theory 
(
800) Narrative is a fundamental means through which people live their lives
(
781) Communication codes are learnt and culturally defined
(
747) Law as a discourse framed by the world that it inhabits and creates
(
721) Images do not embody information about their use
(
690) The Reflective Practitioner: Choreography As Research In An Intercultural Context
(
687) Frayling: into, through and for art and design
(
641) Inside Out - Issues of interpretation in virtual heritage
(
640) Barthes: Death of the Author
(
617) Reflexive Modernisation: knowledgeable subjects able to reflect on their social conditions
(
587) Spectacle as Show - not an inferior part of tradegy
(
580) changing our footing in talk
(
579) Ernest Boyers: Priorities of the Professoriate
(
576) bystandering as a footing position
(
573) Thick Conceptions of Practice: cognitive skills that give rise to contextualised beliefs
(
560) topography of action: to rise above or drop below a field of experience
(
539) ICT-Based Learning Environments: transmission or active exploration?
(
536) discussion about culture anticipates and disseminates culture
(532) Types of Research in the Creative Arts and Design
http://folksonomy.org.uk/?s=532
Utterance:
scholarly research - creates and sustains the intellectual infrastructure within which pure, developmental and applied research can be conducted. it aims to map the fields in which issues, problems, or questions are located (what is known or understood in the general area of the proposed research already, and how addressing or answering the issues, problems or questions specified will enhance the generally-available knowledge, and, understanding of the area in question). it documents/compiles the knowledge, resources, methods, tools and models evolved through pure, developmental and applied research along with the subsequent results. pure research - asks fundamental questions in the field and explores hypotheses experimentally. it searches for pure knowledge that may uncover issues, theories, laws or metaphors that may help explain why things operate as they do, why they are as they are, or, why they appear to look the ways they do. it generates significant new facts, general theories or reflective models where immediate practical application or long-term economic, social or cultural benefits are not a direct objective. the results may be unexpected and yield original theories, discoveries or models that are unrelated to the disciplines in which the research has been conducted - they may be applied in another research context. developmental research - serves two purposes (a) it identifies the limitations of existing knowledge as evolved through pure research by creating alternative models, experiences and/or thought-systems so to generate useful metaphors for organising insight and expanding/reframing the base of existing knowledge (b) it harnesses, tests and reworks existing knowledge so to evolve special methods, tools and resources in preparation for the solving of specific problems, in specific contexts, through applied research. applied research - involves a process of systematic investigation within a specific context in order to solve an identified problem in that context. it aims to create new or improved systems (of thought or production), artefacts, products, processes, materials, devices, or services for long-term economic, social and/or cultural benefit. it is informed by the intellectual infrastructure of scholarly research in the field; it applies and/or transfers enhanced knowledge, methods, tools and resources from pure and developmental research; it also contributes to scholarship in the field through systematic dissemination of the results. the outcomes cannot usually be directly applied to other contexts because of the specificity of the situation in which the research has been applied although the methods/tools evolved are often transferable.
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©B Brown, P Gough, J Roddis (March 2004)
(
527) Bernstein: Horizontal Discourse and Vertical Discourses
(
521) Design scholarship as an alternative form of research grounded in practice
(
510) Self-Reflexivity: the natural sciences versus the human sciences
(
495) A Depiction Of The Process Of Picture Making: Emergence Of A Meta-Subject
(
481) Clive Wearing: procedural and declarative memories
(
477) Constructivism and Online Education
(
459) coalescing in the act of interpretation
(
449) Wittgenstein's picture theory of meaning
(
448) Differ
ance: formation of form
(
447) Interaction Design: university & applied research centres
(
426) Gestell: enframing and converting everything encountered
(
413) Empiricism: failing to secure contingency
(
406) post-traditional order contesting the hierarchy of legitimacy
(
397) Reflexive Modernisation: Beyond Modernism & Postmodernism
(
360) the mirror is both a utopia and a heterotopia
(
344) Francis Bacon: misconceptions in the discovery of causes
(
322) Sapir-Whorf Hypothesis
(
205) Donald Schön: The Reflective Practitioner Model
(
195) archaeology-poem: multiple registers
(
203) Julia Kristeva: The Abject
(
193) Defamiliarization and Making Strange
(
191) suture: revelation of constructed nature
(
178) insurrection of subjugated knowledges
(
168) Donna Haraway: situated knowledges
(
161) Historical Revisionism
(
146) every utterance generates a response
(
149) freemason: secular architect shaping the world
(
150) freemason: utopic representations of an orderly society
(
151) freemason: Solomon's Temple - classical order
(
154) heteroglossia: multilanguagedness
(
131) contingent product of contingently existing forces
(
92) authenticity: authority of the object
(
80) tends to perfection: nature
(
63) information is a commodity and is properly controlled by market forces?
(
61) Diachronic and synchronic
(
3) Walter Benjamin: das passagen-werk / the arcades project
(
38) Michel Foucault: Heterotopia
(
40) Kevin Hetherington: Heterotopia & Social Ordering
(
44) Henri Bergson: Tendencies and Composites
(
45) readerly texts and writerly texts
(
48) Deleuzian Memory of Sans Soleil
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