The Tao of research?

When we are doing research, are we asking questions to study and document how the world actually exists, or in doing research, are we calling into existence our perception of world, as viewed through our questions?

This question may sound more appropriate in a study of philosophy, but as we discussed today, is equally relevant in the world of research. The ability to adhere to critical thinking and objective researching is of ultimate importance. In the realm of both qualitative and quantitative study, facts and numbers can be represented in a myriad of ways, often resulting in the opportunity for confusion, or even a misunderstanding of what was measured.

Take quantitative study, for instance. It can be thought of as being ‘more scientific’, immutable, and authoritative, but one needs to remember that a ‘measurement’ is simply an arbitrary number applied to an observable constant.

The Zen/Taoist philosopher Alan Watts (1995) describes an imaginary scene of an ancient fisherman floating on the ocean in his fishing boat. As he looks back at the shoreline and the mountains, the man holds up a fishing net and looks at the hills through it, counting their height; “One, two, three, four, five. The mountain is five squares high!” he declares. His desire to quantify his environment is appealing. But in this simplistic example, does he really have the mountain’s number (p.86)? Of course, most of us recognize that his system of measurement is seriously flawed. What size is the net? How far was the mesh from his eyes? How far was the ship from shore? How many other variables did he fail to account for, that even we, as modern people, have the ability to overlook?

Although this seems a silly example, I am intrigued by the challenge of attaining ‘real’ data when our entire ability to describe the world with language and numbers is simply a construct we have developed for describing the very world we desire to measure! Ask the mountain how many feet high it is, and it will laugh at you. People developed the measure, not the world. Naturally, if enough of us follow an established set of rules for ‘measuring mountains’, then our numbers will equate, and our folly will pay off.

In my past experience, I have witnessed many occasions where people were in conflict or at odds with each other over a topic or concept that either side had thought resolute, explicit, and crystal clear, only to later realize they were talking at cross-purposes, and had completely misunderstood the issue.

Therefore, when committing to a research project, it would behoove us to make sure to remember the vagaries of language and measurement, and to make sure we are being critical in our thoughts and assumptions of what is being studied. In this way, others may benefit from the results of the study. Without it, we are just arbitrarily counting squares in a fishing net.

References:

Watts, A. (1995). The Tao of philosophy the edited transcripts. Boston: C.E. Tuttle.

Ready to learn

This is the beginning of the online blog for Ken Jeffery, submitted for the residency component of the RRU MA in Learning and Technology, 2012.

Orientation, trepidation, acclimation.
Time to get to it. I’ve been in the midst of interviewing instructors for our Diploma program at the Institute, and although I had booked the time off, I had to go in to work on Monday to  interview our last potential candidate. With that done, I can now seriously tackle my studies. Spent most of the first day just orienting myself to the assignments, readings, and posts on the Moodle site, and finding an easy way to move articles and readings onto my iPad for easier reading.

Less trepidation, getting down to business.
I expect a busy six weeks, and am glad to have aligned some holiday time to be able to immerse myself in graduate-level studies. By the time I go back to teaching in late August, I expect I will have completed the first two courses of the program, including the two week residency. I have already exchanged posts with fellow classmates and faculty, and I look forward to meeting and working with these fine people as the program proceeds.

Critical self-reflection.
I am very interested in looking deeper into my own learning, in order to understand how it relates to teaching others. I expect to find that who I am at the front of the class relates to how I would like to be taught as a learner. For now, this sounds like it may be a very simplistic assumption, but I’m eager to see if this might be the case. Critical self-reflection, indeed!