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Book 9789004445321 Back-1-Preview

The document describes the heuristic research methodology used for a study about transcendent teacher-learner relationships. Heuristic research involves self-reflection by the researcher on their personal experience with the phenomenon being studied. It allows the researcher to investigate the phenomenon from their internal perspective outward. The study will collect data through interviews and personal documents from the researcher and other participants to understand their lived experiences and recreate their encounters without losing their individual voices. The population includes the researcher, people they had transcendent relationships with as a teacher and learner, and other teachers and learners who responded to an advertisement. Data will primarily be collected through interviews aimed at allowing participants to openly and honestly express their thoughts, feelings, and ideas.

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56 views2 pages

Book 9789004445321 Back-1-Preview

The document describes the heuristic research methodology used for a study about transcendent teacher-learner relationships. Heuristic research involves self-reflection by the researcher on their personal experience with the phenomenon being studied. It allows the researcher to investigate the phenomenon from their internal perspective outward. The study will collect data through interviews and personal documents from the researcher and other participants to understand their lived experiences and recreate their encounters without losing their individual voices. The population includes the researcher, people they had transcendent relationships with as a teacher and learner, and other teachers and learners who responded to an advertisement. Data will primarily be collected through interviews aimed at allowing participants to openly and honestly express their thoughts, feelings, and ideas.

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Julito2 Calipayan
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APPENDIX A

Heuristic Research Methodology and Procedures

Because of the lived connection and experience I have had with the phe-
nomenon of transcendent teacher learner relationships, I chose the heuris-
tic research paradigm. Clark Moustakas, author of Heuristic Research: Design,
Methodology and Applications states, “In heuristic research, the investigator
must have had a direct, personal encounter with the phenomenon being inves-
tigated” (Moustakas, 1990, p. 14). The researcher’s encounter must be vital and
intense because it is that vitality and intensity that creates in the researcher a
passionate drive to know.
Heuristic research “involves self-search, self-dialogue, and self-discovery”
(p. 11). Such an inner experiential process leads to the development of “methods
and procedures for further investigation and analysis …” (p. 9). “Whatever
presents itself in the consciousness of the investigator as perception, sense,
intuition, or knowledge represents an invitation for further elucidation” (p. 10).
“In heuristics, an unshakeable connection exists between what is out there, in
its appearance and reality, and what is within me in reflective thought, feel-
ing and awareness” (p. 12). “One brings one’s own knowledge and experience
into poetical depictions” (p. 14). Heuristic research is appropriate for this study
because heuristics allows one to take one’s own autobiographically derived
question and pursue it from the internal frame of reference outward, always
keeping the internal referential foremost.
The heuristic researcher does not presuppose cause-effect relationships, as
is the case with traditional empirical investigations. Instead, the intent of the
heuristic researcher is to “discover the nature and meaning of the phenomena
itself” (Moustakas, 1990, p. 38). Because the research question focuses on how
individuals encounter transcendent teacher learner relationships, this study
is emic or particularizing in nature, rather than etic, or generalizing in nature
(Denzin, 1989, pp. 20–21). Emic studies seek to study experiences from within,
through the use of personal accounts that capture what a particular moment or
phenomenon means to the experiencer. Each case is viewed as unique, shaped
by the individuals who create it. The individual voice and encounter is not to
be lost in the texts that are reported (Moustakas, 1990, p. 39). The research
effort is designed to recreate the lived encounters of the participants through
complete depictions. Sources for depictions include:
Analogies Journals Artwork

© Hunter O’Hara, 2021 | DOI: 10.1163/9789004445321_019


250 APPENDIX A

Autobiographical logs Metaphor


Case histories Narrative descriptions
Conversations Poems
Correspondence Records
Creative renderings Stories
Dialogues Other personal documents
Diaries Documents
(Moustakas, 1990, pp. 9, 24, 42, 44, 52)

Although co-researchers, or participants, provide the data mentioned above,


the bulk of reporting is provided by the primary research. Heuristic research
methods are open ended and each research process opens in its own way.
“As long as the method is congruent with responsible ethical concerns, any
course that a researcher’s ingenuity is capable of suggesting is an appropriate
method for scientific investigation” (Moustakas, 1990, p. 43). The researcher
feels completely free to choose any method or device which seems likely to
illuminate the phenomenon.

1 The Population

The population for this study is divided into three tiers. Consistent with the
heuristic approach, the first tier includes an investigation of the primary
researcher’s encounters with transcendent teacher learner relationships, both
as teacher and as learner. The second tier, or significant others, includes inter-
views with two teachers and three students with whom I have experienced
and shared transcendent relationships. The third tier, the community of teach-
ers and learners, involve individuals who responded to an advertisement for
participants, and who were chosen on the basis of the selection criteria.

2 Data Collection

The majority of data collected were derived from interviews. In heuris-


tic research, the primary researcher is called upon to create an atmosphere
that will encourage the natural expression or disclosure of thoughts, feelings,
images and ideas. The intent is to allow the co-researcher “to respond com-
fortably, accurately, comprehensively and honestly” (Moustakas, 1990, p. 47).
To accomplish this, Moustakas recommends a conversational or dialogue
approach as being most “consistent with the rhythm and flow of heuristic

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