This paper is reflective of my research experiences as I endeavoured to understand the nuances of... more This paper is reflective of my research experiences as I endeavoured to understand the nuances of the everyday lives of disabled children. I explain how I developed an appropriate methodology in order to facilitate disabled children's voices in research; I recount the ethical processes undertaken and finally, and I reflect on the challenges and opportunities presented to me during the research period. The aim of this paper is not to present an ideal example of an ethnographic study but to share openly and honestly the challenges I encountered whilst researching with disabled children and young people.
The aim of this chapter is to discuss the findings of a longitudinal international study that sou... more The aim of this chapter is to discuss the findings of a longitudinal international study that sought to explore and understand the 'habitus conditions' that had the potential to give rise to creative experiences. The notion of habitus was used as a key axiomatic lens as, for us, it carries the sense that the patterns of thinking and predispositions to be creative arise out of deep familial or familial like patterns of 'connectivity'. Through a series of qualitative-narrative projects young children, adolescents and adults who were either immersed in supposed creative experiences or who had demonstrated creative output were asked to reflect on the sources of these experiences. Emerging out of this ten-year project involving respondents in the United States, Australia and New Zealand, a 'grounded theory' of how creativity can be fostered has begun to emerge. While Cambourne's concept of the Conditions of Learning were a constant set of emergent themes, the data facets in these ongoing investigation suggests that an existential drive lies at the core of each of our respondents and that the Conditions of Learning were the means which facilitated this drive. Indeed, other conditions for learning and creativity emerged from the data, largely related to socio-emotional awareness. This existential or spiritual awareness appears to be process of reflective inquiry, which also becomes empowered through a mentoring relationship. This web of mentoring social support provides access to the development of visualization and understanding the symbolic within their context of situation, which in turn aids in an emancipatory world view.
By considering neuroscience implications for relationship with embodied others and the Divine Oth... more By considering neuroscience implications for relationship with embodied others and the Divine Other (i.e., God), the complexity of forces toward individuality and togetherness will be explored in the context of embodied relationship and embodied spirituality. DoS is explored as a clinical construct for conceptualizing a "both-and" experience of these polarities with the result of greater authenticity in relationship with the other/Other. Finally, a Trinitarian grounding will provide a theological-spiritual view of the potential wholeness of a self-in-relationship that is the goal of DoS.
This paper is reflective of my research experiences as I endeavoured to understand the nuances of... more This paper is reflective of my research experiences as I endeavoured to understand the nuances of the everyday lives of disabled children. I explain how I developed an appropriate methodology in order to facilitate disabled children's voices in research; I recount the ethical processes undertaken and finally, and I reflect on the challenges and opportunities presented to me during the research period. The aim of this paper is not to present an ideal example of an ethnographic study but to share openly and honestly the challenges I encountered whilst researching with disabled children and young people.
The aim of this chapter is to discuss the findings of a longitudinal international study that sou... more The aim of this chapter is to discuss the findings of a longitudinal international study that sought to explore and understand the 'habitus conditions' that had the potential to give rise to creative experiences. The notion of habitus was used as a key axiomatic lens as, for us, it carries the sense that the patterns of thinking and predispositions to be creative arise out of deep familial or familial like patterns of 'connectivity'. Through a series of qualitative-narrative projects young children, adolescents and adults who were either immersed in supposed creative experiences or who had demonstrated creative output were asked to reflect on the sources of these experiences. Emerging out of this ten-year project involving respondents in the United States, Australia and New Zealand, a 'grounded theory' of how creativity can be fostered has begun to emerge. While Cambourne's concept of the Conditions of Learning were a constant set of emergent themes, the data facets in these ongoing investigation suggests that an existential drive lies at the core of each of our respondents and that the Conditions of Learning were the means which facilitated this drive. Indeed, other conditions for learning and creativity emerged from the data, largely related to socio-emotional awareness. This existential or spiritual awareness appears to be process of reflective inquiry, which also becomes empowered through a mentoring relationship. This web of mentoring social support provides access to the development of visualization and understanding the symbolic within their context of situation, which in turn aids in an emancipatory world view.
By considering neuroscience implications for relationship with embodied others and the Divine Oth... more By considering neuroscience implications for relationship with embodied others and the Divine Other (i.e., God), the complexity of forces toward individuality and togetherness will be explored in the context of embodied relationship and embodied spirituality. DoS is explored as a clinical construct for conceptualizing a "both-and" experience of these polarities with the result of greater authenticity in relationship with the other/Other. Finally, a Trinitarian grounding will provide a theological-spiritual view of the potential wholeness of a self-in-relationship that is the goal of DoS.
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