ERIC Number: ED472075
Record Type: Non-Journal
Publication Date: 2002-May
Reflective Synergy: A Research Model for Collaborative Inquiry.
Mealman, Craig A.; Lawrence, Randee Lipson
A theoretical model for collaborative inquiry as a research methodology in adult education has been proposed. The model, which likens collaborative inquiry to the process of organic gardening, depicts a sphere in motion where the cycles of collaborative inquiry revolve in continuous motion. In the center of the sphere is a collaborative self that is the voice of collaborative partnership. Collaborative knowledge flows through the sphere as it is created in every phase of the inquiry. Caretaking appears around the perimeter inasmuch as it occurs throughout each part of the cycle. Collaborative inquiry is shown to be cyclical and relational in nature. The specific components of the model are as follows: (1) planting seeds (demonstrating sense commitment of and passion for the research; (2) tending to the crops during the growing season (engaging in dialogue, reflection, and artistic expression); and (3) harvesting the crop (gaining "collaborative knowledge"). "Collaborative knowledge" is the term coined to describe the entity that emerges from the relationship between co-researchers. It contains the following components: (1) elements of the researchers' individual selves; (2) knowledge that is shared or held in common; and (3) new knowledge that is created through collaboration. (12 references) (MN)
Descriptors: Adult Education, Adult Learning, Collegiality, Cooperation, Definitions, Educational Research, Models, Partnerships in Education, Phenomenology, Research Methodology, Systems Approach, Teamwork
Adult and Community College Education, Box 7801, North Carolina State University, Raleigh, NC 27695-7801 ($30). For full text: http://www.ncsu.edu/ced/acce/aerc/start.pdf.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A