First-, second- and third-person values-based ethics in educational action research: personal resonance, mutual regard and social responsibility
First-, second- and third-person values-based ethics in educational action research: personal resonance, mutual regard and social responsibility
复制标题
教育行动研究中第一人称、第二人称和第三人称基于价值观的伦理：个人共鸣、相互尊重和社会责任
DOI：
10.1080/09650792.2018.1445539
复制
发表时间：
2019
影响因子：
1.2
通讯作者：
D. Coghlan
中科院分区：
文献类型：
--
作者：
M. Brydon;D. Coghlan
摘要在这篇文章中，我们提出了两个问题。在人类认识的结构中，评价的过程是什么？在教育行动研究的背景下，个人价值如何成为集体价值？对于我们的答案，我们探讨如何第一，第二和第三人称的做法，形成行动研究中基于价值观的伦理学的基础。第一人称行动研究的组成部分涉及一套个人的价值观，通过结构化的道德反思过程通知实践的阐述。第二人称实践建立在这一过程的基础上，以创建一套共享的价值观，并将它们与合作研究过程中的特定点相结合。最后，作为一个第三人称的过程，第一和第二人称的做法相结合，有助于发展一个共同的理解和公众对话的框架，以价值为基础的道德行动研究。
Abstract In this article, we pose two questions. What is the process of valuing in the structure of human knowing? And, how might individual values become collective values in the context of educational action research? For our answer we explore how first-, second- and third-person practices form the foundation in values-based ethics in action research. The first-person action research component involves the articulation of a personal set of values that inform practice through a structured ethical reflection process. Second-person practice builds upon this process to create a shared set of values and to align them to specific points in a collaborative research process. Finally, as a third-person process, the combination of first- and second-person practices contributes a framework for developing a common understanding and public dialogue regarding values-based ethics for action research.