Julie Borup Jensen
Aalborg University, Department of Culture and Learning, Faculty Member
- Aalborg University, Department of learning and philosopy, Faculty Memberadd
Research Interests:
Research Interests: Psychology and Creativity
Research Interests:
Research Interests: Psychology and Creativity
Research Interests:
Research Interests:
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Among scholars and practitioners interested in creative learning, many assumptions and even stereotypes are nurtured about artists' creativity. The myth of the lone genius, for example, is neither close to artistic practices nor... more
Among scholars and practitioners interested in creative learning, many assumptions and even stereotypes are nurtured about artists' creativity. The myth of the lone genius, for example, is neither close to artistic practices nor beneficial to education. We address the topic of artistic creativity, looking at its relevance to educational settings. Through asking the question: how do artists create, learn and how can education learn from them, we have investigated and described professional artists' creative and learning processes. In this article, we present findings from a qualitative research project that explores these questions as an empirical and theoretical contribution to the field of arts and creativity research from a learning perspective. We found that the interviewed artists experience learning and the creative process as interwoven phenomena and that they develop intentional learning strategies that they use in the effort of creating works of art. One of the strat...
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The article explores and discusses whether we as action researchers are undermining or subverting our own intuitions and intentions, or at least not doing justice to it, when mixing a) learning and exploration through individual and... more
The article explores and discusses whether we as action researchers are undermining or subverting our own intuitions and intentions, or at least not doing justice to it, when mixing a) learning and exploration through individual and collective action and reflection, with b) elements from conventional research methods. The article’s basic question: Can the intentions and results from a) be reduced to and validated fully or partly through b) conventional methods? Can we save the scientific legitimacy of action research by ultimately resorting to conventional methods and theories? What does action research uniquely add in relation to conventional learning, knowledge generation, and change projects? We discuss some challenges raised by questions like these, and suggest ways of handling them. After exploring ways of being “seduced” by conventional methods, we conclude by recommending a gnoseology to replace a one-dimensional epistemology, and by explaining and recommending the procedure ...
Research Interests: Epistemology, Participatory Action Research, Action Research, Dialogue, Terminology, and 12 moreLegitimacy, Dialectic, Collaborative Action Research, Classroom Action Research, Action, Dialectics, Dialogical logic, Action Research Methodology, Immanent Critique, Action (Physics), Educational Action Research, and Collaborative Action Research Methodologies
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This chapter addresses questions about possible theoretical and philosophical perspectives implied in the processual approach to co-production presented in this book. The chapter presents experiential learning perspectives on this matter,... more
This chapter addresses questions about possible theoretical and philosophical perspectives implied in the processual approach to co-production presented in this book. The chapter presents experiential learning perspectives on this matter, and also introduces action research as one research area that seems relevant for co-production as a processual phenomenon. This learning and action-based theoretical perspective is, however, not only an abstraction; it is also very closely related to practice in that its core interest is processes in relations between human beings. The chapter concludes with a brief presentation of reflection as an inseparable part of co-creation processes and points to theoretical and philosophical implications of this.
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The present chapter addresses the topic of educators’ emotions in teaching situations when they experiment with and apply arts-based tools to learning and facilitation. Original data are drawn from a qualitative study that observed and... more
The present chapter addresses the topic of educators’ emotions in teaching situations when they experiment with and apply arts-based tools to learning and facilitation. Original data are drawn from a qualitative study that observed and described an innovative arts-based development project at a Danish University College.
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the full book is now open access at: https://www.peterlang.com/view/title/17329
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Call for papers, Special Issue of International Journal of Action Research. Action research on the rise Action research comes in many varieties. Regardless, it has for decades and under different designations, been gaining in popularity... more
Call for papers, Special Issue of International Journal of Action Research.
Action research on the rise Action research comes in many varieties. Regardless, it has for decades and under different designations, been gaining in popularity among different professions and professional studies, in management and organization studies, community development work, and in other areas concerned with practical relevance, application and development. The situation reflects societal changes concerning the social distribution of education and knowledge creation, from having been monopolized in specialized academic institutions to becoming much more socially distributed. However, people doing action research often seem to encounter conventional, mostly interpretive social research terminology which is still based on a principal division of labor between intellectual and manual work, knower and known, researcher and researched more appropriate to the previous, monopolized knowledge management regime. The terminology still used in social research reflects the former division of labor however, "othering" the subjects of study and thereby making the radical and more basic knowledge generation processes happening in certain forms of action research almost invisible and conflated with other, inappropriate methods. Therefore, this special issue calls for papers, which both 1) summarizes extant attempts and 2) aims at developing concepts and terminology more and better adjusted to knowledge production from within practices, and to ways of conceiving and describing collaborative knowledge production in action research as it plays out in a cross-fields of tensions between various discourses and institutionalized practices in a field filled with research and practice dilemmas. This special issue will also 3) welcome investigations of different «clashes of discourse» typically happening in action research which, from this, might develop new concepts and terminology. AR needs to find and develop a new and proactive language and practice to qualify research practice based on the basic principles and approaches in action research. As indicated, social or human knowledge development and creation needs to come to its own, find its own form (like natural science and technology might be said to have come to its own during modernity). Certain forms of action research are potent candidates for making this happen. Extant forms of inquiry all need to be critically examined, transformed, and adjusted to the radically practice-based knowledge generation in action research.
Action research on the rise Action research comes in many varieties. Regardless, it has for decades and under different designations, been gaining in popularity among different professions and professional studies, in management and organization studies, community development work, and in other areas concerned with practical relevance, application and development. The situation reflects societal changes concerning the social distribution of education and knowledge creation, from having been monopolized in specialized academic institutions to becoming much more socially distributed. However, people doing action research often seem to encounter conventional, mostly interpretive social research terminology which is still based on a principal division of labor between intellectual and manual work, knower and known, researcher and researched more appropriate to the previous, monopolized knowledge management regime. The terminology still used in social research reflects the former division of labor however, "othering" the subjects of study and thereby making the radical and more basic knowledge generation processes happening in certain forms of action research almost invisible and conflated with other, inappropriate methods. Therefore, this special issue calls for papers, which both 1) summarizes extant attempts and 2) aims at developing concepts and terminology more and better adjusted to knowledge production from within practices, and to ways of conceiving and describing collaborative knowledge production in action research as it plays out in a cross-fields of tensions between various discourses and institutionalized practices in a field filled with research and practice dilemmas. This special issue will also 3) welcome investigations of different «clashes of discourse» typically happening in action research which, from this, might develop new concepts and terminology. AR needs to find and develop a new and proactive language and practice to qualify research practice based on the basic principles and approaches in action research. As indicated, social or human knowledge development and creation needs to come to its own, find its own form (like natural science and technology might be said to have come to its own during modernity). Certain forms of action research are potent candidates for making this happen. Extant forms of inquiry all need to be critically examined, transformed, and adjusted to the radically practice-based knowledge generation in action research.