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dc.contributor.supervisor Morin, Francince (Curriculum, Teaching, and Learning) en_US
dc.contributor.author Zalis, Zane
dc.date.accessioned 2015-09-14T19:15:01Z
dc.date.available 2015-09-14T19:15:01Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/1993/30798
dc.description.abstract This 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.rights info:eu-repo/semantics/openAccess
dc.subject ABER en_US
dc.subject Arts based educational research en_US
dc.subject Knowledge/knowing en_US
dc.subject Empathy en_US
dc.subject Empathic learning en_US
dc.subject Music en_US
dc.subject Music composition en_US
dc.subject Lyrics/words en_US
dc.subject Critical thinking en_US
dc.subject Critical pedagogy en_US
dc.subject Transformative learning en_US
dc.subject Emotion/feeling en_US
dc.subject Reason/cognition en_US
dc.subject Arts/science en_US
dc.subject Morality en_US
dc.subject Social Justice en_US
dc.subject Curriculum development en_US
dc.subject Creativity en_US
dc.subject Choir en_US
dc.subject Orchestral music en_US
dc.subject Human rights en_US
dc.subject Decision making en_US
dc.subject Rationality en_US
dc.subject Humanity en_US
dc.subject Conscious/unconscious en_US
dc.subject Holocaust en_US
dc.subject Subjectivity/objectivity en_US
dc.title A retrospective/prospective arts based educational research study of i believe: a modern oratorio for empathic learning en_US
dc.type info:eu-repo/semantics/masterThesis
dc.degree.discipline Curriculum, Teaching and Learning en_US
dc.contributor.examiningcommittee Serebrin, Wayne (Curriculum, Teaching, and Learning) Senehi, Jessica (Peace and Conflict Studies) en_US
dc.degree.level Master of Education (M.Ed.) en_US
dc.description.note October 2015 en_US


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