). 1 By the mid-1970s, he had perfected this style to a high level of methodological sophistication. Our aim here is to present and critically discuss that last version of his style of comparative research. Based on a chronological reading, we systematically review its various elements. This is not a
Since its beginning in the late 19th century, literary education has lacked theories that systematize teaching and methodologies that validate practice. Consequently, much work in the area has relied on argument rather than on real data. What is needed in literary education are ways in which scholars develop descriptions of methods that will help them arrive at evidence-based conclusions. However, this is easier said than done. Trying to cope with the problems of dealing with hypotheses, statistics and numbers in general, Humanities students tend to see the experience as both frightening and fascinating. In order to find out the difficulties students of literature encounter when learning to do empirical research, a questionnaire was distributed to 14 participants from different countries who attended the IGEL2 Summer Institute in 2004. Participants were asked how they became interested in empirical studies, what their literary biography was, what they considered the main problems of empirical work to be, and how they thought it related to literary education. Respondents agreed that there is a need to teach students how to deal with real, palpable knowledge by means of well-structured and objective data. This article presents the main problems participants raised in empirical work.
© Koninklijke Brill NV, Leiden, 2007 DOI: 10.1163/157006607X184825 www.brill.nl/jra Ecué ’s Atlantic: An Essay in Methodology Stephan Palmié University of Chicago, Department of Anthropology, 1126 E 59th Street, Chicago, IL 60637, USA email@example.com Abstract Arguing from an exposition of
Edited by Elke van Steendam, Marion Tillema, Gert Rijlaarsdam and Huub van den Bergh
Essaying the Study of Religion
Russell T. McCutcheon
Edited by Lene Kühle, Jørn Borup and William Hoverd
Edited by Stephen M. Ritchie and Kenneth Tobin
The book contains a wealth of cutting edge methodologies and methods that will be useful to researchers and the issues addressed are central to teaching and learning in a global context. A unifying methodology is the use of classroom events as the unit for analysis in research that connects to the interests of teacher educators, teachers, and researchers who can adapt what we have done and learned, and apply it in their local contexts. Event-oriented inquiry highlights the transformative potential of research and provides catchy narratives and contextually rich events that have salience to the everyday practices of teachers, teacher educators, and researchers. Methods used in the research include emotion diaries in which students keep a log of their emotions, clickers to measure in-the-moment emotional climate, and uses of cogenerative dialogue, which caters to diverse voices of students and teachers.
Philip L. Tite
CATEGORICAL DESIGNATIONS AND METHODOLOGICAL REDUCTIONISM: GNOSTICISM AS CASE STUDY1 PHILIP L. TITE Debate continues between reductionists and non-reductionists over sui generis discourse within the academic study of religion. In this article, Gnosticism is explored as a case study for applying
Ingrid Smithey Fulmer and Bruce Barry
International Negotiation 9: 485–502, 2004. © 2004 Koninklijke Brill NV. Printed in the Netherlands. Methodological Challenges in the Study of Negotiator Affect BRUCE BARRY* Owen Graduate School of Management, Vanderbilt University, Nashville, TN 37203 USA E-mail: bruce
Vorarbeiten für eine bildwissenschaftliche Ägyptologie
Bilderwelten combines the analysis of Egyptian images from the 6th to the 18th Dynasty with methodological reflection. This leads to both a new terminology of style as well as to an alternative approach to Egyptian images. By differentiating systematically between Egyptian images and Egyptological art, this book lays the foundation for an Egyptology that follows the path of Visual Studies instead of adhering to questionable art-historical methods.