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Challenging the dualistic assumptions of academic writing: Representing Ph.D. Research as embodied practice

Hanrahan, Mary U. (2003) Challenging the dualistic assumptions of academic writing: Representing Ph.D. Research as embodied practice. Forum: Qualitative Social Research, 4(2).

Abstract

This article will address the tensions between dualistic traditions of our culture (cf. WERTHEIM, 1999) and new ways of understanding how people come to know what they know through embodied practice within biological and social ecosystems (e.g., DAMASIO, 1994; LEAR, 1998; LEMKE, 1995; MATURANA & VARELA, 1992). It will also raise implications of a biosocial system model for research methodology and academic writing. In my Ph.D. thesis in education I demonstrated that a significant role was played in the construction of my knowledge by my body[-mind], much of it initially outside my awareness. However, I found that theses were still expected to support the myth that learning which will advance knowledge about education is almost exclusively the product of abstract and systematic logical processes, of a disembodied spirit.

Impact and interest:

1 citations in Scopus
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ID Code: 1091
Item Type: Journal Article
Additional URLs:
Keywords: epistemology, dualism, research methodology, emotions, embodied mind, thesis writing, poststructuralism, tacit knowledge, biosocial system, education
ISSN: 1438-5627
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900)
Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > COGNITIVE SCIENCE (170200) > Cognitive Science not elsewhere classified (170299)
Australian and New Zealand Standard Research Classification > PHILOSOPHY AND RELIGIOUS STUDIES (220000) > PHILOSOPHY (220300) > Philosophy of Mind (excl. Cognition) (220314)
Australian and New Zealand Standard Research Classification > PHILOSOPHY AND RELIGIOUS STUDIES (220000) > PHILOSOPHY (220300) > Epistemology (220304)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2003 Forum Qualitative Sozialforschung / Forum: Qualitative Social Research
Copyright Statement: The contents of this journal can be freely accessed online via the journal’s web page (see link).
Deposited On: 07 Nov 2005
Last Modified: 09 Jun 2010 22:24

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