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Science education, integral inquiry, transformation and possibility

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Abstract

This paper is written in response to Nancy Davis’s article Integral Methodological Pluralism in Science Education Research: Valuing Multiple Perspectives. I use Integral Theory as a framing for this response to explore how it might offer different perspectives and ways of inquiring into Nancy’s paper. This process highlights the notion of integral inquiry as a potential for personal transformation. I give an autobiographical account of my own experience in utilising Integral Theory as part of my PhD and its impact on my own becoming. For another perspective I interview Nancy to draw out deeper shared meanings.

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Authors and Affiliations

  1. Faculty of Education, University of Tasmania, Hobart, TAS, Australia

    Sue Stack

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  1. Sue Stack
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Correspondence to Sue Stack.

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Lead editor: P.C. Taylor.

This paper responds to issues raised in N. Davis and L. Callihan’s (2013) paper “Integral methodological pluralism in science education research: valuing multiple perspectives”, doi:10.1007/s11422-012-9480-5.

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Stack, S. Science education, integral inquiry, transformation and possibility. Cult Stud of Sci Educ 8, 521–527 (2013). https://doi.org/10.1007/s11422-013-9525-4

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  • DOI: https://doi.org/10.1007/s11422-013-9525-4

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