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This compendium of 1210 pages represents the state of the art for the theory and practice of qualitative inquiry containing 44 articles which map out qualitative research in all its variety

A methodological textbook on autoethnography should be easily distinguishable from the standard methods text. Carolyn Ellis, the leading proponent of these methods, does not disappoint. She weaves both methodological advice and her own personal stories into an intriguing narrative about a fictional graduate course she instructs. In it, you learn about her students and their projects and understand the wide array of topics and strategies that fall under the label autoethnography. Through Ellis's interactions with her students, you are given useful strategies for conducting a study, including the need for introspection, the struggles of the budding ethnographic writer, the practical problems in explaining results of this method to outsiders, and the moral and ethical issues that get raised in this intimate form of research. Anyone who has taken or taught a course on ethnography will recognize these issues and appreciate Ellis's humanistic, personal, and literary approach toward incorporating them into her work. A methods text or a novel? The Ethnographic 'I' answers yes to both.

Gregory makes the distinction between scientific method and design method. Gregory was clear in his view that design was not a science and that design science referred to the scientific study of design

In this paper the authors report as a case study their experience of adapting a set of software for other languages and cultures, drawing attention to the potential pitfalls and sharing what was learnt. This experience was based on a project to translate the "Work Rooms" software for young learners into Bulgarian and Catalan. It is also hoped to broaden the debate on CAL, stimulating consideration of multicultural and international issues. While the questions raised by this particular adaptation of software are relevant to all those working with CAL, they have particular importance for software authors, publishers, and teachers of linguistic minorities.

John Heron presents a radical new theory of the person in which feeling, differentiated from emotion, becomes the distinctive feature of personhood. The author explores the applications of his ideas to living and learning and the text includes numerous experiential exercises. Heron considers how the person develops through various states and stages and contrasts the restricted ego with integrated personhood. Central to his analysis are interrelationships between four basic psychological modes - affective, imaginal, conceptual and practical. In particular, feeling is seen as the ground and potential from which all other aspects of the psyche emerge - emotion, intuition, imaging of all kinds, reason, discrimination, intention and action. Heron also shows the fundamental relation of his ideas to theory and practice in transpersonal psychology and philosophy. In the last part of the book, the author examines the implications of his theory for understanding and enhancing both formal and life learning. Feeling and Personhood will be essential reading for psychologists, educationalists, counsellors, psychotherapists and all those who believe it is time for a challenging alternative to traditional reason-centred and ego-bound psychology.

An accessible survey of the theories that have provided a framework for the psychological study of learning and motivation in the 20th century, this book looks at learning through the lenses of the nurture-nature issue and evolution. Motivation is treated as a crucial aspect of the learning process.

This thesis explores the practices and positionings of two groupings of professionals in UK higher education, ‘educational developers’ and ‘learning technologists’. It investigates the emergence of the groupings, and their professional paths and respective approaches to supporting teaching and learning. It also explores the use of information and communication technology within what is seen as a changing university context. These two ‘new’ professional groupings are most associated with a shift of focus in universities from teaching towards learning, heightened emphasis on the quality of teaching and learning, the increased impact of learning technologies on practice, organisational transformation, and increased numbers of students attending universities, i.e. massification of higher education world-wide. Thus, equivalent exemplars and variations can also be found throughout Europe and in other international settings. The social structure and practices that govern the two groupings have been analysed by means of a wide range of theories, concepts and methods which include Bourdieu’s (1988) concepts of habitus, field, position and capital, Boyer’s (1990) ideas about new scholarship, Palmer’s (1998) conceptualisation of the university teacher and Clark’s (2003) identification of the entrepreneurial university. The work of others, in particular Schön (1967) and Ball (2003), also provides an insight into the powerful relationship between technology, society, education and change. Thus, the thesis explores fields and sub-fields, as social arenas in which capital is accumulated and where struggles for power and resources take place. The study suggests that both groups occupy a highly politicised position, are affected by the shifting value of social, cultural and economic capital in the constantly changing higher education, are subject to struggle regarding ‘position’ and agency and are susceptible to the demands of new power regimes and technological solutions. It suggests that educational development is a scholarly field of study but has also become a technology responsible for translating institutional policy into practice, while learning technologists have been more politically successful and have had a relatively greater impact on academic practice in university settings. Whilst the relationship and division of work between educational developers and learning technologists has been hitherto little understood this study shows the similarities and differences, and boundaries and overlaps in the knowledge, practices, positions, dispositions and allegiances of the two groupings. An argument of the thesis is for a more cohesive approach to educational development in higher education which embraces learning technologies and higher education policy. Furthermore, this thesis suggests that the balance of power and the value placed on social, cultural and economic capital in the knowledge economy of higher education is shifting; from teaching and learning towards change and ‘innovation’ underpinned by new technologies, business imperatives and new forms of management. This shift in the UK has been reinforced by successive periods of reform and restructuring of the university, where both ‘new’ and ‘old’ professionals are subject to social and political pressures initiated by new forms of central governance and a growing bureaucracy of change. A danger for higher education is that the balance is pulled more towards policy technologies and bureaucracy and away from the professional judgement of university academics/teachers.

Introspection is the process by which someone comes to form beliefs about her own mental states. We might form the belief that someone else is happy on the basis of perception – for example, by perceiving her behavior. But a person typically does not have to observe her own behavior in order to determine whether she is happy. Rather, one makes this determination by introspecting. When compared to other beliefs that we have, the beliefs that we acquire through introspection seem epistemically special. What exactly this amounts to is discussed in the first part of this essay. The second part addresses the nature of introspection. Though the term “introspection” literally means “looking within” (from the Latin “spicere” meaning “to look” and “intra” meaning “within”), whether introspecting should be treated analogously to looking – that is, whether introspection is a form of inner perception – is debatable. Philosophers have offered both observational and non-observational accounts of introspection. Following the discussion of these various issues about the epistemology and nature of introspection, the third section of this essay addresses an important use to which introspection has been put in philosophical discussions, namely, to draw metaphysical conclusions about the nature of mind.