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General / Re: General Empirical Method in EU Business School Interdisciplinary Methods
« Last post by ctackney on February 20, 2014, 09:15:16 AM »
Title: Teaching statistics to doctoral students with Lonergan's insight-based critical realism

Author: Charles T. Tackney,  Wencke Gwozdz. 

Address: Department of Intercultural Communication and Management, Copenhagen Business School, Porcelænshaven 18A, Frederiksberg, 2000, Denmark

Journal: International Journal of Management in Education 2014 - Vol. 8, No.1  pp. 1 - 21

Abstract: The authors report on the development, implementation, and evaluation of a doctoral level intensive quantitative methods course featuring an integrated orientation to, and practicum in, statistics competence for qualitative researchers. A feature of this integrated approach is the inclusive point of course departure: the general empirical method offered by the insight-based critical realism of Bernard J.F. Lonergan. This epistemology grounds curriculum design, wherein key statistical concepts are presented in the very first session and reinforced throughout the intensive. The practicum component offers guided study in the statistical use of SPSS using a common EU data set. Course evaluations indicate students who had previously felt disinterested or unaware of the significance and role of quantitative studies emerged from the three day intensive with a better understanding and sense of empowerment in both the basic use of statistics as well as the complementary nature of quantitative and qualitative research methods.

Keywords: doctoral curriculum; statistics instruction; research methods; insight-based critical realism; Lonergan; epistemology; statistics education; quantitative research; qualitative research; curriculum design; higher education.

DOI: 10.1504/IJMIE.2014.058748
22
General / Re: General Empirical Method in EU Business School Interdisciplinary Methods
« Last post by ctackney on February 20, 2014, 08:26:38 AM »
Title: "If it ain't broke, don't fix it": internationalisation and the erosion of the positive hidden curriculum in Danish higher education
 
Author: Maribel Blasco; Charles Tackney
 
Address: Department of Intercultural Communication & Management, Copenhagen Business School, Denmark.
 
Journal: Int. J. of Management in Education, 2013 Vol.7, No.4, pp.341 - 359
 
Abstract: Denmark is among the world's most competitive nations. It also has a strong tradition of citizenship-oriented higher education, promoted through the widespread Problem-Oriented Project Work (POPW) didactic approach. We argue that recent changes to this tradition have modified the incentives embedded in the hidden curriculum, which made Danish higher education effective at producing graduates with analytical and personal abilities and dispositions, such as reflexivity, curiosity, collaboration and trust that are particularly suitable for today's globalised, knowledge-based economies. We illustrate this by drawing on examples of changes to an education programme at a Danish business school.
 
Keywords: hard skills; soft skills; Denmark; higher education; universities; hidden curriculum; symbolic analysts; incentives; assessment; trust; internationalisation; citizenship; problem-oriented project work; didactic approaches; analytical abilities; personal abilities; analytical dispositions; personal dispositions; reflexivity; curiosity; collaboration; globalised economies; knowledge-based economies; education programmes; business schools; education management.
 
DOI: 10.1504/IJMIE.2013.056640
23
General / Re: General Empirical Method in EU Business School Interdisciplinary Methods
« Last post by ctackney on February 19, 2014, 01:34:36 PM »
Assessing knowledge in dialogue: undergraduate synopsis-based oral examinations at a Scandinavian business school

Author: Charles T. Tackney,  Ole Strömgren,  Toyoko Sato

Address: Department of Intercultural Communication and Management, Copenhagen Business School, Porcelænshaven 18A, Frederiksberg DK-2000, Denmark.

Journal: International Journal of Management in Education 2013 - Vol. 7, No.4  pp. 417 - 436

Abstract: The Synopsis-Based Oral Examination (S-BOE) is described as deployed in international management education programs in a Danish business school. It assesses students in light of specified learning objectives through time-constrained presentation and dialogue. The format is premised on prior submission of a synopsis, although the synopsis has no bearing on grade assessment. Practitioner experience and student feedback suggest that students experience this type of examination as an important learning experience, in itself, in addition to testing course-related knowledge. We reviewed the current epistemological basis for grading, providing a critical realism corrective to enhance assessment and appropriation of this exam format.

Keywords: tertiary education; undergraduate examinations; examination forms; curriculum design; dramatic knowledge; S-BOE; synopsis-based oral examinations; critical realism; knowledge assessment; Scandinavia; business schools; Denmark; epistemology, education management.

DOI: 10.1504/IJMIE.2013.056659
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General / Re: General Empirical Method in EU Business School Interdisciplinary Methods
« Last post by ctackney on February 19, 2014, 01:02:16 PM »
Int. J. of Management in Education > 2010 Vol.4, No.4 > pp.463 - 485
 
Title: Benchmarks in tacit knowledge skills instruction: the European Union-Research Oriented Participatory Education (EU-ROPE) model of Copenhagen Business School
 
Author: Charles T. Tackney, Toyoko Sato, Ole Stromgren
 
Address: Department of Intercultural Communication and Management, Copenhagen Business School, Porcelaenshaven 18A, Frederiksberg DK-2000, Denmark.
 
Journal: Int. J. of Management in Education, 2010 Vol.4, No.4, pp.463 - 485
 
Abstract: This is an exploration into the hidden curriculum for citizenship and management skills found in an undergraduate programme of a Scandinavian business school. While the knowledge management literature addresses both explicit and tacit skills needed for successful performance in the modern enterprise, little attention has been paid to how these essential skills are initially acquired. Specification of tacit knowledge skills benchmarks in the research-oriented participatory education of Copenhagen Business School opens the way to assessing such skills acquisition in tertiary education. The integrated, interdisciplinary educational experience may be appropriate where group-based work and tacit knowledge skills acquisition are valued undergraduate goals.
 
Keywords: management in education; curriculum development; participatory education; Jesuit education; Japanese language curriculum; interdisciplinary research methods; tacit knowledge; citizenship skills; management skills; benchmarks; skills acquisition; tertiary education; group work.
 
DOI: 10.1504/IJMIE.2010.035611
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General / General Empirical Method in EU Business School Interdisciplinary Methods
« Last post by ctackney on February 19, 2014, 12:31:12 PM »
Provides title, abstract, keyword, and search/citation information for journal publications by topical item.
26
Method In Theology / Functional Collaboration Conference in July 2014
« Last post by Catherine B. King on November 26, 2013, 11:55:21 AM »
Hello All:

I wasn't sure where to post this, and the red note in Phil's topic suggested that I start another topic.  Also, I posted the below to the other Lonergan discussion site (skipperweb) and thought perhaps others here might want to respond.  Also, I have added a post-script below the note. Here's the note:

Hello All:

I have copied below the link-to and the first paragraph-from the SGEME conference in 2014.   

I want to compliment the writer(s) of this document for, first, referring to the "substructures" of "his later central achievement, functional specialization" in this introductory document, namely, his "fundamental discoveries in economics," and "his identification of a general empirical method for academic work;" and second, for using the below language with reference to the functional specialties which are: 

 "Verifiably pre-emergent within theology, philosophy, the sciences and other academic disciplines." 

 A couple of things: First, I think using "pre" in "pre-emergent" might suggest a gap in understanding of the specialties, at least from the point of view of regularly identifying them in all disciplines. That is, they are already variably-definable realities, and not merely probably "emergent" anymore. Indeed, I think as related to the "substructure" of conscious order, the FS were always identifiably "emergent" in some more-or-less condensed but still-identifiable form.

However, from the point of view of beginning with the theory, the FS indeed are "pre" emergent, as in:  before we could understand the theory of FS, or before Lonergan's Method in Theology came on the scene.  Here's the theory and, my goodness! We can apply it to all fields and subjects for developing functional collaboration, not to mention providing a "generalized empirical method for academic work," again, as application.

Second, my field is mainly pedagogy; so it's interesting to me that the two points of view, though a little fuzzy, are evident in the one invitational document:  (1) from having self-appropriated/affirmed, and where that movement is understood and presented as the  "substructure" of the functional specialties, and as the central or "common core" for their verity (Third Collection/141); and (2) from having only understood the theory, which I presume will be the point of view of at least a part of the conference audience. 

Also, as is common with reading Lonergan's or other philosopher's works, I have experienced myself growing through RE-reading, over time, the same passages.  The passage below has particular meaning for the above:

QUOTE: Basically the issue is a transition from the abstract logic of classicism to the concreteness of method. On the former view what is basic is proof. On the latter view what is basic is conversion. Proof appeals to an abstraction named right reason. Conversion transforms the concrete individual to make him capable of grasping not merely conclusions but principles as well. END QUOTE (Method/1972/338).

With that in mind, I also presume that "an effort toward producing work that is within one of the functional specialties"  means that "work" will be involved with analysis of what is actually emergent already in any particular field, of course in terms of the theory, and in the same way that Lonergan did for theology in Method. Analysis, rather than only focusing on forms of directive collaboration between fields. I doubt most are ready for that.

As a pedagogical/communications point, those who harbor various aspects of the pre-transition view (above) are more likely to understand and inquire further about the process from being able to understand, through careful analysis, the connection between the theory and the actuality as it indeed emerges in any particular field. It's pretty pragmatic, actually--we've all understood how difficult it is to get basically extroverted people to listen to talk of Lonergan's work, or of "conversion" or "startling experiences" or as direct application to a mind. The hinge is their own insights that can be first-inspired by such concrete analyses. We should know by now that we cannot jump directly to self-recognition of that common core in our communications and expect anything more than, at best, indulgence (added later: or at worst, charges of reification or utopian magical thinking).  On the other hand, avoidance of the common core has its own peril.

As far as our own specialized "omni" field is concerned, we are still in the early parts of the above transition. And philosophy itself as a field needs such analysis. If we are to speak to the polymorphism of the first view above, then we need to keep the "common core" up front (as the document suggests in its way), where at least it can raise questions, for as long as it takes. Otherwise, functional specialties becomes a negative abstraction:  "read" as just another theory.

Regards,
Catherine   

Post-script:  I'd like to see a group of graduate-student or others' essays published--FS analyses of several fields and subjects SHOWING how the functional specialties are actually emergent in several fields and subjects, and even institutions.  Certainly, such a publication can then raise questions about collaboration?   

Conference invitation:     

http://www.sgeme.org/PageDocuments/lonergan-conference-UBC-2014.pdf

"Bernard Lonergan’s Legacy includes fundamental discoveries in economics, as well as his identification of a generalized empirical method for academic work (A Third Collection, p. 141). Both Lonergan’s economics and generalized empirical method are substructures of his later central achievement, functional specialization. Verifiably pre-emergent within theology, philosophy, the sciences and other academic disciplines, functional specialization will be an omni-disciplinary progress-oriented methodology for effective collaboration and Global Care.

Presentations will be in various disciplines, including, but not limited to, theology, philosophy, education, housing, economics, law and science.

"The conference will be of special value to graduate students interested in functional specialization. At this time, we are inviting submission of abstracts. We would ask that you focus the work on understanding the new methodology, or that your contribution be an effort toward producing work that is within one of the functional specialties."
27
Calendar Events / Conference
« Last post by Forum Administrator on November 21, 2013, 12:32:59 AM »
The 6th International Lonergan Conference: Functional Collaboration in the Academy: Advancing Bernard Lonergan’s Central Achievement
   
University of British Columbia,  Vancouver, Canada.
July 21 – 25, 2014

Conference information at: http://www.sgeme.org/PageDocuments/lonergan-conference-UBC-2014.pdf

To reserve accommodations please go to: https://reserve.ubcconferences.com/GROUP/availability.asp?hotelCode=UBC&sdl=Check+In&startDate=07%2F20%2F2014&edl=Check+Out&endDate=07%2F25%2F2014&adults=1&children=&rooms=1&requesttype=invBlockCode&code=G140720B
28
General / Scholastic Manuals Lonergan Used
« Last post by dnordquest on November 14, 2013, 02:26:37 PM »
Is it known what scholastic manual(s) Lonergan used as a student in epistemology?  Is there a work which discusses the manual(s)?  Lonergan remarks somewhere that a manual of the sort gave no account of actual understanding, but merely spoke of things causing concepts which were then compared etc. to produce judgments.

It would be useful to have actual examples of the formulations he was writing against.

David

David Nordquest
Gannon
29
General / Re: Lonergan in Eduation
« Last post by dnordquest on November 14, 2013, 02:08:40 PM »
Hi Catherine,

Many thanks for the very helpful comments and for the link.  I appreciate the light you cast on the shorter and the longer journey and on their relation, especially on how the former may facilitate the latter.

David
30
General / Re: Lonergan in Education
« Last post by Catherine B. King on November 13, 2013, 11:11:34 AM »
Hello David:

You say:   

"I would think that the crucial moment in self-appropriation -- recognizing the need for and role of intelligent grasp and reasonable affirmation -- is within the potential of many secondary school teachers and students, but really having the 'startling strangeness' hit you may be more difficult than I suppose."

Yes—exactly. A couple of things:

First, the “difficulty” of teaching for the ‘startling strangeness’ to occur, and especially in a one- or two-course setting at a community college (teaching philosophy and ethics) is what inspired my ten-year journey in writing my “Finding” text. Somewhere at the 7-year mark it occurred to me (Aha!) that, in fact, the process had to be systematically differentiated; that is, IF I were to come within range of gaining the attention of my students’ extroverted consciousness, e.g., positivist and naïve realist, in a short period of time; hence, the division of the shorter and longer journeys and the identity of the mind’s structure in anyone’s outer expressions. 

Second, some of the blocks to even being willing to explore introspection as a critical affair, not to mention as a beginning for establishing a critical epistemology/ontology, are truly “blocks.” That is, we cannot even go-there for many students and in the fields without abandoning, at the get-go, any notion of critical scientific method (ironic as this is) or without assuming a religious stance at the beginning (Lonergan is a “cult” or “religious” philosopher.)  I wrote the book and developed the “shorter journey,” then, with this audience in mind—again, to appeal to the kind of evidence that might excite the interest of, for instance, extroverted students and neuroscientists—without yet calling for introspection (nada, at least at first) or just giving an ungrounded (to them) cognitional theory (“just another theory” that cannot be grounded, on principle).

The rationale for this division is set out in the “First Things First” paper I gave at Loyola in LA last April (see link below) and other online introductions to the text (see above note here). The part that speaks to your note directly is in the “First” paper at the section headed by: Extroversion:  Knowing as Equated to Looking, circa page 9.  See particularly the three kinds of teaching avenues/methods in that section.

Third, there is a built-in conflict with (a) encouraging the “startling strangeness” to occur and (b) curriculum development (see the last parts of the First Things First paper on this).  Can you imagine testing for such an occurrence?  The occurrence is a foundational insight, which means that it is not merely referential (a concept or merely a logical concern) but is also constitutive—it transforms our constitution reaching into our internal imagery and even our physics/feelings; influencing the way we “see” ourselves and everything else in the world.

In terms of curriculum development, however, like any insight, it’s not on a knowable timetable (the least of the problem for systematic pedagogy); it can occur at any time and probably is experienced differently by different people precisely because it is concrete and affects everyone’s (different) concrete content-interests. And then not everyone follows through to take up the theoretical development in epistemology (in Insight)—which locks the whole process in as not only appropriation, but also critically established affirmation.

Fourth, so if the occurrence is not something we can guarantee or teach to a test for, the question for curricula development becomes: How best to prepare for such an occurrence, or to lay the groundwork optimally?   

For teachers who are amenable to introspection, the pedagogy in “Finding” is probably, and in some sense, superfluous--for movements in their own development and self-correction.

The value to teachers of this “third” pedagogy in "Finding," however--and I cannot stress this enough--is that it draws on the first (clear theory development); gives inference for the second (guided introspection); while focusing on offering critical, repeatable theory verification as applied to anyone’s outer language expressions. By doing so, this third pedagogy gives the teacher pedagogical power rooted in scientific method applied to outer data; which is more likely to be acceptable to administrators, parents, and others who would see introspection or religious foundations as automatically uncritical and not worthy of their notions of object-oriented curriculum development.

To your oh-so-right comment about the “startling” experience, the theoretical generality grounded in the evidence of all external language expressions is highly suggestive of an interior order that cannot be seen, but that constantly penetrates to the concrete in all outer language expressions. In doing so, it at least brings the extrovert to the open door of that startling experience by way of his/her presently accepted (extroverted) foundations.

The “shorter journey” (the experimental pedagogy in the book) gives the teacher the power of integrating critical verity of the basic structure of the mind into secular and/or religious curricula without necessarily or yet relying on (a) introspection or (b) good religious foundations (or believing Lonergan because he was a Jesuit). That’s the value for teachers who might already be intellectually converted. From that basic establishment via empirical method, other questions can flow where, before, the philosophical blocks prevented that flow.

Best,

Catherine
 
First Things First paper:

https://skydrive.live.com/view.aspx?Bsrc=SkyMail&Bpub=SDX.SkyDrive&resid=BD9AD3E0B916D49F!128&cid=bd9ad3e0b916d49f&app=Word&authkey=!AEfzaYJH3ae3cgo
   
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