Browsing by Subject "reflection"

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  • Kallio, Galina; Houtbeckers, Eeva (2020)
    We have seen an emergence of transformative food studies as part of sustainability transitions. While some scholars have successfully opened up their experiences of pursuing transformation through scholar-activism, assumptions underlying researchers' choices and how scholars orient to and go about their work often remain implicit. In this article, we bring forth a practice theoretical understanding of knowledge production and advocate that researchers turn to examining their own research practice. We ask how to make our own academic knowledge production/research practice more explicit, and why it is important to do so in the context of transformative food studies. To help scholars to reflect on their own research practice, we mobilize the framework of practical activity (FPA). We draw on our own experiences in academia and use our ethnographic studies on self-reliant food production and procurement to illustrate academic knowledge production. Thus, this article provides conceptual and methodological tools for reflection on academic research practice and knowledge production. We argue that it is important for researchers to turn to and improve their own academic practice because it advances academic knowledge production in the domain of transformative food studies and beyond. While we position ourselves within the qualitative research tradition, we believe that the insights of this article can be applied more broadly in different research fields and across various methodological approaches.
  • Asikainen, Henna; Katajavuori, Nina (2021)
    Background: The decline in the well-being among university students well as increasing dropouts has become a serious issue in universities around the world. Thus, effective ways to support students' well-being and their ability to study are highly needed. Objective: The purpose of this study was to build an intervention course for university students, which promotes both students' well-being as well as their learning and study skills, and to describe the experimental study design that explores the effects of this intervention course. Methods: Research has shown that psychological flexibility has a great effect on the well-being as well as the study skills of students pursuing higher education. The basis of our intervention course was to promote psychological flexibility and students' study skills with the help of peer support and reflection. Results: This course was offered as a voluntary course to all the students at the University of Helsinki twice during the academic year 2020-2021. The first course was from October to December and the second course was from January to March. This course was advertised in fall 2020 through social media and by different student organizations and program leaders at different faculties of the University of Helsinki. As of October 2020, we enrolled 566 students comprising 310 students for the course in fall 2020 and 256 students for the course in spring 2021. Of the 256 students who enrolled in the second course, 170 students voluntarily participated in this study and they answered the questionnaires, including all the measures, simultaneously with the participants in the first group and thus served as the control group. The effect of this course will be measured with multiple data, including questionnaire data, reflective journals, and physiological data of well-being with a longitudinal experimental design. This research very strictly follows the ethical guidelines drawn up by the Finnish National Board on Research Integrity. We expect to publish the results of this study in fall 2021 at the latest. Conclusions: We argue that a web-based, 8-week intervention course, which promotes both student well-being and their study skills, is a good way to support students pursuing higher education, and both aspects should be considered when supporting university students.
  • Anttila, Eeva (2018)
    Research in Dance Education
    This article presents how guided core reflection can be used in tertiary dance education, and how this approach may support the professional development of novice dance teachers. During the final stages of their studies, a three-stage procedure of guided core reflection developed for this study with an emphasis on embodiment was conducted with dance teacher trainees. The first stage was video recording of the dance class taught by the student, the second stage was watching the recorded dance class, followed by a stimulated recall interview and a reflective discussion. The third stage was written reflection. Qualitative content analysis was used for data analysis, and the meaning units were categorized following a framework of six dimensions of embodiment (Svendler Nielsen 2015). The social body and the sensing body were identified as key components of students' reflections suggesting that this three-stage reflection model allows for the embodied nature of dance teachers' professions to be taken into account as part of reflective work. Furthermore, this study illustrates how the reflection process can be used and supported in educating future dance teachers.
  • Tiira, Timo; Janik, Tomasz; Skrzynic, Tymon; Komminaho, Kari; Heinonen, Aku; Veikkolainen, Toni; Väkevä, Sakari; Korja, Annakaisa (2020)
    The Kokkola–Kymi Deep Seismic Sounding profile crosses the Fennoscandian Shield in northwest-southeast (NW–SE) direction from Bothnian belt to Wiborg rapakivi batholith through Central Finland granitoid complex (CFGC). The 490-km refraction seismic line is perpendicular to the orogenic strike in Central Finland and entirely based on data from quarry blasts and road construction sites in years 2012 and 2013. The campaign resulted in 63 usable seismic record sections. The average perpendicular distance between these and the profile was 14 km. Tomographic velocity models were computed with JIVE3D program. The velocity fields of the tomographic models were used as starting points in the ray tracing modelling. Based on collected seismic sections a layer-cake model was prepared with the ray tracing package SEIS83. Along the profile, upper crust has an average thickness of 22 km average, and P-wave velocities (Vp) of 5.9–6.2 km/s near the surface, increasing downward to 6.25–6.40 km/s. The thickness of middle crust is 14 km below CFGC, 20 km in SE and 25 km in NW, but Vp ranges from 6.6 to 6.9 km/s in all parts. Lower crust has Vp values of 7.35–7.4 km/s and lithospheric mantle 8.2–8.25 km/s. Moho depth is 54 km in NW part, 63 km in the middle and 43 km in SW, yet a 55-km long section in the middle does not reveal an obvious Moho reflection. S-wave velocities vary from 3.4 km/s near the surface to 4.85 km/s in upper mantle, consistently with P-wave velocity variations. Results confirm the previously assumed high-velocity lower crust and depression of Moho in central Finland.
  • Muurinen, Heidi; Kääriäinen, Aino (2020)
    How could social workers apply theory in their everyday practice? According to John Dewey, theories are helpful instruments in analysing situations and forming hypotheses which are tested in practical experiments. Inspired by Dewey’s pragmatist philosophy, we designed a “Practice and Theory” pilot intervention group in which social workers were provided external, theory-driven supervision. This research is a three-case study of the pilot intervention group. Based on a thematic analysis of reflective discussions during the last group sessions and follow-up group interviews, we investigate the difficulties the social workers described in applying theoretical knowledge to practice. We explore what consequences they recognized when reflecting on and experimenting with theoretical knowledge. Our study demonstrates that the major barriers were lack of time and access to theories, difficulties in changing one’s own practice and establishing supportive structures, the lack of competence to understand the role theories and having become estranged theories. However, the positive consequences experienced in the three Practice and Theory groups suggest that the pilot intervention could serve as a potential model for integrating theoretical research into practice. The participants considered that reflecting theories enabled new understanding as well as allowed experimenting with new ways of operating. Participating in the group also improved social workers’ argumentation, helping them to recognize their own expertise. It also raised professional self-esteem and enabled self-development. In the group, the dialogical, reflective and experimental inquiry were key to understanding how theoretical knowledge can open new perspectives.
  • Lamblin, Michel Alain (Helsingfors universitet, 2012)
    This thesis aims to defend the use of intuitions and intuition-based philosophy in light of the recent negative conclusions from the field of experimental philosophy. First, an account of intuitions and intuition-based philosophy will be given that is continuous with four questions from past conceptions of intuitions regarding their features and uses. The four questions are drawn from analyses of intuitions in Kant and in Aristotle (Chapter 2). The questions are concerned with whether intuition is best understood as (1) a special faculty, or a product of some faculty or capacity; (2) an immediate and noncognitive episode, or a more mediate and reflected-upon episode of understanding and competence; (3) a particular judgment only, or a generalizable judgment; (4) only correct in light of an appropriate level of expertise, or with a minimal level of competence. Following this, analogies will be made to the sciences and scientific method (Chapter 3), and to linguistic intuitions (Chapter 4), which will bring the four previous questions into contemporary understanding of intuitions and intuition use in standard philosophical methodology. Chapter 3 will focus more on the third and fourth points, while Chapter 4 will focus more on the first and second points. The science analogy will benefit from a more recent account of philosophical intuitions provided by George Bealer (1998), as well as from considerations of reflective equilibrium’s role in the third point, and a discussion on moral and more general expertise in light of the fourth point. Chapter 4 will then focus on a contemporary account of philosophical intuitions by Jaakko Hintikka (1999), drawing on the analogy with linguistics and providing a negative foil from which to argue against. Chapter 4 will also benefit from discussion on experimental psychology’s insights and confusions in their subject of 'intuitional thinking', which will be contrasted with a more philosophical account of intuitions and reflective thinking drawing from Robert Audi (1996). Both chapters 3 and 4 will end with a recapitulation of the two-part features of each of the four questions from Chapter 2 in light of the contemporary discussions and respective analogies. Chapter 5 will introduce thought experiments as one of the best tools of intuition-based philosophy that makes use of a four-model taxonomy from Roy Sorensen (1992). The tripartite movement of experimental philosophy will be then be introduced, with a review of one of the first papers of the movement: Jonathan Weinberg, Shaun Nichols and Stephen Stich’s (2001) 'Normativity and Epistemic Intuitions.' Criticisms and response will follow, based on the preliminary conclusions drawn by the divergences in intuitions across cultural and socio-economic divisions, as well as a criticism of the survey methodology employed by most experimental philosophers. Finally, the expertise defense from the armchairists will be made, in light of question 4 from Chapter 2, that also faces criticisms from the Experimental Restrictivists who attack intuition-based philosophy. With a broadened understanding of the prevalence of intuition in contemporary philosophy as provided in chapters 3 and 4, the attack will be seen as either premature, or as still allowing for progressive philosophical inquiry in the other camps of Experimental Descriptivism and Analysis.
  • Veistilä, Minna (2008)
    In this study I construct, together with mothers with substance abuse, narratives concerning the lives of the mothers and their children as well as the supportive child protection servicies they have received. The study belongs to the field of discussion of the support and care methods for substance-abusing mothers and their children. The purpose of this study is to develope professional methods and practicies for social workers within child protection work. My task is to study, a) what substance-abusing mothers tell me about their and their children´s lives and about the supportive child protection work they have received, and b) how a reseacher and a professional social worker studies these stories while building, together with the mothers, a picture about the child and his/her family as well as the supportive social work needed. The research material consists of thirteen interviews. I interview four mothers who have been clients of a central hospital`s substance abuse clinic during their pregnancy. These mothers have altogether five children under the age of five years. My research method, and also my method of analysis, is narrative reflection. With reflection I mean that as a researcher I place the thoughts and feelings that rise through my professional background into targets of research as well as the mothers´ narratives. We discuss them together in the interviewing situations. Narratives mainly help us in this study to reflect and analyze our discussion and me to report it. The most important result of this study was to make the narratives of these mothers and children visible. Social workers in child protection can through these stories learn a lot about what it is like to be a substance-abusing mother and her child, as well as about how these mothers feel about the support they recieve. This study showed the importance of early assessment of the need for child protection and the importance of developing working methods. The support that these mothers I interviewed got was not based on scientific information about early attachment relations nor the risks and protective factors of these families. Careful planning, long-term social work and the importance of social support were highly rated by these mothers. However, the special services that child protection provided for these families worked, according to this study, very well as social support. This study supports the fact that substance-abusing women and their children must be taken care for together and that the supportive social work must be provided mainly at the early childhood. Narrative reflection and a sensitive way of research showed to be a good choise for this kind of a child protection study. They made it possible to build an ethical, co-working-based study together with these mothers.