Canterbury Christ Church University

Gough, A.Martin

English

Kent Academic Repository

    Martin Gough:  “Shades of Sartre and Polanyi: a review of the Conference”  Sum up? - so hard - not been in everyone's talk - seen a broad range  Very stimulating - one reason, the range of disciplines, bringing people together out of narrow discipline an achievement - theme so appropriate as focus  On Adventure  - c.f. Sartre, adventure is what you are not having but what seems exciting as an idea when described, event in future but especially as past, like visiting an exotic place, or walking up a mountain  - when you are there moment to moment experience far from 100 percent thrill, may seem a bit mundane, hard drudgery even  - research study anything like this? - for you... - exciting to be offered a place originally!... - maybe my research will make big difference? - yes, some of you gone/going to some exotic locations - many of you focused on methodology - bit mundane on face of it, to others - maybe quite a drudge to gather data, read all those books, getting bogged down - but choices and decisions how to approach problem part of your adventure - especially dealing with contingencies off-plan, external influences threatening to sabotage you  - your resilience shines through as theme, narrative for the adventure story - also an adventure in actual sense of thrill of discovering things, through your hard work  Perhaps all good adventures are all the better for some planning that goes in to them (c.f. scheduling a walk up a munro, the thrill of being at the summit, but also the walk back down and a hot bath and a wee dram to round off the process)  But the planner types have been in the ascendent to an extreme recently as regards research, with bids for funding emphasisng the importance of claims to beneficial impact which WILL arise  Michael Polanyi - theorist I would like to see returned to more by scholars  applied to Research, which is:  - A practice which (adults) have to learn how to do, phronesis - might be fun to learn, might be troublesome, perplexing  - a form of learning, directed at the object of research, the world - finding more out about  the world   Tacit dimension/component (to both knowing and learning) - RHS  - articulated/codified vs practical k. - so words cannot capture richness of practice  - focal awareness (explicit) vs subsidiary awareness (implicit)  AND - explicit vs hidden (soln to new problem) - context of discovery, of object of research  - discovery by defn beyond reach of what planned, the noumenal beyond the phenomenal - key to the adventure  *****  The Post Graduate Research Association’s 9th Annual Conference     “The Adventure of Research”  Is Research Enough of an Adventure?  17th June 2010  Contents  Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p4 Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p5 Timetable – Morning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p6 Timetable – Afternoon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p7 Presentation Abstracts . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p8-40 Session 1 – The Brain, Biology and Research Tammy Dempster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p8 Mark Hardman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p9 Joe Burman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p10 Session 2 – Research and the World Isabel Cortez . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p11 Eva Preschern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p12 Session 3 – Business, Management and Marketing Strategies Jake Monk . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . .p13 Paul Cherry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p14 Chau Duong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p15 Session 4 – Teachers and Pupils: Towards Understanding Simon Ellis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p16 Jill Matthews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p17 John Paul Riordan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p18 Session 5 – The Practice of the Medical Profession, Strategies and Identities Patricia Ronan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . .p19 Mandie Scamell. . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . .. .p20 Helga Abernethy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p21 Session 6 – The Adventure of Research Baptiste Moniez . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p22 Paul Hudson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p23 Maria Lehane . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p24 Session 7 – Education, Definitions, Paradoxes and Solutions Chris Beighton . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . p25 Peshal  Khanal . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .. p26 Mark Hardman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p27 Session 8 – The Adventure of the Arts: Generating, Using, Interpreting and Reviewing Artistic Productions Rita Bento. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p28 Sam Bailey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p29 Megha Rajguru. . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. p30 Session 9 – Research and Ethical Dilemmas Gemma Commane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p31 Jacky Moore . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p33 Caroline Wood . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p34 Session 10 – Learning, Identity, and Language Sarn Rich . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p35 Tinashe Mushakavanhu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p36 Yeonsuk Bae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p37 Session 11 – Anthropology and Culture Francine Barone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p38 Suren Raghavan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p39 Fanny Chan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . p40  

Shades of Sartre and Polanyi: a review of the Conference

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Shades of Sartre and Polanyi: a review of the Conference

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