomenon was also provided

The relationship between baptismal status and spiritual practices among committed Baptist youth

The empirical correlates of baptismal status raise intriguing questions for empirical theologians (does baptism make a measurable difference) and for social scientists (how does baptismal status function as an indictor of religiosity). The present study investigates these problems among a sample of 674 highly committed Christian adolescents participating in a weeklong youth mission and service event sponsored by the Convention of Atlantic Baptist Churches in Eastern Canada. In this sample, 72% had been baptised as an older child or adolescent, 13% had been baptised only as a baby before they were old enough to make a decision for themselves, and 15% had never been baptised. Multivariate analyses, controlling for sex and age differences and for maternal and paternal church attendance, found significant associations between baptismal status and spiritual practices. The status of never having been baptised is significantly associated with lower levels of church attendance, personal Bible reading, and personal prayer. The status of having been baptised only as a baby is significantly associated with lower levels of church attendance

The Effect of Text Authenticity on the Performance of Iranian EFL Students in a C-Test

As part of growing efforts to understand factors affecting c-test this study aims to investigate the effect of text authenticity on the performance of Iranian EFL students in a C-Test. The C-Test is an integrative testing instrument that measures overall language competence, very much like the cloze test. In this study the rule of two has been applied: "the second half of every second word has been deleted, beginning with the second word of the second sentence; the first and last sentences are left intact" (Katona and Dornyei 1993: 35). The research involves 60 college students in their third year, majoring in English Literature at Ershad-Damavand College. This group were randomly selected applying multi-stage sampling. Since the present study intended to investigate the role of two different formats, i.e. authentic and inauthentic texts (text translated from Persian into English), two different tailored C-Tests were made to measure and compare the performances of the participants. Two C-Tests, one with Authentic Text and the other, with Inauthentic Text were administered to this homogenized group comprising 30 subjects. The findings of this study suggest that authenticity has an effect on the performance of learners in c-tests and we should control this variable while devising a c-test

HOW TO SEPARATE CONCEPTUAL ISSUES FROM EMPIRICAL ONES IN THE STUDY OF CONSCIOUSNESS

Modern consciousness studies are in a healthy state, with many progressive empirical programmes in cognitive science, neuroscience and related sciences, using relatively conventional third-person research methods. However not all the problems of consciousness can be resolved in this way. These problems may be grouped into problems that require empirical advance, those that require theoretical advance, and those that require a re-examination of some of our pre-theoretical assumptions. I give examples of these, and focus on two problems—what consciousness is, and what consciousness does—that require all three. In this, careful attention to conscious phenomenology and finding an appropriate way to relate first-person evidence to third-person evidence appears to be central to progress. But we may also need to re-examine what we take to be “natural facts” about the world, and how we can know them. The same appears to be true for a trans-cultural understanding of consciousness that combines classical Indian phenomenological methods with the third-person methods of Western science

Introduction

This chapter begins by explaining two widespread attitudes towards the methods of moral philosophy. The first common attitude is that the appropriate method for doing ethics was described by John Rawls when he formulated the reflective equilibrium method. Another common attitude is that moral philosophy has no method – anything goes in ethical theorising as long as the results are significant enough. The chapter then motivates the volume by arguing that these attitudes are not helpful. The reflective equilibrium method has its limits and yet not all ways of proceeding in ethics are equally good. For this reason, I argue that we need to be more aware of the argumentative strategies we employ in ethics. This requires being methodologically reflective and transparent and taking part in the debates about the merits and problems of different methodologies exactly in the way done in the chapters of this volume. The second half of the chapter then provides an outline of the other chapters. Here I focus on clarifying exactly how these chapters contribute to the new discussions about the methods of ethics

State of the art review : language testing and assessment (part two).

In Part 1 of this two-part review article (Alderson & Banerjee, 2001), we first addressed issues of washback, ethics, politics and standards. After a discussion of trends in testing on a national level and in testing for specific purposes, we surveyed developments in computer-based testing and then finally examined self-assessment, alternative assessment and the assessment of young learners. In this second part, we begin by discussing recent theories of construct validity and the theories of language use that help define the constructs that we wish to measure through language tests. The main sections of the second part concentrate on summarising recent research into the constructs themselves, in turn addressing reading, listening, grammatical and lexical abilities, speaking and writing. Finally we discuss a number of outstanding issues in the field

Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies

Whilst much has been written about the implications for ‘literacy’ for practices surrounding digital technologies (Gee, 2000a; Luke and Carrington, 2002; Snyder, 1998), there has been surprisingly little research investigating new literacies in primary classrooms (Andrews, 2003; Labbo and Reinking, 2003: Lankshear and Knobel, 2003). This review examines the kinds of understandings that have been generated through studies of primary literacy and technology reported during the period 2000-2006. It uses Green’s distinction between ‘operational’, ‘cultural’ and ‘critical’ dimensions of primary literacy (Lankshear and Bigum, 1999; Snyder, 2001) to investigate the focus and methodology of 38 empirical studies. It explores ways in which research may be informed by assumptions and practices associated with print literacy, but also highlights the kinds of studies which are beginning to investigate the implications of digital texts for primary education. The paper concludes by arguing for further ethnographic and phenomenological studies of classroom literacy practices in order to explore the complex contexts which surround and are mediated by digital texts