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Self and wisdom in arts-based contemplative inquiry in educationnarrative, aesthetic and the dialogical presence of Thomas Merton /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Self and wisdom in arts-based contemplative inquiry in educationGiovanni Rossini.
Reminder of title:	narrative, aesthetic and the dialogical presence of Thomas Merton /
Author:	Rossini, Giovanni.
Published:	New York, NY :Routledge,2021.
Description:	1 online resource (xiii, 194 p.) :ill.
Subject:	EducationResearch
Online resource:	https://www.taylorfrancis.com/books/9780367817053
ISBN:	9780367817053 (electronic bk.)

Self and wisdom in arts-based contemplative inquiry in educationnarrative, aesthetic and the dialogical presence of Thomas Merton /
Rossini, Giovanni.

Self and wisdom in arts-based contemplative inquiry in educationnarrative, aesthetic and the dialogical presence of Thomas Merton /[electronic resource] :Giovanni Rossini. - New York, NY :Routledge,2021. - 1 online resource (xiii, 194 p.) :ill. - Routledge international studies in the philosophy of education.

Narrative beginnings : the seeds of inquiry and the imperative of story -- Meditations on Merton's paradox : narrative, aesthetics and the emergence of the wisdom image -- The journey of the "perpetual seeker:" of emerging questionson the dialogical ethos of wisdom and art -- The friendship of texts : beyond a referential relation with texts onto the dialogical in inquiry -- Towards a methodology of one : the personal versus the socio-empirical in inquiry -- The imaginal as a pathway onto wisdom : a prolegomenon for a classroom practice -- The journey of Gionitus and "Newton's child" concluding reflections on the imperative of the personal and aesthetical in arts-based contemplative inquiry.

"By foregrounding a first-person perspective, this text enacts and explores self-reflection as a mode of inquiry in educational research and highlights the centrality of the individual researcher in the construction of knowledge. Engaging in particular with the work of Thomas Merton through a dialogical approach to his writings Self and Wisdom in Arts-Based Contemplative Inquiry in Education offers rich examples of personal engagement with text and art to illustrate the pervasive influence of the personal in reflective, narrative, and aesthetic forms of inquiry. Chapters considers methodological and philosophical implications of self-study and contemplative research in educational contexts, and show howdialogic approaches can enrich empirical forms of inquiry, and inform pedagogical practice. In its embrace of a contemplative voice within an academic treatise, the text offers a rich example of arts-based contemplative inquiry. This uniquetext will be of interest to postgraduate scholars, researchers, and academics working in the fields of educational philosophy, arts-based and qualitative research methodologies, and Merton studies"--

ISBN: 9780367817053 (electronic bk.)Subjects--Personal Names:

174196
Merton, Thomas,
1915-1968.Subjects--Topical Terms:

345270
Education
--ResearchIndex Terms--Genre/Form:

214472
Electronic books.

LC Class. No.: LB1028 / .R63 2021

Dewey Class. No.: 370.72

Self and wisdom in arts-based contemplative inquiry in educationnarrative, aesthetic and the dialogical presence of Thomas Merton /
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520 $a "By foregrounding a first-person perspective, this text enacts and explores self-reflection as a mode of inquiry in educational research and highlights the centrality of the individual researcher in the construction of knowledge. Engaging in particular with the work of Thomas Merton through a dialogical approach to his writings Self and Wisdom in Arts-Based Contemplative Inquiry in Education offers rich examples of personal engagement with text and art to illustrate the pervasive influence of the personal in reflective, narrative, and aesthetic forms of inquiry. Chapters considers methodological and philosophical implications of self-study and contemplative research in educational contexts, and show howdialogic approaches can enrich empirical forms of inquiry, and inform pedagogical practice. In its embrace of a contemplative voice within an academic treatise, the text offers a rich example of arts-based contemplative inquiry. This uniquetext will be of interest to postgraduate scholars, researchers, and academics working in the fields of educational philosophy, arts-based and qualitative research methodologies, and Merton studies"-- $c Provided by publisher.
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