The student lifeworld and the meanings of plagiarism
In: Journal of Phenomenological PsychologySearch for other papers by Peter Ashworth in
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Abstract
As plagiarism is a notion specific to a particular culture and epoch, and is also understood in a variety of ways by individuals, particular attention must be paid to the putting of the phenomenological question, What is plagiarism in its appearing? Resolution of this issue leads us to locate students' perceptions and opinions within the lifeworld, and to seek an initially idiographic set of descriptions. Of twelve interview analyses, three are presented. (a) A student who took an especially anxious line, his morality having to do with the fear of being shamed were he to be accused of plagiarism in his work. (b) A student who saw academic development as the movement from dependence on respected authors such that the novice's work is near plagiaristic, to autonomy and self-assured originality. (c) A student whose degree involved painting and art history—disciplines with very distinct understandings of plagiarism. To combat plagiarism, then, one must not assume that students have a prior grasp of the unequivocal meaning of the notion, but must accept that a process of acculturation is required.
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| All Time | Past 365 days | Past 30 Days | |
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The student lifeworld and the meanings of plagiarism
In: Journal of Phenomenological PsychologySearch for other papers by Peter Ashworth in
Current site
Google Scholar
PubMed
Search for other papers by Madeleine Freewood in
Current site
Google Scholar
PubMed
Search for other papers by Ranald MacDonald in
Current site
Google Scholar
PubMed
Abstract
As plagiarism is a notion specific to a particular culture and epoch, and is also understood in a variety of ways by individuals, particular attention must be paid to the putting of the phenomenological question, What is plagiarism in its appearing? Resolution of this issue leads us to locate students' perceptions and opinions within the lifeworld, and to seek an initially idiographic set of descriptions. Of twelve interview analyses, three are presented. (a) A student who took an especially anxious line, his morality having to do with the fear of being shamed were he to be accused of plagiarism in his work. (b) A student who saw academic development as the movement from dependence on respected authors such that the novice's work is near plagiaristic, to autonomy and self-assured originality. (c) A student whose degree involved painting and art history—disciplines with very distinct understandings of plagiarism. To combat plagiarism, then, one must not assume that students have a prior grasp of the unequivocal meaning of the notion, but must accept that a process of acculturation is required.
| All Time | Past 365 days | Past 30 Days | |
|---|---|---|---|
| Abstract Views | 2657 | 515 | 52 |
| Full Text Views | 298 | 6 | 0 |
| PDF Views & Downloads | 218 | 15 | 0 |
