What is "THE Truth? part 2

This semester, I once again realized the difficulty of integrating my Christian perspective and secular worldview. Especially shocking was that there were various perspectives on and interpretations of “truth.” Different “truth” translates into different foundation and starting point. There was stark contrast in foundation and essence between Christian perspective, which states that truth must be affirmed and discovered, and secular worldview, which states that truth cannot be affirmed therefore created. Of course, mathematic formulas and scientific theories may be able to create “truth” and prove its validity. Such truth, however, ultimately fails to appeal to all people and is subject to change. For this reason, I cannot call this “truth” a “truth” but an “agreement.” My idea of truth is immutable, the absolute standard of all things, and preexisting. It is “the truth.”

In conclusion, the integration of Christian perspective and secular worldview is impossible without inserting “faith” (acceptance against uncertainty) into it because Christianity and the secular world have entirely different perspective in essence and starting points. My concern with regards to this aspect is whether to use qualitative methodology exclusively to integrate Christian perspective and a secular worldview. The premises of qualitative methodology, which affirm mutability and relativity of truth, will beg more questions and eventually come to the conclusion that truth is in the “making.” Perhaps my goal as a doctoral student is to delve into this matter further and devise appropriate research.

What is "THE" Truth?

July 11, 09

Faith reflection:

Q1: How can Christian educators teach from the biblical perspective?

Q2: How can they differentiate educational truths from secular truths and teach them accordingly from the biblical perspective?

A few weeks ago, I had a chance to read Parker Palmer’s book (1998), The courage to reach: Exploring the inner landscape of a teacher’s life. In the light of my Christian educator background I accept most of what Palmer lays out in his book. However, his definition of truth is quite questionable. Palmer (1998) maintains that “…The less we talk about truth, the more likely that our knowing, teaching, and learning will be dominated by a traditional- and mythical-model of truth, the objectivist model so deeply embedded in our collective unconscious that to ignore it is to give it power” (p. 102). From the Christian perspective, what Palmer describes as truth by the special religious groups is mythical objectivism. He argues that such views act as a hindrance to embracing diversity, ambiguity, creativity, conflicts, honesty, and humility (pp. 97-111). In that light, Palmer believed that a subject in education has the potential to carry the truth (pp. 105-107). From the postmodernist perspective, what Palmer suggests and emphasizes in regards to the definition of truth can be understood by many educators and be applicable in their teaching and education related endeavors. Yet from a different light what Palmer suggested could be different from what the Christian view implies. Thus, my primary research interest lies in taking the views of many educators such as Palmer on educational truths and looking at them from the Christian perspective. How can what they claim to be true be made applicable to what Christian educators try to do in faith-based education? For me, the biggest challenge lies there.

 

Golden-Biddle and Locke (2007)- Ch. 1

Golden-Biddle and Locke (2007) discussed in this book research composition worthy of publication. The authors in chapter 1 mentioned “the style and practice of our academic writing.” Emphasizing the role of researchers as “writers, ” the authors pointed out the significance of reflecting upon the following questions “what do we write?” “For whom do we write?” “Under what terms will our writing be granted a disciplinary audience?” in academic writings.

Also, the authors emphasize that our research articles provide coherent stories that point to particular theoretical contribution. The knowledge in the article should be seen as true and significant by small and big groups of reviewers representing communities. And the authors finally maintain that the writing task involves four components: 1. Acidulating theoretically relevant insights gained from research and study 2. Identifying and shaping a contribution site 3. Authoritatively arguing the uniqueness and value of the literature’s limitations, 4. Characterizing academic storytellers.

Cresswell Ch. 11

Creswell (2007) shows in chapter 11 the model of analysis and the application methods in qualitative research methodologies using a narrative study, a phenomenology, a grounded theory, and an ethnography from the gunman case study.

What was most fascinating about the case study was the application of “phenomenology.” The author stressed the concept of psychological phenomenology in analysis. In the study entitled “The meaning of fear for students caught in a near tragedy on campus,” Creswell provided a brilliant example of phenomenology research using the following questions: “What fear did the students experiences, and how did they experience it?” “What meanings did they ascribe to this experience?” 10 students were interviewed to obtain responses to these questions. Then the procedures of phenomenology research, based on the analysis model of Moustakas (1994), on the contents of the interviews were demonstrated

Since January of 2009, I have undertaken extensive theoretical studies and interviews on phenomenology research and their analyses for qualitative research project. Through this experience, I as a researcher learned that phenomenology research sheds light on people’s various understandings, interpretations, and experiences of a single incident. It can be said that the perspective of the individual experiencing phenomena is the key to determining his or her understanding and interpretation. For that reason, I believe psychological phenomenology is an important analysis method of phenomenology research.

Creswell Ch. 10 (Standards of Validation and Evaluation)

In Chapter 10, Creswell (2007) mainly discussed validation, reliability, and standards of quality in qualitative research. He described various perspectives, the terms used by researchers, and many perspectives on validation.

According to Creswell (2007), he considered “validation” in qualitative research to assess the “accuracy” of the findings, as best described by the researcher and the participants. This view also suggests that any report of research is a representation by the author” (pp. 206-207). It is important to remember that Creswell maintained “validation as a distinct strength of qualitative research in that the account made through extensive time spent in the field, the detailed thick description, and the closeness of the researcher to the participants in the study all add to the value or accuracy of the study” (p. 207). Creswell noted several validation strategies, which are useful for researchers for the accuracy of their research (p. 207).

Also, Creswell dealt with “reliability” which often “refers to the stability of responses to multiple coders of date sets” (p. 210). According to him, reliability is often used in qualitative health science research. Lastly, Creswell described standards of quality that these criteria are cased on various perspectives, such as procedural, postmodern, and interpretive (pp. 210-213).

Generally, I appreciate Creswell’s research that I could know what qualitative research is more. Still, it seems like I am in process to build up the qualitative research skills and knowledge. Of course, I consider myself as a qualitative research novice in this field. One of the important things I have found is that I am very interested in “Case Study”, “Ground Theory”, and “Phenomenology” qualitative research methodologies that I might use for my dissertation. I hope this lesson will equip and make me as a professional qualitative researcher who is able to understand “validation”, “reliability”, and “standards of quality” in qualitative research.

 

My Freshman (Ch. 7 & Afterword)

Chapter 7: Lessons from my year as a freshman & Afterword

In chapter 7, Small (1997) mentioned the lessons she had learned as a freshman. Also included were needs and suggested improvements from the perspectives of students, teachers, and school. In afterword, she assured the readers of the ethical validity of her research citing the ethical standards of ethnographic methodology. For example, she stated that all interviewees had been explained the purpose of the interviews and that permission had been obtained from them.

I still do not understand the author’s reason for inserting chapter 7 and afterword. This may have to do with possible issues arising from the use of ethics in research. In other words, she had foreknowledge of ethical invalidity concerning her conducting ethnography research as an “undercover” agent. For this reason, I believe that chapter 7 and afterword are the pleas of the author. It is unacceptable that Small attempts to influence the readers in the closing of the book by defending her misuse of research ethics.

The author’s compassion for students as evident in her effort to understand their needs is noteworthy (p. 135). Also, her wholehearted expectation for the educational growth of students through learning from proper class attendance serves personally as a helpful reminder (p.145).

Regardless of other valid aspects of the research, it is clear that Small’s duplicity caused emotional scars to the freshmen students, whose transparent honesty she took advantage of (p. 161). In addition, it left a flaw in research ethics.

 

 

Faith Reflection: The True Light

April 12, 09

Faith Reflection:

“The true light that gives light to every man was coming into the world” (John 1:9, NIV).

Faith Reflection:

As I celebrated Easter, I reflected upon the purpose of Christ’s incarnation, His words and deeds. Of all the Biblical titles given Jesus Christ such as Savior, Shepherd, Bridegroom etc., I favor “light.” Those whom Jesus met saw the light of hope. The Bible illustrates the following: those whom Jesus met saw the light of hope; where there had been power of darkness was illuminated with the ray of Christ and was filled with hope; despondency changed into hope. I believe that the word of God works the same even to this day.

As I am pursuing the doctoral program in Higher Education, I find myself living with a constant reminder to develop “Critical Views.” As much as it is a perspective absolutely necessary in academics, I sometimes come away with the frightening feeling that it enables me to see negativity rather than positivity, despondency rather than hope, and weaknesses rather than strengths.

A little while ago, North Korea launched missiles and announced the appointment of the successor to Kim, Jong Il is under way. In spite of the international outcry over the recent events, the subjects of the North Korea are thanking and praising Kim. It is said that US $1 a day can save many people in Africa from famine. Ironically, the undergraduate tuition at my school costs 40,000 times as much. For whom is this education?

The purpose of my study is to use my doctoral degree as a mere tool to effectively transmit the gospel of Christ. I reaffirm my ultimate objective of becoming the “light” of the world, as Christ has shown, by making proper use of knowledge, experience, human relations, and training I will have gained through my study.