For Those Who Teach Creative Writing [Symposium Study I Part VI]
  Dan Lukiv

In my 2002 MEd research (2002a or 2003a), I explored what events in elementary and high school had encouraged one person to become a poet. I called him Arthur, to protect his anonymity, and this established Canadian poet provided, through hermeneutic phenomenological interviews, eight essential themes. A rigorous process of participant review, bracketing in bias, and peer debriefing helped keep interviews and analysis and interpretation of interviews as bias free as possible. So did field notes, a field journal, contact summaries, memos, and a process phenomenological researcher Max van Manen calls free imaginative variation. So did what he calls hermeneutic objectivity and subjectivity.

As an independent researcher, I repeated the study in mid 2003, but with another participant. To protect his anonymity, I called him Thomas. He, too, is an established Canadian poet, and he, too, provided themes. Although seven themes emerged, only one, at the end of the hermeneutic phenomenological process, stood as essential.    full text >>>

Review of Accounting Ethics
  Ellen L. Landgraf

Enron, Tyco, WorldCom and other accounting scandals produced a myriad of books and popular press articles on accounting and business ethics. This article is a critical review of one such publication, Accounting Ethics (Ronald F. Duska and Brenda Shay Duska. Blackwell Publishers, Foundations of Business Ethics Series, 2003). The academic community (even prior to recent scandals) continually strives to incorporate an ethical dimension into their respective curriculum. One way of accomplishing this is to be aware of recent publications in the field of ethics. This review is augmented by the author's personal experience in the practice, research, and teaching of accounting (and ethics).   full text >>>

Rituals to Block the Reform of Education
  Joseph Agassi

New York University Professor Jerome S. Bruner, an eminent and influential educationist, is the author of numerous papers published in professional journals as well as of several highly successful books. Bruner's slim book titled The Process of Education is a most significant work. At the time of its publication (1960), Bruner was a professor of psychology at Harvard University, where he ran the Center for Cognitive Studies. It is an acclaimed classic and was translated into several languages within a few years of its original publication. Though published in 1960, The Process of Education is still very prestigious and influential (see, for example, The Encyclopedia of Informal Education found at http://www.infed.org/thinkers/bruner.htm).

The Process of Education was the outcome of the historic Woods Hall Conference of 1959 where ideas were chewed by the cleverest activists Bruner could invite in hopes of planning education anew. The conference, headed by Bruner, consisted of thirty-five participants who served as distinguished representatives of lustrous new educational experiments. These representatives included two historians as well as scientists, scholars, and educationists, under the distinguished auspices of the U.S. National Academy of Science. Some of the conference participants greatly assisted Bruner in developing this book through their "on the spot" deliberations. The results of these deliberations were summed up in various reports, selections of which are incorporated in The Process of Education.    full text >>>