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The article explores and discusses whether we as action researchers are undermining or subverting our own intuitions and intentions, or at least not doing justice to it, when mixing a) learning and exploration through individual and... more
The article explores and discusses whether we as action researchers are undermining or subverting our own intuitions and intentions, or at least not doing justice to it, when mixing a) learning and exploration through individual and collective action and reflection, with b) elements from conventional research methods. The article’s basic question: Can the intentions and results from a) be reduced to and validated fully or partly through b) conventional methods? Can we save the scientific legitimacy of action research by ultimately resorting to conventional methods and theories? What does action research uniquely add in relation to conventional learning, knowledge generation, and change projects? We discuss some challenges raised by questions like these, and suggest ways of handling them. After exploring ways of being “seduced” by conventional methods, we conclude by recommending a gnoseology to replace a one-dimensional epistemology, and by explaining and recommending the procedure ...
Research Interests: Epistemology, Participatory Action Research, Action Research, Dialogue, Terminology, and 11 moreLegitimacy, Dialectic, Collaborative Action Research, Classroom Action Research, Action, Dialectics, Dialogical logic, Action Research Methodology, Immanent Critique, Educational Action Research, and Collaborative Action Research Methodologies
The following text attempts, without pretending completeness, to analyze approaches to action research based on where and how they position themselves socially, on how they work, and on their actual basic distinctions. The result is a... more
The following text attempts, without pretending completeness, to analyze approaches to action research based on where and how they position themselves socially, on how they work, and on their actual basic distinctions. The result is a tentative typology presented roughly historically, which cuts through the many labels typical of current action research. Different approaches are useful, each for different purposes. Still, most circle consciously or subconsciously around some form of “practice” which works as a standard of measurement or quality criterion. The conclusion is that there is a certain sine qua non in the field of action research, i.e. a form “toward which, ways of doing things tend to evolve from a wide variety of starting points”.
Research Interests: Epistemology, Participatory Action Research, Action Research, Typology, Action Research (Indigenous Health), and 14 moreCollective Action, Action Learning, Action Theory, Classroom Action Research, Participatory Action Research with Youth, Participative action research for health and sustainability, Social action, Arts-Based Participatory Action Research, Action Research Methodology, Immanent Critique, Classroom Action Reseach, Subconscious, Nonviolent Action Strategies, and Immanent Criticism
This chapter follows some main currents in philosophical and methodological developments, mainly through the 20th century. These developments emanate from a critical renewal of central aspects of Aristotelian philosophy, justifying but... more
This chapter follows some main currents in philosophical and methodological developments, mainly through the 20th century. These developments emanate from a critical renewal of central aspects of Aristotelian philosophy, justifying but also requiring a praxis-based and immanently critical form of action research, and a reconfiguration of the organizational and institutional relations between research, practice and learning.
Research Interests: Epistemology, Social Research Methods and Methodology, Participatory Research, Participatory Action Research, Action Research, and 14 moreAction Research (Indigenous Health), Praxis, Action Learning, Social Research Methods, Arts-Based Participatory Action Research, Action Research Methodology, Immanent Critique, Social Science Research Methods, Classroom Action Reseach, Philosophy of Social Science Research, Participative Methodology on Social and Educational Research and Intervention, Control Reconfiguration, Advanced Research Methodology in Social Sciences, and Immanent Criticism
Let me start by saying that what follows might be a heavy listening exercise for some. This is why I decided to do this in the old-fashioned, academic way by what was previously correctly called "reading a paper" at a... more
Let me start by saying that what follows might be a heavy listening exercise for some. This is why I decided to do this in the old-fashioned, academic way by what was previously correctly called "reading a paper" at a conference. The paper will be available for you to read afterwards. I also have a few slides, which I hope will help. In the end, however, my main subject, the importance of Aristotle's mirror for RPL, is a complex subject, and, maybe, for some, it might just end up as a rather incomprehensible exercise in Greek concepts. My point is: you never quite know where and how whatever you're saying will hit people. So, I guess I'm just wishing both you and myself good luck! The UCN-platform The UCN has defined what I guess might be called its "educational identity" through a concept of Reflective Practice-based Learning or RPL. This RPL-approach or-platform was summarized by Stine Bylin Bundgaard from the UCN, in a recent presentation I had the pleasure of attending on-line (ref), as consisting in six distinct "stages" or "phases" (slide 1). I have translated them as: 1 experiences (opplevelser og erfaringer), 2 suitable disturbances (passende forstyrrelser), 3 exploration (utforskning), 4 the good example (det gode eksempel), 5 collaboration or cooperation (samarbeid), and finally 6 dialog. According to the UCN's so-called "white paper" (hvidbog), the principles
Research Interests: Critical Theory, Reflective Practice, Action Research, Critical Pedagogy, Critical Thinking, and 12 moreReflexivity, Action Learning, Reflexivity (Sociology), Aristotelianism, Contemporary Aristotelianism, Reflection, Plato and Aristotle, Critical Reflection, Reflective Teaching, Action Research Methodology, Practical Turn, and Reflexive Research Methodologies
Most people will probably agree that learning is not merely the outcome of teaching. Sometimes – actually too often – teaching does not result in learning, and what contributes the most to what kinds of learning is an area of dispute. At... more
Most people will probably agree that learning is not merely the outcome of teaching. Sometimes – actually too often – teaching does not result in learning, and what contributes the most to what kinds of learning is an area of dispute. At least in Scandinavia and in Germany, the special discipline of didactics studies how to make teaching produce learning, or more broadly, maybe, how to make curriculum learning happen. Over the last decades – maybe over the last 50 years – however, focus has gradually shifted and brought increasing attention to learning outside institutionalized teaching contexts; that is, to “non-didactic” learning, outside what most people – with a very old institutionalized misnomer – call “school” and “schooling”. Learning outside schooling has received increased attention from researchers, but also, first, and not the least, it has received increasing attention among people themselves active in the areas outside teaching and research, especially in work life organizations, and here it has received practical attention springing from a felt necessity to readjust, reorganize, develop, and learn, individually and collectively.
Research Interests: Adult Education, Action Research, Lifelong Learning, Action Learning, Collaborative Action Research, and 15 moreAdult learning, Classroom Action Research, Bildung, Action Research in Education, Action Reflection Learning, Action Research Methodology, Bildungsphilosophie, Bildungstheorie, Adult Education and Lifelong Learning, Bildungswissenschaft, Bildungswissenschaften, Lifelong Education, Educational Action Research, Collaborative Action Research Methodologies, and Lifelong Learners
no / oleik@online.no, www.hioa.no / http://hioa.academia.edu/OlavEikeland Abstract: The original article (Eikeland, 1998, in Norwegian) is a detailed study of anamnesis or recollection in Plato and Aristotle showing first how recollection... more
no / oleik@online.no, www.hioa.no / http://hioa.academia.edu/OlavEikeland Abstract: The original article (Eikeland, 1998, in Norwegian) is a detailed study of anamnesis or recollection in Plato and Aristotle showing first how recollection is relevant for the understanding of central aspects of the philosophy Aristotle, and then discussing how the " regained " Platonic-Aristotelian concept of anamnesis can be related to current methodological challenges in modern social research. After having received feedback on the original article from David Bloch who has recently (2007) translated and commented the Aristotelian text " on memory and recollection " , I have decided to rewrite it in English. I would like to present it at the WCP 2013 in Athens in the workshop on the philosophy of education.
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Utgivelse i skriftserien ved Hogskolen i Akershus, forskningsserien. Boken inneholder 12 artikler som plasserer yrkeskunnskap i spenningsfelt mellom handverkstradisjoner, kunsthandverk og industri, utviklingen fra fagarbeider til... more
Utgivelse i skriftserien ved Hogskolen i Akershus, forskningsserien. Boken inneholder 12 artikler som plasserer yrkeskunnskap i spenningsfelt mellom handverkstradisjoner, kunsthandverk og industri, utviklingen fra fagarbeider til kunnskapsarbeider, fortid og natid, legitimitet og status, skole- og mesterlaere, spraket som mediator mellom teori og praksis og betydningen av kroppslig, sansemessig laering. Begrep som taus og personlig kunnskap, aristoteliske kunnskapsformer og aksjonsforskning, novise og mester utgjor analyseverktoy, der tradisjon, endring og omstilling star sentralt. Utgivelsesdata Tittel:Som gjort, sa sagt? Yrkeskunnskap og yrkeskompetanseForfatter(e):Else Askeroi og Olav Eikeland (red.)Serie:HiAk utgivelserIssn:Nr:2006 FO 13/6Utgiver:HiAkAvdeling/fakultet:KjellerSider:267Pris:300,– ISBN-print:978-82-488-0024-8
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Research Interests: Psychology, Participatory Action Research, Action Research, Aristotle, Continuing Professional Development, and 8 moreAction Research (Indigenous Health), Adult Continuing and Professional Education, Modern Aristotelianism, Professional Development, Aristotelianism, Contemporary Aristotelianism, Action Research Methodology, and Teachers Professional Development
The International Journal of Action Research provides a forum for an open and non dogmatic discussion about action research, both its present situation and future perspectives. This debate is open to the variety of action research... more
The International Journal of Action Research provides a forum for an open and non dogmatic discussion about action research, both its present situation and future perspectives. This debate is open to the variety of action research concepts worldwide. The focus is on dialogues between theory and practice. The International Journal of Action Research is problem driven; it is centered on the notion that organizational, regional and other forms of social development should be understood as multidimensional processes ...
As the articles in this special issue illustrate, action research offers its practitioners the opportunity to engage communities as equal partners in addressing important concerns while improving practice and deepening our shared... more
As the articles in this special issue illustrate, action research offers its practitioners the opportunity to engage communities as equal partners in addressing important concerns while improving practice and deepening our shared understanding of crucial issues. But it is also clear that action research raises a unique set of ethical challenges, many of which have been overlooked in the literature to date. As we suggested in the introduction, our intention in putting together this collection was to bring greater attention to the question of ethics as it affects the practice, production, presentation, and pedagogy of action research. And, again, we deeply appreciate the thoughtful and thought-provoking work of our contributors. In closing this special issue, we’d like to begin to set an agenda for the critical task of deepening this dialogue and of finding ways to incorporate consistent attention to ethics into every aspect of our practice as action researchers. Understanding that simple declarations are obviously not enough, and that to develop a truly ethical practice we must remain constantly mindful of these issues and must continue to strive to make ethical practice manifest in every micro-decision in the work we do, we challenge our readers and other members of the action research community to begin to address the question of ethics and action research at each level of our practice. It is with this in mind that we offer the following strategies, not as a simple checklist, but in the hope of encouraging greater attention to Action Research
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The article discusses relationships and contexts for "reason", "knowledge", and virtue in Aristotle, based on and elaborating some results from Eikeland (2008). It positions Eikeland (2008) in relation to Moss (2011,... more
The article discusses relationships and contexts for "reason", "knowledge", and virtue in Aristotle, based on and elaborating some results from Eikeland (2008). It positions Eikeland (2008) in relation to Moss (2011, 2012, 2014) but with a side view to Cammick (2013), Kristjansson (2014), and Taylor (2016). These all seem to disagree among themselves but still agree partly in different ways with Eikeland. The text focuses on two questions: 1) the role or tasks of "reason", "knowledge", and "virtue" respectively in setting the end or goal for ethical deliberation, and more generally, 2) the role of dialogue or dialectics in Aristotle's philosophy, including its role concerning question one. The author argues that phrónêsis needs to be interpreted in the context of the totality of Aristotle's philosophy, and explains how this totality is fundamentally dialectical.
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This paper launches the idea of “symbiotic learning systems” as an attempt to deal with the broad learning challenges posed by recent developments in the social organisation of knowledge distribution and generation (Gibbons et al, 1994,... more
This paper launches the idea of “symbiotic learning systems” as an attempt to deal with the broad learning challenges posed by recent developments in the social organisation of knowledge distribution and generation (Gibbons et al, 1994, Nowotny et al, 2001), requiring closer and changed relations between research, higher education, and practical knowledge application. The paper discusses some aspects of these developments and presents work done by the author in recent and ongoing collaborative action research projects in Norway. For many years, the author has been involved in action research projects attempting to organize organisational learning and reflection in Norwegian, mostly public, work life organisations. In order to build the foundations for a changed and improved relationship between advanced work life organisations and institutions of higher education and research, the general preconditions for learning and research in the work places themselves need to be addressed. The...
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The essay tries to argue why conventional researchers are obliged as researchers to be interested in certain forms of action research. The 60 years of ignorance have been illegitimate. The essay starts by listing two commonly encountered... more
The essay tries to argue why conventional researchers are obliged as researchers to be interested in certain forms of action research. The 60 years of ignorance have been illegitimate. The essay starts by listing two commonly encountered arguments paraphrasing Karl Marx and Francis Bacon via Kurt Lewin. It tries to show why a certain simplified reading of Marx cannot provide the necessary arguments. It then presents different variants of action research in order to single out approaches that according to this author require attention from mainstream social researchers. The action research approach emerging as central, by demonstrating its presence and effectiveness within mainstream research as well, is immanent critique. The method of research methodology is immanent critique. Immanent critique has to be demystified, however. When it is brought down to earth, immanent critique is really the kind of dialogical and experiential learning approach associated with apprenticeship learnin...
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This chapter follows some main currents in philosophical and methodo-logical developments, mainly through the 20th century. These developments emanate from a critical renewal of central aspects of Aristotelian philosophy, justifying but... more
This chapter follows some main currents in philosophical and methodo-logical developments, mainly through the 20th century. These developments emanate from a critical renewal of central aspects of Aristotelian philosophy, justifying but also requiring a praxis-based and immanently critical form of action research, and a reconfiguration of the organizational and institutional relations between research , practice and learning.
Research Interests: Social Research Methods and Methodology, Participatory Research, Participatory Action Research, Action Research, Action Research (Indigenous Health), and 11 moreAction Learning, Social Research Methods, Arts-Based Participatory Action Research, Action Research Methodology, Immanent Critique, Social Science Research Methods, Classroom Action Reseach, Philosophy of Social Science Research, Participative Methodology on Social and Educational Research and Intervention, Advanced Research Methodology in Social Sciences, and Immanent Criticism
The following text attempts, without pretending completeness, to analyze approaches to action research based on where and how they position themselves socially , on how they work, and on their actual basic distinctions. The result is a... more
The following text attempts, without pretending completeness, to analyze approaches to action research based on where and how they position themselves socially , on how they work, and on their actual basic distinctions. The result is a tentative typology presented roughly historically, which cuts through the many labels typical of current action research. Different approaches are useful, each for different purposes. Still, most circle consciously or subconsciously around some form of "practice" which works as a standard of measurement or quality criterion. The conclusion is that there is a certain sine qua non in the field of action research, i.e. a form "toward which, ways of doing things tend to evolve from a wide variety of starting points".
Research Interests: Participatory Action Research, Action Research, Action Research (Indigenous Health), Collective Action, Action Learning, and 11 moreAction Theory, Classroom Action Research, Participatory Action Research with Youth, Participative action research for health and sustainability, Social action, Arts-Based Participatory Action Research, Action Research Methodology, Immanent Critique, Classroom Action Reseach, Nonviolent Action Strategies, and Immanent Criticism
no / oleik@online.no, www.hioa.no / http://hioa.academia.edu/OlavEikeland Abstract: The original article (Eikeland, 1998, in Norwegian) is a detailed study of anamnesis or recollection in Plato and Aristotle showing first how recollection... more
no / oleik@online.no, www.hioa.no / http://hioa.academia.edu/OlavEikeland Abstract: The original article (Eikeland, 1998, in Norwegian) is a detailed study of anamnesis or recollection in Plato and Aristotle showing first how recollection is relevant for the understanding of central aspects of the philosophy Aristotle, and then discussing how the " regained " Platonic-Aristotelian concept of anamnesis can be related to current methodological challenges in modern social research. After having received feedback on the original article from David Bloch who has recently (2007) translated and commented the Aristotelian text " on memory and recollection " , I have decided to rewrite it in English. I would like to present it at the WCP 2013 in Athens in the workshop on the philosophy of education.
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Elsewhere I discuss the relations between the Stoic concept of cosmopolis and similar tendencies in Aristotle, in particular, concerning the distinction between cosmopolis and a “dialogopolis”. In 2008, I coined a more appropriate... more
Elsewhere I discuss the relations between the Stoic concept of cosmopolis and similar tendencies in Aristotle, in particular, concerning the distinction between cosmopolis and a “dialogopolis”. In 2008, I coined a more appropriate Aristotelian “neologism”: “koinopolis”. Both concepts elicit and reconstruct from the treatment of dialectics and the intellectual commons (ta koina) in the Aristotelian texts a concept similar to the Stoic cosmopolis but better “grounded”. The “ontological” status of an Aristotelian koinopolis is different from the Stoic cosmopolis. Where the Stoics write about the necessity of breaking radically with local customs in order to achieve membership in the intellectually constituted cosmopolis, the Aristotelian concept is immanent to every possible local human condition and constitution.
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The article discusses shifts and continuities in practical and theoretical work on organisational learning since the mid 1980s within a tradition at the Work Research Institute (WRI) in Oslo promoting work place democracy. Projects over... more
The article discusses shifts and continuities in practical and theoretical work on organisational learning since the mid 1980s within a tradition at the Work Research Institute (WRI) in Oslo promoting work place democracy. Projects over 20 years are reviewed. All the projects discussed have had a participatory action research design. The point, however, is the emerging justifications for the changing approaches chosen. The learning within and across the different projects is a kind of "justificatory trajectory". This justification and explanation constitutes the real purpose of the article. This article presents and discusses shifts and continuities in practical and theoretical work on organisational learning done by the author since the mid 1980s, in Norway. The work has been done from within a tradition at the Work Research Institute (WRI) in Oslo promoting work place democracy since the 1960s (ref.) 2 . Several different projects over more than 20 years are reviewed. Al...
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Research Interests: Participatory Action Research, Action Research, Aristotle, Continuing Professional Development, Action Research (Indigenous Health), and 7 moreAdult Continuing and Professional Education, Modern Aristotelianism, Professional Development, Aristotelianism, Contemporary Aristotelianism, Action Research Methodology, and Teachers Professional Development
One of the basic and for many, defining tenets of action research is contained in the “slogan” ascribed to Kurt Lewin: “In order to understand it, you have to change it”. The slogan clearly resembles what Francis Bacon claimed for... more
One of the basic and for many, defining tenets of action research is contained in the “slogan” ascribed to Kurt Lewin: “In order to understand it, you have to change it”. The slogan clearly resembles what Francis Bacon claimed for experimental science, however, and also Karl Marx’ well known stance in his Feuerbach-theses. In this text I discuss this “change imperative” and relate it to its “pre-history” before action research. Most action researchers are not willing to subscribe to terms like “social engineering” but still call what they do for “interventions”. The text argues that what most people spontaneously think of as “change” may not be necessary for calling what is done for action research. Yet, the alternative is not to withdraw to a disengaged, spectator position. The change imperative raises important questions about what kind of change action research initiates, and what kind of knowledge results from different forms of change. The text challenges the “slogan” as to wha...
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Det følgende er et essay. Jeg reflekterer over hvordan verden fortoner seg for en aksjonsforsker når blikket løftes for å ta inn den faglige, samfunnsmessige og politiske situasjonen som helhet for å antyde en retning på besvarelsen av... more
Det følgende er et essay. Jeg reflekterer over hvordan verden fortoner seg for en aksjonsforsker når blikket løftes for å ta inn den faglige, samfunnsmessige og politiske situasjonen som helhet for å antyde en retning på besvarelsen av spørsmålet om «forskningens betydning for demokratisering av samfunn og kultur». Det er ikke en «forskningsartikkel», selv om den er skrevet av en forsker. Tekstformen har ulemper, men fordelen er at det er mulig å få sagt ting nokså direkte, uten omsvøp og på relativt kort tid. Til tross for aksjonsforskningens faglige status som «hittebarn» har den i Norden levd i en slags institusjonell «idyll» som har tillatt den å utvikle seg, men hvor «verdenssituasjonen» i økende grad infiltrerer situasjonen og nærmer seg som truende tendenser. Artikkelen antyder en rekke tilslørende, men samtidig dominerende motsetninger i «det store bildet» som det er viktig å overvinne for å finne en vei ut av en uoversiktlig og «labyrintisk» situasjon der aksjonsforskning o...
Knowing the roots of action research, historical, philosophical, and otherwise, is useful for several reasons. First, we learn from earlier conceptualizations, developments, and approaches not to commit similar errors, nor to... more
Knowing the roots of action research, historical, philosophical, and otherwise, is useful for several reasons. First, we learn from earlier conceptualizations, developments, and approaches not to commit similar errors, nor to underestimate counter-forces. Second, we are all carriers of traditions as inheritors and products of our chain of predecessors’ approaches and routines, personally, institutionally and otherwise, defining our points of view and hermeneutical horizons. Making this embeddedness in certain traditions and discourses conscious makes it possible to liberate ourselves from their ingrained ‘basic assumptions’: we may ‘rise above’ and achieve critical distance and discernment, realizing that similar conclusions may be drawn from quite different premises through so-called ‘overlapping consensus’ (Rawls, 1996: 149ff.). Third, roots may extend to places not immediately obvious during project work and day-to-day problem solving, thus widening our horizons when uncovered. Finally, important distinctions, and ways of thinking and knowing, may be revitalized by retrieving roots. Yet surveying our roots is a vast enterprise. Completeness cannot be achieved in a short chapter. Initially, however, a conceptual remark about ‘roots’ and ‘action research’ is needed. ‘Roots’ may mean simply ‘where does what we’re doing come from, in a direct lineage’? But we come from seeds. Like trunks, branches, and leaves, roots grow from seeds. Hence, ‘roots’ should be interpreted broadly to mean from where might current action research ‘reach out’ to extract nourishment? What are the ideas, tensions or mechanisms that may nourish it in strength, scope, and legitimacy? Living roots providing nourishment are normally subterranean. Hence, paraphrasing Hegel (1971:18: 303), action research, like dialectic or dialogue, might gain nourishment and strength not by positing itself positively as a ‘school’ or ideology apart from others but by working more ‘subterraneously’ as a ‘guerilla behind enemy lines’ as Hegel suggests, from within all such ‘positivisms’. Action research may have wellsprings in unsuspected places.
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Research Interests: Discourse Analysis, Aesthetics, Art, Adult Education, Action Research, and 15 moreArt Therapy, Curriculum Studies, Applied Research, Collaborative Action Research, Developmental Education, Classroom Action Research, Collaborative Research, Androgogy, Contextual Learning, Action, Action Research in Education, Action Research Methodology, Division of Labour, Dialogical Teaching, and Collaborative Action Research Methodologies
This article is a response to Davydd J. Greenwood’s critical review of defensiveness and sloppiness in the current action research (AR) community. My experience of the situation in AR coincides to a large degree with Greenwood’s. His... more
This article is a response to Davydd J. Greenwood’s critical review of defensiveness and sloppiness in the current action research (AR) community. My experience of the situation in AR coincides to a large degree with Greenwood’s. His claims are hard to test, however, since he hardly gives concrete examples. In order to sort out real “sloppiness” (whatever that is), we have to take into consideration the conditions under which most AR to work. I also think Greenwood’s contention that AR suffers from “complacency about fundamental issues of theory, method and validity” has to do with fundamental changes in AR’s self-understanding between “old AR” before 1965 and “the second wave” from the 1970s on. Personally I recommend an AR-strategy — immanent critique — that balances between “morally superior, but sloppy and complacent AR” on the one hand and “conventional social research” (whatever that is nowadays), but find it hard to find much support in the AR community, for reasons, I believe, that have to do with the mentioned fundamental change in justification-strategy and self-conception within AR. At the end I announce some issues I would like to discuss further, but for which I lack the space in this article.
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ABSTRACT 1. Ethics at different Levels 2. Condescending ethics - what's that? 3. Knowledge and ethics 4. Aristotle and the ethics of different ways of knowing 5. Action Research and different ways of knowing - action research as... more
ABSTRACT 1. Ethics at different Levels 2. Condescending ethics - what's that? 3. Knowledge and ethics 4. Aristotle and the ethics of different ways of knowing 5. Action Research and different ways of knowing - action research as praxis research 6. Action Research as democratic interventions? 7. Aristotle again - praxis research emerging This book opens a view into the dialogical methods used in national policy programmes and in local action research projects in Finland. On the basis of versatile academic and facilitator experience the authors shed light on the theoretical-philosophical backgrounds of the methods and analyze the prerequisites and the challenges of dialogue in case studies in different work environments - from day care to new technology. Dialogue is seen both as episodic situations and as continuous processes that may promote the quality of working life and the effectiveness of organizations. The creation of permanent development structures by using dialogue as a driver of learning, action and change is proposed to be one of the most challenging aims of the research-assisted development activities.
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The essay tries to argue why conventional researchers are obliged as researchers to be interested in certain forms of action research. The 60 years of ignorance have been illegitimate. The essay starts by listing two commonly encountered... more
The essay tries to argue why conventional researchers are obliged as researchers to be interested in certain forms of action research. The 60 years of ignorance have been illegitimate. The essay starts by listing two commonly encountered arguments paraphrasing Karl Marx and ...
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This article relates common ways of conceptualising action research as “intervention”, “collaboration”, “interactive research”, “applied research”, and “practitioner research” to a number of different ways of knowing, extracted from the... more
This article relates common ways of conceptualising action research as “intervention”, “collaboration”, “interactive research”, “applied research”, and “practitioner research” to a number of different ways of knowing, extracted from the works of Aristotle. The purpose is not to disavow any of these practices but to expand the philosophical, methodological, and theoretical horizon to contain the Aristotelian concept of praxis. It is claimed that praxis knowing needs to be comprehended in order to realize the full, radical potential in action research providing real “added value” in relation to more conventional social research approaches. Praxis knowing radically challenges the divisions of labour between knower-researchers and the known-researched. Thereby it also challenges both the epistemologies and institutionalisations dominating both conventional research and conventional ways of conceptualising action research.
Research Interests: Discourse Analysis, Aesthetics, Art, Adult Education, Action Research, and 15 moreArt Therapy, Curriculum Studies, Applied Research, Collaborative Action Research, Developmental Education, Classroom Action Research, Collaborative Research, Androgogy, Contextual Learning, Action, Action Research in Education, Action Research Methodology, Division of Labour, Dialogical Teaching, and Collaborative Action Research Methodologies
Contents: Phrónêsis and Action Research – Different Kinds of General Theory – Earlier Attempts at Appropriating Phrónêsis – The Ethical and Intellectual Virtues – Different Ways of Knowing – Phrónêsis and Rhetoric – Means and Ends –... more
Contents: Phrónêsis and Action Research – Different Kinds of General Theory – Earlier Attempts at Appropriating Phrónêsis – The Ethical and Intellectual Virtues – Different Ways of Knowing – Phrónêsis and Rhetoric – Means and Ends – General and Particular Knowledge – Developing Virtue (Excellence) – The Significance and Insufficiency of Habit / Habitus – Defining Virtue – On Dialogue and Experience – Deliberation or Definition – Theoretical Wisdom as the Highest Practical Good – Different Kinds of Theory, Different Kinds of Practice – Methodological Guidelines for Autonomous Practitioners – The Wisdom of the Commons – Common Wisdom – Theor-ethics and the Way of Theorethics – Aristotelian Politics – Neo-epistemic, Dialogical Action Research – Transformations of Modern Work Life – Aristotle Suspended. From reviews: «The book by Olav Eikeland is almost revolutionary (...) because it presents an extremely erudite and systematic investigation on how Aristotle creates the foundation for a...
Research Interests: Alternative Education, Action Research, Aristotle, Narrative, Commons, and 15 moreDialogue, Narratology, History of concepts, Learning commons, Ancient Philosophy, Educational Philosophy, Moral Philosophy, Aristotelianism, Contemporary Aristotelianism, Ancient Greek Philosophy, De Anima, Knowledge Commons, Aristotelian Dialectic, Action Research Methodology, and Neo narratives
This article is a response to Davydd J. Greenwood’s critical review of defensiveness and sloppiness in the current action research (AR) community. My experience of the situation in AR coincides to a large degree with Greenwood’s. His... more
This article is a response to Davydd J. Greenwood’s critical review of defensiveness and sloppiness in the current action research (AR) community. My experience of the situation in AR coincides to a large degree with Greenwood’s. His claims are hard to test, however, since he hardly gives concrete examples. In order to sort out real “sloppiness” (whatever that is), we have to take into consideration the conditions under which most AR to work. I also think Greenwood’s contention that AR suffers from “complacency about fundamental issues of theory, method and validity” has to do with fundamental changes in AR’s self-understanding between “old AR” before 1965 and “the second wave” from the 1970s on. Personally I recommend an AR-strategy — immanent critique — that balances between “morally superior, but sloppy and complacent AR” on the one hand and “conventional social research” (whatever that is nowadays), but find it hard to find much support in the AR community, for reasons, I believ...
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... Peron: On the Axiology and Actionability of Knowledge Creation: About Organizations In Management Science Research - Lucia Alcántara: Creating Practical and Operational Knowledge from Action Inquiry Technologies - David Coghlan/Aoife... more
... Peron: On the Axiology and Actionability of Knowledge Creation: About Organizations In Management Science Research - Lucia Alcántara: Creating Practical and Operational Knowledge from Action Inquiry Technologies - David Coghlan/Aoife McDermott: Creating Value for ...
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Purpose The purpose of the article is to aid the reader in understanding the knowledge claims in different forms of action research and to see what kind of turn to practice is required in research on organising, organisational... more
Purpose The purpose of the article is to aid the reader in understanding the knowledge claims in different forms of action research and to see what kind of turn to practice is required in research on organising, organisational learning, and management. ...
Research Interests: Marketing, Epistemology, Social Research Methods and Methodology, Action Research, Research Methodology, and 10 moreOrganizational Learning, Aristotelianism, Business and Management, Organisational learning, Conceptual Framework, Design Methodology, Work Organization, Action Research Methodology, Research Needs, and Organisational Learning
In his book Complex Knowledge: Studies in Organizational Epistemology, Haridimos Tsoukas, professor of organization studies and management in Greece and in the UK, has collected articles that have mostly (except for Chapter 12) been... more
In his book Complex Knowledge: Studies in Organizational Epistemology, Haridimos Tsoukas, professor of organization studies and management in Greece and in the UK, has collected articles that have mostly (except for Chapter 12) been published previously during the last ...