A retrospective/prospective arts based educational research study of i believe: a modern oratorio for empathic learning

Simple item page
dc.contributor.authorZalis, Zane
dc.contributor.examiningcommitteeSerebrin, Wayne (Curriculum, Teaching, and Learning) Senehi, Jessica (Peace and Conflict Studies)en_US
dc.contributor.supervisorMorin, Francince (Curriculum, Teaching, and Learning)en_US
dc.date.accessioned2015-09-14T19:15:01Z
dc.date.available2015-09-14T19:15:01Z
dc.date.issued2015
dc.degree.disciplineCurriculum, Teaching and Learningen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstractThis study examines knowing and knowledge at the intersection of feeling and reason. As an instance of arts based educational research (ABER) through the composition of words and music, a modern oratorio—i believe—was created about the Holocaust and the attendant issues of human rights and social justice. Data gathered through field work, interviews, and extensive reading was transformed into an artistic representation that placed music performers and percipients at the confluence of objective and subjective meaning while addressing oppositional themes that pervasively inhabit humanness, for example, faith/disbelief, emotion/reason, freedom/slavery, or dignity/disdain. The researcher draws upon transformative education, critical pedagogy, and systems theory as the core frameworks and foundations for empathic learning and ABER. Synthesizing creative inquiry with knowledge building and situating ABER as the central approaches to research are the constituent processes of i believe. A growing body of literature is reviewed that re-examines the relationship of conscious/unconscious and feeling/reasoning concerning knowledge, knowing, and decision making. As a result, the primacy of conscious thought is rightfully disputed, as is the reductionism of scientific knowing. The researcher concludes that developing sustainable peace among 21st century communities confronted with challenges of identity, moral development, respect, violence, and/or radicalization requires school experiences that result in empathic knowledge building, in addition to the acquisition of objective information for students. Education, ABER, and creative works such as i believe can make compelling contributions in this regard.en_US
dc.description.noteOctober 2015en_US
dc.identifier.urihttp://hdl.handle.net/1993/30798
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectABERen_US
dc.subjectArts based educational researchen_US
dc.subjectKnowledge/knowingen_US
dc.subjectEmpathyen_US
dc.subjectEmpathic learningen_US
dc.subjectMusicen_US
dc.subjectMusic compositionen_US
dc.subjectLyrics/wordsen_US
dc.subjectCritical thinkingen_US
dc.subjectCritical pedagogyen_US
dc.subjectTransformative learningen_US
dc.subjectEmotion/feelingen_US
dc.subjectReason/cognitionen_US
dc.subjectArts/scienceen_US
dc.subjectMoralityen_US
dc.subjectSocial Justiceen_US
dc.subjectCurriculum developmenten_US
dc.subjectCreativityen_US
dc.subjectChoiren_US
dc.subjectOrchestral musicen_US
dc.subjectHuman rightsen_US
dc.subjectDecision makingen_US
dc.subjectRationalityen_US
dc.subjectHumanityen_US
dc.subjectConscious/unconsciousen_US
dc.subjectHolocausten_US
dc.subjectSubjectivity/objectivityen_US
dc.titleA retrospective/prospective arts based educational research study of i believe: a modern oratorio for empathic learningen_US
dc.typemaster thesisen_US
local.subject.manitobayesen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
zalis_zane.pdf
Size:
1.43 MB
Format:
Adobe Portable Document Format
Description:
An examination of learning at the nexus of feeling and reason through the composition/performance of an original oratorio (i believe) that tells a Holocaust story
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
2.25 KB
Format:
Item-specific license agreed to upon submission
Description:
Download
Collections
FGS - Electronic Theses and Practica
Manitoba Heritage Theses