Courting the shadow: A heuristic study of valuable learning.

Abstract

The researcher's experience with heuristic methodology application is critiqued and the study's findings are related to pertinent literature. Finally, implications and recommendations for educators and educational reformers are presented as suggested by this research.

Emergent themes resulting from this study are explicated. In descriptions of valued learning, student experiences signified the importance of personal worth, purpose, family relationships, community relationships, emotion and personal transcendence. Teachers were in agreement with student observations but additionally described the value of ethical caring, process development, and commitment.

This study is a qualitative investigation of learning from a learner's perspective. Heuristic research methodology was employed to isolate and describe the qualities of lessons deemed most important for personal development. Data collection utilized the researcher's observations and field notes combined with interviews of educators and students. Data collection and analysis were guided by the researcher's tacit knowledge. Descriptions of learning experiences were produced using the reflective guidelines associated with heuristic research: initial engagement, immersion, incubation, illumination, explication, and creative synthesis.