Cooperative Inquiry

A YEAR OF REWILDING:
A SCHOLARLY INTERSPECIES NARRATIVE TO DECONSTRUCT ORTHODOX CONSERVATION SCIENCE, USING COOPERATIVE INQUIRY TOWARD A TRULY RESTORATIVE ECOLOGY


ABSTRACT
The culmination of the global, anthropogenic ecological cataclysm, often referred to as the “Anthropocene” traces to a metaphoric “original trauma” that describes the historical arc through which dominant western humans, abjuring their own wildness, imagined themselves apart from and exceptional among the entirety of the more-than-human world. In response to the Anthropocene, the United Nations has declared the decade 2021-2030 as The Decade on Ecosystem Restoration. However, the ecological restoration methods the UN espouses reinforce the same dualist assumptions that foment the Anthropocene, reducing more-than-human agencies to utilitarian ecosystem services and biodiversity values. To reverse the trajectory of the contemporary ecological cataclysm, humans must attend to the original trauma of their bifurcation from Earthly existence by rediscovering their dissociated wild natures, while simultaneously reconnecting with the more-than-human world within relationships based on respect, reciprocity, and restoration.
To support this thesis, I employed cooperative methods for a period of one year in which I attempted to work with the Land community where I live in Asheville, North Carolina to rewild. Eschewing consumer and media products and working with the colonized and degraded community to self-will itself to ecological wellness, the year of rewilding employed a novel method, scholarly interspecies narrative, which combines elements of scholarly personal narrative and multispecies ethnography to provide a platform for all research participants to participate equitably. Traditional scientific quantitative baseline assessments were also employed to underpin qualitative assumptions.
The realities of a burgeoning population of more than eight billion humans and global anthropogenic ecological impacts trouble ambitions to create ecological utopias, but this case study demonstrates that working toward healing the original trauma can serve to restore relational, co-creative, and mutually supportive relationships between humans and more-than-humans, which may allow for the reimagining of the Anthropocene as the Chthulucene, or an era of beginnings as well as endings. Through active application of deep ecological axiological norms of biocentric equality and self-realization, this case study challenges the orthodoxy of restoration science and provides broad insight for the development of a truly restorative ecology.

This article explores the relationship between institutional funding for research and community-based or co-enquiry research practice. It examines the implementation of co-enquiry research in the COMBIOSERVE project, which was funded by the European Commission’s Seventh Framework Programme for research and innovation, between the years 2012 and 2015. Research partnerships between Latin American and European civil society organisations, research institutions, and Latin American rural communities are analysed. Challenges for effective collaboration in co-enquiry and lessons learned for research policy and practice are outlined. Based on our case study we suggest that: (1) the established values and practices of academia seem largely unfavourable towards alternative forms of research, such as co-enquiry; (2) the policies and administrative practices of this European Commission funding are unsuitable for adopting participatory forms of enquiry; and (3) the approach to research funding s...

This paper investigates the relationship between dialogue, time, and surprise. My proposal is that, in the case of dialogical face-to-face encounters, one ought to speak about a creative temporality. This creative temporality is achieved by virtue of the moment of surprise, as it was thematized in the works of Martin Buber and Hans-Georg Gadamer. Even though the two authors did not concern themselves necessarily with the issue of the temporality of dialogue, Henri Bergson’s scattered remarks on time and creativity might provide the sufficient ground to dwell into the question of the temporality of dialogue. In this present paper, I will start with Claude Romano’s contemporary framework of “evential hermeneutics”, in which the author tackles the relation between temporality and surprise. The main aim of this article is to prove how dialogue, thanks to its playful character (Gadamer), renders possible the moment of surprise and thereby, it enables a deeper understanding to occur between I and Thou (Buber).

Combinatorial inquiry is an emerging method for developing shared understanding of complex systems. The method leverages mathematical principles to propose participatory research strategies for systems of topics. Using the people-process-content-technology system as the basis for the combinatorial inquiry, this leads to proposing three inquiries, collaborating with the organization development, usability, and knowledge management communities, respectively. Future directions include constructing combinatorial inquiry as a theory, federating the conference papers with respect to journalism, and a proposal for inquiring into collective action as the paper for October 2012.

This paper draws on a 2-week design workshop conducted at a rural primary school in northern India to provide recommendations on carrying out participatory design with school children in rural, underdeveloped regions. From our experiences in prototyping low-tech and hi-tech English language learning games with rural student participants, we advocate that researchers build a more equal relationship that is qualitatively different from one between teachers and students, enlist local adults and children as facilitators, and explore hi-tech prototyping to inspire the best designs.

Tehnologia care determină percepția. Unul din lucrurile interesante la imaginile digitale (în fotografii sau videouri) care conțin haine e că ne arată rapid detalii noi prin calitatea lor tot mai crescută și prin posibilitățile tot mai bune ale laptopurilor de a le mări oricât de mult avem nevoie. Ceea ce scurtează enorm timpul necesar identificării unei referințe vestimentare și încurajează oprirea lecturii / audiției pentru a căuta (eventual pe un alt dispozitiv aflat lângă noi, sau prin deschiderea unui nou tab) câteva zeci de referințe în mai puțin de o oră. Fie că cineva se uită la Bravo, ai stil (pe youtube), fie că citește un blog de modă, el are la îndemână căutarea referințelor, ca niște note de subsol. În mod special sunt interesante referințele vestimentare din filmele de ficțiune. Un site ca Pinterest poate identifica imediat ținuta unui anumit personaj și, prin căutare pur vizuală apoi, va sugera imagini care să ne permită alcătuirea întregii ținute. Posibilitatea de a mări imaginea ne va da acces (de neimaginat în epoca trecută a revistelor pe hârtie) la detalii care nu săreau în ochi. O revistă putea mări gâtul ca să ne arate un lănțic, dar cititorul era la cheremul revistei. Azi poate să mărească unde vrea el, ajungând la detalii care nu erau construite pentru cititor, dar care îl pot interesa din varii motive (motive care nu mai sunt în mod necesar identice cu motivele revistei).

This article demonstrates a reflective and collective inquiry process among eight stakeholders of a multi-year partnership between a university social innovation center and a youth play non-profit during year one of the COVID-19 pandemic. We asked whether “pausing” a University-Community project for reflection and recalibration was an ethical response to disaster contexts. Drawing from cooperative inquiry (CI) and collaborative developmental action inquiry (CDAI) methodologies, as well as co-authorship and reflective journaling, we developed a co-inquiry process that revealed the disparities between University and Community actors within a long-term partnership. Co-inquiry helped us reattune to power-sharing goals of participatory action research as we explored new modes of engagement through progressive rounds of loop-learning. While the pandemic exacerbated unilateral patterns of engagement that plague partnerships, it created an opportunity to prioritize relationship-rebuilding and frame-creation. We found that co-authorship was methodologically important for facilitating co-inquiry and that pausing and holding space for this shared reflection was a key driver of learning.

Prefață
Societatea românească a suferit, în ultimii 20-30 de ani, schimbări majore și rapide datorate reformelor sociale care continuă să aibă loc în țara noastră, odată cu globalizarea, intrarea în Uniunea Europeană  COVID-19), crize politice, reforma digitală etc.
În acest conși NATO, diversele crize — dintre care unele fără precedent (de exemplu, pandemia de COVID, schimbările de mentalitate, comportament și modelele noi care s-au impus au declanșat diverse situații cu care psihologul actual se confruntă. Acesta trebuie să se adapteze nu doar pe baza cunoștințelor teoretice și practice dobândite anterior, ci și găsind soluții noi și concrete la problemele actuale. Este esențial să evite tendința de a gândi în tipare și de a folosi un limbaj de lemn cu scopul de a impresiona, ci să fie cu adevărat util societății, contribuind la bunăstarea oamenilor care îl înconjoară prin folosirea reală a capacităților sale.
Această carte izvorăște din experiențele practice și cunoștințele teoretice, din studiile îndelungate și intense ale autorilor, fiind o culegere de materiale de cercetare documentară și cercetare calitativă aplicată, adunate în decurs de 27 de ani. Ambii autori au început, încă din timpul studiilor de licență, realizarea de lucrări publicate și publicabile, însă multe dintre materialele prezente abia acum văd lumina tiparului. Cu toate acestea, investigația psihologică reală și de calitate nu poate fi niciodată considerată învechită, deși aparține unui context socio-politic specific. Autorii consideră că materialul este pe deplin ancorat în realitatea psiho-socială actuală.
Cartea își propune să fie o sursă de inspirație, în mod special, pentru psihologii aflați la început de drum. Ea oferă texte și cercetări calitative ușor de parcurs, având atât o acoperire teoretică, cât și practică. Deoarece psihologia a fost mult timp orientată spre partea cantitativă, iar multe lucrări în limba engleză nu răspund nevoilor tuturor cititorilor, această carte, în limba română, se dorește a fi nu doar o sursă de inspirație practică, ci și o redescoperire a cercetării calitative și a sintezei teoretice — care are o relevanță mult mai mare pentru practica psihologului, dar și pentru viața oamenilor care nu sunt profesioniști în domeniu.
Astfel, materialul nu se referă strict doar la psihologie, ci atinge și subiecte precum medicina, spiritualitatea creștină, istoria, sociologia etc. Stilul nu este unul foarte formal (de exemplu, APA Style), așa cum se obișnuiește în lucrările de cercetare cantitativă, ci accentuează dorința de libertate în gândire și analiză a autorilor. Materialul este complet autentic și provine din eforturile academice ale autorilor pe parcursul a 27 de ani de experiență și studii, și reflcta cronologic parcursul carierei celor 2 autori: consiliere psihologica și educationala/, psihologie clinica și psihoterapie, medicina integrativa. Ultimele articole sunt republicari existente intre anii 2002-2004 în Revista Profik, Revista școala a studenților psihologi din Sibiupe vremea când autorii erau studenți. A fost folosită inteligența artificială pentru scopuri strict practice, de corecturi ușoare și adăugiri acolo unde a fost cazul insa materialul este autentic fiind deja folosit anterior în scopuri academice și practice începând cu anul 2002..

Greetings from Byron Bay—what follows is a postcard version of a seven-year cycle of relational inquiry retrospectively nicknamed The Rainbow of Desire. I outline our practices, explore five basic fields in our approach to new paradigm research, and present an updated version of my seven relationships model as a heuristic for understanding and participating in relational inquiry. As a contemporary spiritual expression, with roots in the Greek-Socratic tradition of research, and informed by Gestalt practice (not psychotherapy), this account may also be of value for persons interested in further Gestalt-transpersonal inquiry, research, and learning.

The field of transpersonal education was originally discussed in the mid-1970s, aiming to unite the various domains of human experience (i.e. cognitive, affective, psychomotor) through a series of principles and practices (Moore, 1975; Roberts & Clark, 1976). There has been a paucity of research in the area, furthermore the field has become strongly associated with postgraduate courses (e.g. Rowe & Braud, 2013), opposed to investigating how transpersonal education may be applied to the early years and compulsory schooling sector. Recently, there have been attempts to redefine transpersonal education to provide a balanced focus within compulsory schooling (Buckler, 2011; 2013), with initial research suggesting that the field has cross-cultural interest. This paper extends research into the concept through analysing current publications in the field, while also deriving international perspectives from participants. To conclude, a discussion of the UK context is provided where an opportunity is highlighted for transpersonal psychologists to lead future development.

This paper posits that universal atomic elements exist that underlie complex cognition. At its core, constructs are born of the dynamics of thinking operating on information. This elemental understanding of the structural underpinnings - and the dynamics between and among the elements - provides insight into the value of thinking and awareness of one’s thinking to everyday life and scientific inquiry. Knowledge of the structural and dynamical properties of human thought leads to generative, purposeful, and predictive cognitive acts that evolve one’s thinking. As a result, our mental models (comprised of information and thinking) of how systems work are better aligned with how they exist in the real world. This alignment yields better solutions, innovation and results. Continued inquiry into the universality of these structural elements has significant potential to advance understanding across a wide variety of academic disciplines. In other words, the study of cognition is deemed synonymous with the evolution of science and knowledge itself.

and distributed, our design methods and techniques must evolve to better explore these new directions. This paper reports on “Layered Elaboration, ” a co-design technique created to support these evolving needs. Layered Elaboration allows design teams to generate ideas through an iterative process in which each version leaves prior ideas intact while extending concepts. Layered Elaboration is a useful technique as it enables co-design to take place asynchronously and does not require much space or many resources. THE FOUNDATIONS OF LAYERED ELABORATION The concept for Layered Elaboration has its roots in storyboarding for interactive media [5], paper prototyping [8], and annotation tools [6]. Storyboards and drawings have been used as a method in participatory design research

As technology for children becomes more mobile, social, and distributed, our design methods and techniques must evolve to better explore these new directions. This paper reports on "Layered Elaboration," a co-design technique developed over the past year. Layered Elaboration allows design teams to generate ideas through an iterative process in which each version leaves prior ideas intact while extending concepts. Layered Elaboration is a useful technique as it enables co-design to take place asynchronously and does not require much space or many resources. Our intergenerational team used the technique to design a prototype of an instructional game about energy conservation

This chapter presents the Cooperative Inquiry (CI; Heron 1996) research approach in the context of spirituality and contemplative studies. CI is an experiential and participatory approach to research, learning, and psychospiritual growth (Sohmer 2020a, 2020b; Heron and Sohmer 2019). Founded by John Heron (1996) and elaborated with Peter Reason (Heron and Reason 1997, 2006), CI is a radically collaborative means to generate knowledge and facilitate transformation within small collaborative groups of mutually interested co-inquirers. Unfolding through multiple cycles of action and reflection, CI draws upon the full range of human faculties (e.g., somatic, emotional, intuitive, imaginal) and creates opportunities for experiential learning and transformation throughout the research process itself. Action phases are open-ended—granting co-inquirers access to a variety of possible inquiry tools (e.g., contemplative, interpersonal, creative-expressive practices) as collaboratively determined most relevant to their research questions and goals. Reflection phases provide recursive cycles of personal contemplation, collaborative research design, and intersubjective meaning-making. Originally positioned as a research approach within spiritual, subtle, and transpersonal domains (Heron 1996; 1998; 2001), and in professional practice, the method is gaining validation across disciplines (e.g., Godden 2017; Ospina, Hadidy, and Hofmann-Pinilla 2008; Ross 2019a, 2019b; Sohmer 2020a, 2020b) and is well poised for continued application and elaboration in contemporary spiritual and contemplative studies. 
The present chapter shares a brief history of CI and its antecedents, positioning CI in the broader context of post-positivist (Reason and Rowan 1981) or new-paradigm (cf. Guba and Lincoln 1994; Lincoln and Guba 2011) research approaches—including the related streams of participatory, action, transpersonal, and collaborative methods. The main features of the participatory paradigm (e.g., Ferrer 2002, 2017; Hartelius and Ferrer 2013; Heron 2006; Reason 1994a, 1994b; Skolimowski 1994; Tarnas 1991, 2006), within which CI is embedded, are discussed.  Then, the CI research approach is elaborated, describing the three main phases of research—inquiry initiation, action-reflection cycling, and meaning making—within which inquiry groups cocreate their unique processes. Methodological implications and validity considerations relevant for research in spirituality and contemplative studies are also considered. Finally, a case study of CI exploring the experience of the authentic self (Sohmer 2020c) is presented. The unique gifts, challenges, and mechanism of CI in spiritual and contemplative contexts is attended to throughout these discussions. The chapter closes with considerations for CI initiators and co-inquirers and suggestions for future research.

With the advent of Electronic literature in the new millennium, the field of literature experiences a significant upheaval. In order to mark the beginning of a new age in literary expression, this study will investigate Electronic writing as a "curtain raiser" genre. This study explores how Electronic literature challenges conventional ideas of textuality, authorship, and reader interaction by examining its features, forms, and consequences. This research examines how Electronic literature influences modern literary discourse by utilising a variety of multidisciplinary viewpoints, such as literary theory, digital humanities, and cultural studies. The works of important authors, such as Chris Joseph, Mark Z. Danielewski, Kate Pullinger, Michael Joyce, Shelley Jackson, and Brian Kim Stefans, offer conceptual foundations for comprehending the distinctive characteristics of Electronic literature and its connection to more general cultural and technological changes. This paper demonstrates how the spirit of exploration and creativity in the digital age is embodied in Electronic literature. It is also evident that Electronic literature enhances and challenges our knowledge of reader-author connections, interactivity and storytelling. This study attempts to shed light on the relevance of Electronic literature as a trailblazing genre that influences the literary landscape of the twenty-first century by examining its consequences within the framework of modern literary theory and cultural studies. By looking at these issues, the research advances our knowledge of how digital technology may change the way that literature is expressed and how storytelling is changing in the new millennium.

This paper presents a collective project with doing a ‘creative literature review’ about relationships, power, and care in feminist pedagogies, conducted with a feminist approach. Feminist pedagogies are based on reciprocity, shared responsibility, community building, individual voice, respect for diversity, and challenging fixed ways of doing or thinking (Webb, Allen & Walker, 2002). These principles are implemented through concrete and vital relationships involving ‘subjects of difference’ in material and symbolic spaces, where relationships and relationality are central to knowledge production. By working together in groups of peers, or in pairs, starting from our own experience and using cooperative and creative methods, we can investigate the social reality and flourish as adult subjects. These relationships are complex, never given for granted, challenging and always presenting asymmetries - themes of power and care - due to gender, age, class, social roles, profession, and previous learning.
In our creative literature review, we used other scholars’ texts to illuminate our positions and their interplay in the learning process, using an ecosystemic framework that defines feminist pedagogy as a reciprocal circular process based on transforming differences (Bateson, 1979). More specifically, we focus the feminist notion of ‘entrustment’ or affidamento (Cavarero, 2000), a relationship thriving on the embodied encounter and dialogue of subjects of difference. Our method is duoethnography (Sawyer & Norris, 2013), based on different interpretations, writing as a collective form of research, and photographs as an iconic tool that enhances the role of materiality and body communication in learning, care and power.

This article is situated in the interstices of feminist adult education and critical museum education (Clover et al., 2022) where we encourage an expanded form of professional education for social workers by mobilizing human aesthetic and imaginative dimensions and collective reflexive capacities through exhibitions in art galleries and creative narrative- poetic practices.

Through interrogation using shared autobiographical writings, juxtaposed with hegemonic societal narratives, the authors move between the past and the present using duoethnography to interrogate grand historical narratives from a critical feminist perspective. They revisit an exhibition designed to highlight historical events from 50 years ago, considering ways in which women are represented, reacting to the historical purported objective tone used to provide background about the events that evoke neither reflection or action. They uncover gaps between the stories told in the exhibition, between their memories and exhibition representations, and also generational gaps in understanding and experience. Their exploration of various scripto-visual texts and the ways in which they were represented in the exhibition illuminated for the authors the ways in which representation shapes how and what is learned.

Our cards are inspired by the Operative Epistemology cards developed by Donata Fabbri and Alberto Munari, which seek “to develop awareness (through active experimentation) of the processes for developing knowledge and of the relationships established with these processes” (Fabbri & Munari, 2010, p. 23). The activities of our Connective Cards are aimed to generate learning in the museum through self-narration and interaction with the artworks, exhibition space and visitors. The cards invite the players to be moved, both physically as they wander in the space, and emotionally as they become attentive to their moods and perceptions, which together can awaken a form of knowing more, being connected to emotions and experience. The cards are a format that invites freedom and experimentation. There is not one specific way to use the cards, rather there are many possible options. We first start by looking closer
at the eco-systemic, cooperative, story-based and arts-based knowledge and learning theories that inform our card game and then we explain the card game structure and content.

Our cooperative inquiry focused on the question: How can we create the space/opportunities for individuals to recognize themselves as leaders and develop leadership? It was borne out of the work of the Leadership for a Changing World (LCW) program. (For a description of this effort, please see the inside back cover.

About this project Our cooperative inquiry focused on the question: How can we create the space/opportunities for individuals to recognize themselves as leaders and develop leadership? It was borne out of the work of the Leadership for a Changing World (LCW) program. (For a description of this effort, please see the inside back cover.) LCW includes a Research and Documentation component, housed at the Research Center for Leadership in Action (RCLA) at the Robert F. Wagner School of Public Service, New York University (also described on the inside back cover), which uses three parallel streams of inquiry—ethnography, cooperative inquiry, and narrative inquiry—to explore questions related to the work of leadership. The program is committed to developing participatory approaches to research and uses dialogue with LCW participants as the core of the research process. Cooperative inquiry (CI) is a small group participatory research technique in which the participants use their own experi...

The learning reflected here comes out of cycles of action-reflection taken up by our group to answer the question: How can we create the space/opportunities for individuals to recognize themselves as leaders and develop leadership? We explored a burning question shared by members of a group grappling with leadership in a very particular context-one that is grass roots and has an explicit agenda to challenge basic beliefs about the world. Because our goal is social justice, the leadership we want to develop is social change leadership. We are building power among welfare recipients, bringing diverse people and communities together through theater, fighting an entrenched mining industry to bring social and environmental justice to rural areas, organizing women prisoners to imagine a world without prisons, helping young Native Americans reclaim the power of their culture and history, and bringing together young women inside and outside the juvenile justice system to become leaders in their community.

In this paper, we contend that there are two ways of arguing, namely sincere and insincere arguing. We draw such a distinction, based on the felicity conditions of the complex speech act of arguing as modelled in van Eemeren and Grootendorst’s pragma-dialectical approach. We introduce a conversational setting, which contains a speech act of arguing that does not count as in-sincere arguing, while being a sui generis form of sincere arguing. We desig-nate it as “cooperative inquiry”. Finally, we show that argument evaluation plays a key role in determining whether an instance of arguing counts as either arguing sincerely or insincerely.

We share our own experiences of visiting exhibitions as a practice of feminist pedagogy and how we used them to help master students in a residential care programme in Master in the University of Milano Bicocca to expand their thinking about the idea of care. We reflect on how the idea of taking up ‘care’ as (dis)connections to the land based on an experience of visiting First People’s House at the University of Victoria, and returns to childhood sites of memory. Using one particular art exhibition by Dineo Seshee Bopape’, who uses organic materials to explore concepts of land, memory, identity, and colonialism, we discuss how this exhibition actually enabled new thinking as witnessed in the research dairies kept by four students. Based on diary entries we developed I-poems to show how understandings of care had expanded using art and exhibitions to break boundaries of normative thinking.

This paper reports the experimental studies we have performed to evaluate Explore!, an m-learning system that supports middle school students during a visit to an archaeological park. It exploits a learning technique called excursion-game, whose aim is to help students to acquire historical notions while playing and to make archaeological visits more effective and exciting. In order to understand the potentials and limitations of Explore!, our studies compare the experience of playing the excursion-game with and without technological support. The design and evaluation of Explore! have provided knowledge on the advantages and pitfalls of m-learning that may be instrumental in informing the current debate on e-learning.

The information explosion and digital modes of learning often combine to inform the quest for the best ways of transforming information in digital form for pedagogical purposes. This quest has become more urgent and pervasive with the 'turn' to online learning in the context of COVID-19. This can result in linear, asynchronous, transmission-based modes of teaching and learning which commodify, package and deliver knowledge for individual 'customers'. The primary concerns in such models are often technical and economic-technology as a cost-effective 'solution' to educational challenges. In this paper I argue for the importance of dialogic learning space in teaching and learning by means of Information and Communication Technologies, whether in the form of fully online learning, blended learning or face-to-face encounters using ICT affordances. Although the 20th Century theorists Mikhail Bakhtin (1895-1975) and Hans-Georg Gadamer (1900-2002) produced their seminal works before the advent of ICTs, they were both concerned with the quality and authenticity of human engagement with texts and with other persons and contexts. Besides a shared interest in dialogue as an ontological feature of human life and being, they both used spatiotemporal concepts for understanding and interpreting texts. The article draws on Gadamer's notions of dialogue and horizon, and Bakhtin's notions of dialogue and chronotope, to conceptualize dialogic possibilities for online education. Its purpose is to provide a framework, grounded in Bakhtin's and Gadamer's ideas, for a dialogic approach to online teaching and learning in higher education.

Keywords Bakhtin • Gadamer • Dialogue • Digital teaching and learning • Horizon • Chronotope

In a time marked by rapid technological progress and evolving visitor expectations, museums and cultural heritage sites find themselves at a crucial point of transformation. This paper presents the Integrated Museum Engagement Model (IMEM), a framework that adeptly melds participatory design, immersive storytelling, and digital representation. Rooted in human-centered design principles, the compelling impact of narrative transportation, and the engaging essence of constructivist learning, the IMEM is showcased as a strategic plan to revitalize visitor interactions. This paper elaborates on the theoretical bases of the model while also providing practical suggestions for institutions to leverage its benefits effectively. Highlighting the necessity for cross-disciplinary research, cooperation, and ongoing evaluation, the IMEM stands as a guiding light toward achieving genuinely inclusive and captivating museum experiences. In line with The International Journal of the Inclusive Museum's mission, our discussions endorse a forward-thinking stance, advocating for a more integrated and inclusive trajectory for museums in the knowledge society.

While museums are designed to engage and interest various audiences, teenagers are often a neglected segment. Without digital interactivity, it is challenging for a museum to remain exciting and relevant to a young, tech-savvy audience. Games can benefit museums by fostering positive attitudes towards museum spaces and creating more joyful destinations to promote meaningful informal learning combined with entertainment. We developed a dual-gamified mobile experience targeted at teenagers, for the Natural History Museum of Funchal, Portugal: a story-based strategy (Memories of Carvalhal's Palace-Turning Point) and a game-based strategy (Memories of Carvalhal's Palace-Haunted Encounters). These strategies were studied in depth with 159 teenagers (15-19 years old) to understand how gamified strategies might enhance their user experience in a museum. On one hand, game-based strategies, in which game mechanics predominate, can catch a visitor's attention by displaying challenging questions that promote competition. On the other hand, story-based strategies, in which storytelling is prominent, can promote an emotional connection with the museum and exhibits and facilitate awareness of historical facts by including an engaging plot with high-quality media and tightly edited stories. This article reports on lessons learned that museum experience designers and curators can use in designing enjoyable, interactive experiences for teenage visitors. CCS Concepts: • Human-centered computing → HCI design and evaluation methods;

The cooperative design practices as well as the participatory research tradition and contextual design have inspired the researchers of a relatively new and challenging design context, i.e. design with children for children. An ample literature base of its own has been generated on the subject already. However, the phenomenon of children imitating each other"s work in the design sessions has been largely disregarded in current research. This article sheds light on the practices of "recycling", originally characterised as "imitation", in the drawings produced by children during participatory design workshops in a school setting. The article suggests that instead of ignoring the issue of imitation and recycling, practitioners might start to appreciate it; both when planning design sessions as well as when making interpretations and judgments on the basis of the results produced by children. Implications for practice and future research are discussed.

This paper explores the challenge laid down in C.P. Snow's The Two Cultures and A Second Look. The work is not only or even primarily a discussion of intellectual culture wars. Rather it is concerned with ameliorating the human condition, and thus with an enterprise of ethics. This discussion seeks to draw out Snow's explicit ethical challenge of bettering the human lot through finding a form of intellectual culture that can take full advantage of the second scientific revolution and its attendant new industrial revolution. The paper argues, however, that the ameliorative challenge will not be met in yet another contending form of intellectual culture. After giving an account of how Snow understands intellectual culture, I argue that ethical ends will not be guaranteed by any such further fashion of reasoning. Snow overlooked a crucial part of the workings of reason. This is a dimension of reason's culture that is found in the formation and maintenance of a coherent experiential base underlying articulate, evidence-providing forms of reasoning. This phenomenological understory of reasoning is arguably the basis of creative judgment bringing together a holistic sense of the inquirer's circumstances necessary to all inquiry. Further, the paper's explorations suggest why the integrative or reintegrative formation of this experiential basis will always involve an ethical dimension. That much granted, the paper then proceeds to identify conditions under which the ethical dimension of an inquirer's experience will suit it to join with the experiential base of other inquirers so as to lead to a common sense of what society might defensibly undertake to better the human lot. The vagaries of an ethical commons so constructed will not assure success, but do show a path along which society might strive. In conclusion, the character and point of this striving are related to the pursuit of wisdom and to the maintenance of intellectual and experiential pluralism. These pursuits, I suggest, are the real challenge Snow left.

Our cooperative inquiry focused on the question: How can we create the space/opportunities for individuals to recognize themselves as leaders and develop leadership? It was borne out of the work of the Leadership for a Changing World (LCW) program. (For a description of this effort, please see the inside back cover.

There has been rising concern about the disconnect between universities, their communities, and society at large. These are of special interest to professional schools, whose missions are founded on connecting practice and theory. We argue that Cooperative Inquiry, an action-based methodology, can help foster connectedness and contribute to healing the university-society schism. Doing this requires more than mere replication of the methodology; it entails engaging in dialectics with practitioners, a process which is mediated both by democratic aspirations and claims of authority. We share our experience working with social change practitioners on collaborative research about leadership, highlighting the dialectics and implications for academics wishing to capitalize on cooperative inquiry for connectedness. ACKNOWLEDGEMENT This paper is based on experience from two programs supporting social change leadership: Leadership for a Changing World, funded by the Ford Foundation in partnership with the Advocacy Institute and Next Generation Leadership, funded by the Rockefeller Foundation. We would like to acknowledge the many contributions of the programs' coresearchers, and our partners at respective institutions, who over the course of the years have actively shaped our learning. We also wish to thank our colleague, Angie Chan, whose ideas greatly shaped this paper.

This paper reports briefly on a cooperative inquiry into collaboration between general and complementary practitioners at Phoenix Surgery in Cirencester. From the experience of the co-researchers it is clear complementary practices have a place in primary health care, and that time and energy need to be devoted to developing communication and understanding for a full benefit to be realized.

The aim of the present paper is twofold. The first task which we proposed is to offer an alternative interpretation of Winnicott's concept of the subjective object. This interpretation will be not psychoanalytical, but hermeneutical or even dialogical and it will approach the possibility of human understanding. The second task will concern the possibility of an interpersonal hermeneutics, drawing from the work of Martin Buber and Alfred Schutz. Martin Heidegger and Hans-Georg Gadamer will also be interrogated so that we can establish the possibility of the authentic listening to the other.

We provide a theoretical framework for what it means to be self-connected and propose that self-connection is an important potential contributor to a person’s well-being. We define self-connection as consisting of three components: 1) an awareness of oneself, 2) an acceptance of oneself based on this awareness, and 3) an alignment of one’s behavior with this awareness. First, we position the concept within the broader self literature and provide the empirical context for our proposed definition of self-connection. We next compare and contrast self-connection to related constructs, including mindfulness and authenticity. Following, we discuss some of the potential relationships between self-connection and various aspects of mental health and well-being. Finally, we provide initial recommendations for future research, including potential ways to promote self-connection. In all, we present this theory to provide researchers with a framework for understanding self-connection so that the...

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CIRANO Le CIRANO est un organisme sans but lucratif constitué en vertu de la Loi des compagnies du Québec. Le financement de son infrastructure et de ses activités de recherche provient des cotisations de ses organisations-membres, d'une subvention d'infrastructure du Ministère du Développement économique et régional et de la Recherche, de même que des subventions et mandats obtenus par ses équipes de recherche. CIRANO is a private non-profit organization incorporated under the Québec Companies Act. Its infrastructure and research activities are funded through fees paid by member organizations, an infrastructure grant from the Ministère du Développement économique et régional et de la Recherche, and grants and research mandates obtained by its research teams.

Martin Fougère and Agneta Moulettes have taken a largely critical view of Geert Hofstede's research. In the process, they suggest a different approach to the study of culture and cultural difference than that taken by Hofstede. I find value both in their critique, and in the works of Hofstede. In this brief commentary, I want to say a few words about Hofstede's research, about its criticism, then discuss how each sets the stage for a different view of culture and discourse. Many readers of this journal may already know that Geert Hofstede's study is the most cited work in the European Social Citation Index and has become one of the most cited in the Social Sciences Citation Index generally. It is a standard reference among many who examine differences between nations, especially those focused on corporations and 'national differences'. I begin here as a way of reminding readers that many practitioners and scholars have found considerable value in what Hofstede has presented in his studies. The model Hofstede employs presumes a particular definition of culture. As Hofstede (2001: 1) conceptualises it in his book: 'culture is defined as collective programming of the mind', then immediately adds, 'it manifests itself not only in values, but in more superficial ways: in symbols, heroes, and rituals'. His application of the concept is explicit; 'I use the word culture to refer to national culture' (p. 1, italics in original). Hofstede continues by explaining that comparative work across cultures, or national cultures, must somehow examine 'fundamental problems of societies' (p. 1) so one is not caught in a form of ethnocentrism, simply interpreting one society's culture from the vantage of another. In other words, a researcher from American society who examines, 'how the Chinese use the concepts of self and choice', risks skewing the research in the direction of American culture, if relying on peculiar American notions of what 'self' and 'choice' involve. To avoid this problem, Hofstede proposes abstract 'dimensions of culture' which are in some degree, from the view of his model, active across all societies.

In this paper we describe a technique of Curriculum-Focused Design, and the aspects of our research experience on which the technique is based. Our technique is a variant of Druin's Cooperative Inquiry. Cooperative Inquiry is a well-developed design practice for children, but it has been practised largely outside the classroom. Druin's technique has also been developed in American schools, which have greater curriculum flexibility than English schools, which are highly curriculum-focused. We studied the English curriculum and identified an area that we believed could fruitfully be augmented by technology. Our design approach was novel insofar as our evaluation sessions doubled as lessons for students. Our interdisciplinary design team, including a former teacher with over 10 years' classroom experience, evaluated the interface in a classroom setting, providing strong environmental validity to the design process.

This paper reports on a design process of pervasive computing installations for a children's interactive library. The design process involved a wide range of decisive parties of the domain and the process was designed so that the collectively developed design concepts could suit the needs and interests of the many parties. Narratives and sketches were used for inquiries and communication, and the concepts and their iterations illustrate the process of design and how the physical qualities of the environment and the artefacts played a central role in the development of the concepts.

This paper focuses on an innovative way of teaching and learning inspired by cooperative inquiry. Cooperative inquiry is usually used as an empowering research methodology for participatory transformation and is deeply engaged with the human condition. This paper reports on its modification within a hierarchical tertiary education setting through a process named 'Academic Co-creative Inquiry' where teachers and students through a collaborative process co-create the context and the content for the course and mutually assess its effectiveness. The focus of this study is a Spirituality and Social Practice course within a Masters of Social Practice programme at Unitec, New Zealand. A co-creative inquiry of this kind resulted in a very high engagement of students, remarkably positive feedback about the course, very high standard of assignments and an increased collaboration between students. Peer and selfassessment, especially peer assessment from practitioners in the area of students' practice, contributed to integration of theory, practice and experience and proved to be useful not only for students but for peer assessors as well. Students reported about personal integrity that developed during this process and emphasised the importance of the context of inclusiveness that was co-created where all voices were heard and where a range of alternative views were appreciated and explored for the purpose of learning about respecting difference. A summary of findings from this unusual and truly collaborative, student centred, inclusive and inquiry based approach is presented and critically analysed. Key Ideas • Co-creative inquiry learning engenders competent practitioners who act with integrity. • Personalisation of prescribed learning outcomes helps in development of a context where students show greater honesty and openness about their goals and beliefs, enables all voices to be heard and all students to be included in the inquiry process regardless of their background and beliefs. • Self and peer assessment increases quality of student assignments. Discussion Question 1 How to further develop the method and make it suitable for a range of professional fields? Discussion Question 2 How to modify this inclusive approach to be suitable for large classes?

This article first presents a study of two educational researchers' history and curriculum of colonialism. Using a process of duoethnography, we engage in dialogic and collaborative personal ethnographies in which we contrast and analyze critical educational incidents and products (e.g., a high school report card, old personal photos, and current teaching lesson plans at the high school and college levels). We focus this process on the ideological scripts framing and informing our educational histories, as students and then as teachers, in order to unpack some of the cultural underpinnings of our views of teaching language arts for equity and diversity. Furthermore, in the article we critique the duoethnographic process, analyzing and discussing issues surrounding representation, trustworthiness, and self-reflexivity.

The purpose of this article is to identify specific functions that reading, in combination with writing and talking, can serve in mathematical inquiries and thus to contribute to a better understanding of how inquiry experiences can be planned and supported in mathematics classrooms. This purpose is achieved through an analysis of 3 classroom experiences in which secondary mathematics students engaged in "inquiry cycles" on quite different topics. These instructional experiences were developed by a collaborative team of mathematics teachers, mathematics education researchers, and a reading researcher in the context of action research and teacher research. Analysis of the data led to the identification of 30 functions of reading that are specific to distinct elements of an inquiry cycle. On the basis of these findings we suggest that reading can serve multiple roles in inquiry-based mathematics classes and, in doing so, can afford students unique opportunities for learning mathematics.

The Edinburgh Beltane-Beacon for Public Engagement is a four year programme delivered by a partnership of nineteen organisations, led by the University of Edinburgh. We are one of six UK Beacons for Public Engagement funded by RCUK, established in 2008 to bridge the gap between researchers working at the cutting edge and the people their research will affect. Inspired by the proximity of Holyrood, the Edinburgh Beltane has adopted the theme of enabling access to research relevant to public policy. With a Scottish Parliament which prides itself on accessibility, we are well placed to support people when they engage with the research which affects devolved issues. This handbook is based on a training programme on Dialogue in PE developed through Edinburgh Beltane. It aims to enable researchers to communicate with other groups in ways which genuinely enhance mutual understanding around their work and around any policy issues it may pertain to.