Spirit Of Inquiry Research Articles

Der Archetyp des Spiegels - Beobachtungen über die Natur von Heilung

To this time no one knows with certainty what mechanism is responsible for the healing that takes place when the similar remedy is prescribed successfully in homeopathy. Hahnemann himself acknowledged that: 1. it is unknown and 2. it is not necessary that it be known, for us to have success in prescribing. Nonetheless, he made his own proposal for the mechanism involved. In that spirit of inquiry, this paper explores this topic further, using the metaphor of the mirror. Besides its applicability in describing the mode of healing which takes place in homeopathy, the metaphor is expanded in relation to successful healing experiences in general, incorporating concepts from general systems theory and references to a wide variety of other fields. Jungian psychology and dream analysis, Native American healing ceremonies, literature (including the Bible) and mythology are all touched upon in the inquiry. In addition, the nature and attributes of the Vital Force, as described by Hahnemann, are discussed.

Problem based learning in midwifery – The students’ perspective

Problem based learning (PBL) has been adopted in many settings for the education of health professionals. It has generally been evaluated well by students although much of the literature comes from medical education. The aim of this study was to ascertain the views of student midwives at the beginning and at the end of their programme and three months after graduation about the use of a PBL based programme in midwifery. Eight focus groups were conducted with students whilst undertaking a PBL programme from both a shortened and three year programme across two sites. A questionnaire was sent 3 months after graduation to midwives who had completed the programme. Key themes which emerged from this study were that although students gained skills in information retrieval and critique some did not always feel well prepared for practice. The focus on individual presentations in the tutorial tended to be interpreted as performance rather than discussion in a spirit of enquiry. Students reported being particularly anxious at the beginning of their programme about their learning. They felt that their experience was dependent upon the participation and motivation of the group members.

When the Music Changes, it is Possible to Come Out of the Box: A Relational Self Psychological Perspective of Lucyann Carlton's “Struggling Out of the Box”

This article offers, from a relational self psychological perspective, a discussion of the analytic treatment of a patient who had experienced repetitive emotional, physical, and sexual abuse and abandonment. It is suggested that therapeutic action in this analysis was anchored in the analyst's consistent empathically based “spirit of inquiry” that contributed to the cocreation of a profound experience of being seen, understood, and known by a deeply caring person. Importantly, the analyst's subjectivity was expressed interactively in a myriad of ways, including inquiry, validation, affirmation, deep caring, modulation of affect, interpretive reframing, and an educational vision of “how analysis cures.” These interactions contributed to the creation of a sense of safety and feeling understood that enabled Renee to recall, feel, and articulate traumatic memories. Explicit inquiry illuminated negative percepts of self and other and their relational origins and facilitated their suspension, so that new models based on current implicit and explicit relational experience were gradually integrated into long-term memory systems for lasting change. Indeed, when the music changes, it is possible to come out of the box.

FROM THE WONDERS OF DERBYSHIRE TO WOOKEY HOLE

This paper volunteers precedents for contemporary presentations of natural phenomena as tourist attractions in the stage representations of same in the late eighteenth century. It is specifically concerned with the work of Philippe Jacques de Loutherbourg. A connection is made with the spirit of enquiry evinced by Derbyshire’s ‘Lunar Men’ but suggests a sensibility which confounds simple notions of Enlightenment and Romanticism.

The Successors to Confucianism or a New Generation? A Questionnaire Study on Chinese Students' Culture of Learning English

With an increasing number of Chinese learners pursuing higher education in Western universities, the characteristics of Chinese students have raised many discussions and debates (e.g. Carson, 1992; Watkins & Biggs, 2001). Two contradictory views are commonly reflected in the existing literature: being passive, quiet, submissive, or disciplined vs. valuing active thinking, open-mindedness and a spirit of inquiry. Unlike much available discussion on Chinese learners based on literature review or personal experience, this paper examines the topic from an empirical perspective. From an analysis of questionnaire data collected from 400 Chinese middle-school students in 2003 about learning English, this paper argues that contemporary Chinese students demonstrate different characteristics from those described in many previous studies. Overall, they show little difference from their Western counterparts by being active learners and preferring a more interactive relationship with their teachers. However, some traditional features still persist with their examinations influencing student views of learning English. The findings should be interpreted in a context of rapid social changes in China. Other studies may be correct historically, but it is important not to draw on such studies in characterising contemporary students in China.

Regional Strength in CAM

Regional Strength in CAM

Osmond's Complaint: Gilbert Osmond's Mother and the Cultural Context of James's The Portrait of a Lady

By referring to Gilbert Osmond's mother in The Portrait of a Lady as "the American Corinne," Henry James alludes not only to the eponymous heroine of Madame de Stael's high-Romantic novel but also to the well-known epithet of Margaret Fuller, thus foregrounding his novel in an antebellum transcendental America far removed from the novel's actual place and time of Gilded Age America and post-Risorgimento Italy. In likening Portrait's heroine Isabel Archer to Osmond's mother in her spirit of inquiry and individualism, James provides a motive for Osmond's inscrutable hatred of Isabel and ties Isabel to the antebellum intellectual and spiritual fervor of transcendentalism, thus adding an additional historical, aesthetic, and philosophical layer to his novel.

The Return of the Native: the AHRB Centre for British Film and Television Studies

Why an AHRB-funded Centre for British Film and Television Studies? And why a ‘centre’ that is, in fact, spread across eight widely separated institutions? To answer these basic questions involves reflecting on what might be termed the institutional bias against British cinema that marked the growth of film studies in Britain. Few of the discipline’s pioneers in Britain had any interest in the native product or its history, except to contrast these unfavourably with Hollywood and Europe. When British films and filmmakers did reach the academic agenda, they were all too often the familiar ‘good objects’ of Griersonian documentarists, World War II’s patriotic cinema or the Sixties New Wave; or they were the ‘exceptions’ of maverick auteurs and despised genres. By the time such attitudes began to give way to a spirit of inquiry and discovery, research on British cinema and television was starting from an even smaller base than the media studies field as a whole. Much of the foundational work had in fact been done entirely outside the academy by figures such as Rachael Low, John Barnes and Dennis Gifford, and the amateur tradition was still strong. How then could this sub-set of a small academic field make up for lost time? The launch of the AHRB’s research centres scheme at the end of the 1990s offered an opportunity to stake a claim for an alliance between early cinema enthusiasts, interested in the visual culture of the Edwardian period, historians of artists’ film and of television, students of media policy, and advocates of regional as distinct from national approaches to the audiovisual. All of these might be considered peripheral to the central traditions of British cinema, but together they offered a wider, more complete perspective on British film and television than the celebration of canonic filmmakers. The Centre that emerged in 2000 amalgamated two separate bids,

The explicit and implicit dance in psychoanalytic change.

How the implicit/non-declarative and explicit/declarative cognitive domains interact is centrally important in the consideration of effecting change within the psychoanalytic arena. Stern et al. (1998) declare that long-lasting change occurs in the domain of implicit relational knowledge. In the view of this author, the implicit and explicit domains are intricately intertwined in an interactive dance within a psychoanalytic process. The author views that a spirit of inquiry (Lichtenberg, Lachmann & Fosshage 2002) serves as the foundation of the psychoanalytic process. Analyst and patient strive to explore, understand and communicate and, thereby, create a 'spirit' of interaction that contributes, through gradual incremental learning, to new implicit relational knowledge. This spirit, as part of the implicit relational interaction, is a cornerstone of the analytic relationship. The 'inquiry' more directly brings explicit/declarative processing to the foreground in the joint attempt to explore and understand. The spirit of inquiry in the psychoanalytic arena highlights both the autobiographical scenarios of the explicit memory system and the mental models of the implicit memory system as each contributes to a sense of self, other, and self with other. This process facilitates the extrication and suspension of the old models, so that new models based on current relational experience can be gradually integrated into both memory systems for lasting change.

Rural practitioners as researchers: The Spencer Gulf experience of research development in primary health

In a health service environment that is becoming more focussed on primary health care, there is a need to underpin new primary health care models with research evidence. This paper draws on the experience of the Spencer Gulf Rural Health School in developing rural primary health care practitioners and consumers as novice researchers. Through the experience of seed-funding 18 novice researchers, several themes have emerged that underpin the success of the program. These are described as establishing a spirit of inquiry, using a broad definition of primary health care research, supporting inquiry with resources and recognition, and demystifying the research process. The value of this research development program is that it has brought research opportunities and supports to rural practitioners and consumers that were not previously available.

Fundamental pathways to change: illuminating old and creating new relational experience

Drawing on developmental, cognitive, and neuroscientific research, as well as on psychoanalytic theory and clinical experience, this paper focuses on implicit/non‐declarative and explicit/declarative domains and the intractability of mental models to provide additional inroads for understanding and effecting change within the psychoanalytic encounter. Inherent in “A Spirit of Inquiry” (Lichtenberg, Lachmann and Fosshage, 2002), foundational to psychoanalysis, are two processes. Analyst and patient striving to explore, understand and communicate create a “spirit” of interaction that contributes to new implicit relational knowledge. “Inquiry” more directly brings explicit/declarative processing to the foreground in the joint attempt to explore and understand. A spirit of inquiry in the psychoanalytic arena highlights both the autobiographical scenarios of the explicit memory system and the mental models of the implicit memory system as each contributes to a sense of self, other, and self with other. This process facilitates the extrication and suspension of the old models, so that new models based on current relational experience can be gradually integrated into both memory systems for lasting change. Working with both memory systems provides the two fundamental pathways to change.

Approaches to cell biology teaching: learning content in context--problem-based learning.

In answering the call of the American Association for the Ad-vancement of Science (1990) that “science should be taughtas science is practiced at is best,” science faculty across thecountry have systematically begun to infuse their skills, per-spectives, and experiences as scientists into the instructionalapproaches they select for their undergraduate classrooms.Problem-based learning (PBL), which diffused into under-graduate science instruction from the medical school settingover 10 years ago, is one of those approaches. Use of PBL inthe undergraduate setting has steadily grown in popularityover the past decade (Samford University, PBL Initiative), atleastinpartbecauseitsinquiry-drivennatureandunderlyingphilosophies resonate with these comments from the recentBoyer Commission Report (1998) on undergraduate educa-tion at research universities:

The meaning of student inquiry questions: A teacher's beliefs and responses

This research explores an American high school chemistry teacher's perspective on the meaning of student questions that originate from curiosity and engagement with subject matter. Ethnographic analysis of a teacher's reflective processes and decision-making approach suggests that questions hold contradictory meanings as powerful, conflicting pressures come to play in the everyday patterns of classroom discourse. Although thoughtful intellectual questions are valued as indicators of student attitudes and understandings, they nonetheless create an interruption to the normal flow of things. To the teacher, such interruptions pose threats to his control of classroom events and his ability to cover the content of his course. Although science educators might enthusiastically endorse the idea that classrooms should be characterized by a spirit of inquiry in which student questions are encouraged and respected, findings suggest that it can be difficult for this to happen in actual schools where particular teachers face specific institutional curricular pressures.

Foucault, Foucauldianism and human resource management

Examines and discusses the contribution to the analysis of HRM of those scholars who have sought to make use of the thought of Michel Foucault. Sympathetic to the achievements of Foucauldian studies but emphasising the different ways in which Foucault’s thought has been put to use, goes on to consider the critical debate that has subsequently emerged. An important objective is to offer a reading of Foucault that draws attention to certain features of his thought which appear to have been marginalised in recent debate. Against the critics and by rereading Foucault, the suggestion that “Foucauldianism” necessarily leads inter alia to a denial of the significance of legal and economic powers and relations in the employment relationship, to a postmodern indifference to forms of evidence and proof in analysis, is called into question. Accepting the plausibility of at least some of the criticisms levelled at Foucauldianism by the critics, goes on to argue that Foucauldians might equally benefit from revisiting Foucault. Argues in favour of the particular benefits of further reflection on the spirit of enquiry that animates Foucault’s project and his role as an engaged intellectual. The suggestion is that Foucauldians need to play a more active role in public debate, circulating their critical knowledge and analyses beyond the academy.

An Exploration of the Spiritual Heart of Human Science Inquiry

What is the role of spiritual experience in human science research? What is the relationship between experiencing a sense of the sacred, and our capacity to inquire, to ask questions, to wonder, to be surprised, to be open and to learn? What do we mean by “spirit of inquiry”; and, in these words, do we really mean to take the word spirit seriously? If so, in what ways? What happens, for example in an interview, when the interviewer approaches his or her work with a sense of sacred vocation, or better yet a genuine feeling of gratitude to be meeting with another human being as precious soul, not just some faceless or bureaucratic role? Will the relationship and dialogue be affected? How about the data? And later, what about the writing itself? Why is the language of spiritual experience something we generally restrict to religious people or mystics—but then again in so many autobiographical footnotes of scientists, like Einstein, we find quotes that rival the articulations of the Sufi poet Rumi and words that resonate, in concert, with the compassionate heart of His Holiness the Dalai Lama?

The Arlecchino and Three English Tinkers

The Arlecchino and Three English Tinkers Nina daVinci Nichols In the certainty that he towered above his time, traditional criticism tends to deny that Shakespeare also was of his time, one in which Italian theater had been flourishing for nearlya century before London's first theaters were built. To the contrary, however, as Harry Levin points out, Shakespeare "was not less but more responsive than others to the currents ofhis age.... He had achieved them by using the same materials and techniques that they [the Italians] did and can be most fully understood in the light of conditions they shared."1 In a spirit of inquiry about such shared conditions and theatrical cross-currents from approximately 1590 to 1625, 1 consider the likelihood that the Arlecchino, star ofcommedia dell'arte, served as godfather to several English player-fools, from Shakespeare's drunken tinker Christopher Sly, to his singing tinker Autolycus, to Chapman's riddling tinker, Capriccio. Each stands in a dappled shadow of Italy's nimble impersonator and each excites a consciousness of fooling as deeply antiauthoritarian. Whether or not an Arlecchino ever visited England, he seems to glimmer like a sprite in these characters, whose respective works bear other signs of Italian appropriation —a pivotal reason for my choosing to examine them. To position my argument theoretically: theArlecchino oícommedia synthesizes several traditions about fools in folklore, myth, medieval drama, and sixteenth-century styles of playing, both in theaters and on the piazze. These wide-ranging antecedents, many with near parallels in England and Europe, add to the probabilitythat reports ofanArlecchino usually, unknowingly, refer to the archetypal impersonator who is liminal , transformational, and without apropriapersona. He becomes a character onlywhen in a particular role. Even then, to the extent that fooling and role-playing always pull against the grain ofromantic plot and character , fools are appositional outsiders, perched at the edge of a drama 145 146Comparative Drama and more accurately defined in theatrical rather than representational terms. The archetypal fool might present himself to the playwright's imagination as a sketch, a ghost, a template, so to speak, as insubstantial as fools by their own report, capricious nothings. Some such concept reputedly inspired Moliere, Gozzi, Goldoni, Marivaux, and Pirandello— and I propose, inferentially, may well have inspired Shakespeare and his contemporaries.2 Additionally, certain kinds of fools seem to be as thoroughly integrated into comic situations or theatrical strategies as borrowed literary texts are in a finished work. Just as a pastoral like Guarini's much translated IlPastorFido was reinvented in Italyand flourished in Shakespeare's late plays, so some roles travel with a particular form. Critics have noticed such resemblances as "intertextuality," referring to a hypothetical descent ofstrategies or situations from a common ancestral text. Analogously ,Arlecchino would be a"text" composed oftheatrical and historical legacies, traits, styles, actions, and emblematic signs called upon by performance ofa role. One action repeated in scenari with anArlecchino, for instance, strongly suggests that either he or one ofhis near ancestors appeared in the earliest known Dialogue in commedia style (1568), almost a scenario, performed as the entertainment at a wedding feast and illustrated on the walls ofTrausnitz castle.3According to its description, the action involving a Zanni and a Magnifico grew out of a recognition scene dramatizingthe antitheses ofauthorityand antiauthority.The scene became standard in full scenari and crucial to romance plots that hinge on one or more mysterious identity. Shakespeare wrote both comic and tragic variations on the basic recognition scene in all but three of his plays. Finally, the theme of transformation in Renaissance comedy, romance , and masque relied for its expression on spectacle—acting, singing , dancing, sets, and staging. Comment about these and their relation to commedia draws on records and illustrations once considered idiosyncratic ratherthan authoritative evidence: diaries,playbills, broadsides, reports of performances by private persons, and like materials. I admit to guesswork about the Arlecchino who appears in these sources since he is, literally, manifested only in disguises, inversions, doubles, and a whirlwind of illusory roles assumed in the interests of transformation. Nina DaVinci Nichols147 About this, a reminder: Commedia was theater without a playwright; thus, a theater of actors; thus essentially theater about theater. Its...

Technologies of power: essays in honor of Thomas Parke Hughes and Agatha Chipley Hughes

This collection explores how technologies become forms of power, how people embed their authority in technological systems, and how the machines and the knowledge that make up technical systems strengthen or reshape social, political, and cultural power. The authors suggest ways in which a more nuanced investigation of technology's complex history can enrich our understanding of the changing meanings of modernity. They consider the relationship among the state, expertise, and authority; the construction of national identity; changes in the structure and distribution of labor; political ideology and industrial development; and political practices during the Cold War. The essays show how insight into the technological aspects of such broad processes can help synthesize material and cultural methods of inquiry and how reframing technology's past in broader historical terms can suggest new directions for science and technology studies.The essays were written in honor of Thomas Parke Hughes and Agatha Chipley Hughes, whose spirit of inquiry they seek to continue.Contributors Janet Abbate, Michael Thad Allen, W. Bernard Carlson, Gabrielle Hecht, Erik P. Rau, Eric Schatzberg, Amy Slaton, John Staudenmaier, Edmund N. Todd, Hans Weinberger.

Current controversies in the Caledonides

This set of papers arose from a Discussion Meeting held in the Department of Geology & Applied Geology, University of Glasgow, on 9–10 September 1997. The aim of the Meeting was to review the progress which had been made in resolving some of the more controversial aspects of the pre-Silurian Caledonide geology of the British Isles and Scandinavia. It was also held to mark the retirements of two well-known Caledonide geologists: Professors Bernard Leake and Donald Ramsay. There were 34 talks and poster contributions, and the meeting was attended by over 100 people. We would like to thank our colleague Tim Dempster for helping to convene and organize the meeting. It was fitting that the Meeting should be held in the Gregory Building, which was named after the Glasgow Professor who not only pioneered work on rift tectonics and regional uplift in Africa, but also wrote a perceptive book on ‘Dalradian Geology’ ( Gregory 1931 ). In this work, Gregory pointed out that his observations were made over a period of 25 years, being made on ‘recreational weekends’, and mainly in winter ‘when the ground is less obscured by vegetation and the Highland mountains most attractive’: an approach motivated by a spirit of enquiry, and very productive, but one which would be out of step with current research strategies. We would like to dedicate this set of papers to Mark Piasecki who died on 13 June 1999. Mark was the first person to draw attention to major problems concerning the relationship

Managing Change Involves Changing Management: implications for transforming higher education

This article investigates the notion that ‘managing change involves changing management’. The discussion is not on the changes per se but rather on the radical rethinking of the university culture and the re‐examination of ways of conducting the business of higher education. In order for systemic changes to take place, it is essential that everybody in the institution should be involved and be ‘empowered’ to identify their crucial and unique part in the scheme of things. The notion of ‘empowerment’ is, therefore, interrogated within the framework of transforming higher education for its participants including students, teachers and leaders. Congruent with the notion of ‘empowerment’ is the concept of ‘Learning Organisations’. Discussion of the concept is around the university being a changing system that requires a commitment to continuous improvement and empowerment for all of its members with a spirit of inquiry and continual learning.

Don't Lean on the Window

Don't Lean on the Window