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ERIC Number: ED355866
Record Type: RIE
Publication Date: 1992-Nov
Pages: 29
Abstractor: N/A
Mapping the Space of Ideas in Comparative Education Discourse.
Paulston, Rolland G.; Liebman, Martin
This essay demonstrates how the creation of cognitive maps by academics, as well as those individuals and social groups who want their "mininarratives" included in social discourses, will move social research away from modernist and positivist failings, and open a dialogue among diverse social players. Cognitive maps are visual imageries depicting in two dimensions the researcher's perceived application, allocation, or appropriation of social space by social groups at a given time and in a given place. These demonstrate the attributes and capacity as well as the development and discernment of cultures and people operating within a social milieu. The cognitive map can provide an effective method for visually demonstrating the sensitivity of postmodern influences for opening social dialogue to those who are disenfranchised by modernist conventions. In addition the map provides the mapper access to understanding and gives all persons the opportunity to enter a dialogue to show where they are in society. The cognitive map reveals the known and perceived social inclusions while leaving space for further inclusions of social ideas. Finally, maps offer comparative researchers an opportunity to situate optimistically the world of ideas in a postmodern panorama, disallowing the promotion of an orthodoxy. Three sample maps are included. (Contains 17 references.) (Author/JB)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A