Theory of Cooperate Inquiry - Essay Example

01 July 2008 Cooperate Inquiry The theory of cooperative inquiry was developed and introduced by John Heron in 1971. Peter re4ason expended this theory and added new factors related to the action research. Reasons' Reaon's ideas and insights lead to the development of the theoretical constructs which, in turn, can be used to interpret the data. Inspired by sociological field research, action research has developed using similar methods. Action research therefore has a rich tradition of research writing to draw upon (Carr and Kemmis 32). The method proposed by P. Reason consists of four main stages: (1) the first reflection phase, (2) the first action phase, (3) the second reflection phase (4) the second action phase (Reason and Bradbury 22). The total idea of cooperation inquiry is that research is made with people in contrast to traditional methods based on actions research made on people. The first step is in a research process is to find and formulate a feasible starting point. The main questions of the research are: What issue in practical experience is worth studying over a period of time Does it fit capabilities and do researchers have the resources Is there a fair chance researchers can get somewhere if they research this issue These are questions researchers needs to ask when beginning research. Cooperative inquiry begins with reflection upon such discrepancies and tries to save them from being forgotten in the maze of everyday work (Harwood 72). They become the focus for further development of the research process and for the generation of knowledge about that process. Such discrepancies need not always be negative and problematic for the researchers. Action research can also focus on trying out good ideas for improvements or on the further development of one's own strengths (Schon 43). Second step - action phase - is aimed to tests proposed actions and record expected outcomes. One possible way of testing our knowledge of a situation researchers want to improve and develop is to obtain additional information-perhaps by carrying out an observation or by interviewing other people involved. The whole inventory of data collection methods can be used for this purpose (Schratz and Walker 92). As researchers have seen, other people's views can provide starting points for our own reflection, helping to actuate tacit knowledge or to stimulate researchers to collect additional information. It is important to remain clear that such explanations are hypothetical, providing stimuli for research and development rather than replacing them. By introducing changes, trying out new actions, and observing their results, our view of the situation in which we find ourselves is often deepened. Researchers need to find a pattern in the complexities of the situation identified as the starting point for research. First, researchers try to identify the most important individual elements of the situation, to distinguish them from less important elements, and describe them as vividly as possible. The main questions at this stage are: What is happening in this situation Which events, actions and features of the situation are important Which people are involved, and in what kind of activities (Smart 82). Phase three is a second action phase. When researchers formulate important individual elements of the practical theory, they should not restrict themselves to what happened, but also take account of the context. Cooperative inquiry does not take place in a laboratory in which the researcher controls most of the context. Their own actions are embedded in a framework of other people's interests and actions. Their research and development activities in turn have consequences for others. This stage usually involves people outside the group and the research (Reason. 2008). The aim of this stage is to generate new ideas and new experiences. The main questions at this stage are: Which other people are affected by my research and development activities Who do I need to consult to ensure that I have freedom to act with the greatest possibility of success Which features of the institution in which I work are likely to have an influence on the question I want to investigate What are the broad social and political determinants that I need to take into account in relation to my question (Kemmis and McTaggart 132). Such questions lead step by step to the second area that needs to be addressed in clarifying the situation: we are interested not only in single features of the situation but also in the connections between them (Cooper and Burrell 182). Social workers need to engage in analysis (identifying the constituent parts), and also in synthesis (drawing threads together). The point is that Social workers need to become aware of tacit theories which make connections between individual elements, and of how they influence their interpretation of the situation (Winter 89). The phase four- a second reflection phase - involves reflection of researchers on their own experiences and data collected. A system is a network of mutual relationships (expectations, kinds of behavior, perceptions) in which the social workers are caught up. It is easier to understand if Social workers imagine the network consisting of threads which are alive. A particular action of a person, or of the social worker, is affected by all the threads of the network as well as influencing them. But there is limited room for each thread to move if the network is not to be destroyed (Kemmis and Wilkinson 52; Giddens 63). There are longer and shorter threads, and there are knots in the network. These are the points at which threads intersect. Therefore, an occurrence in the classroom originates from the whole network, even if some parts of the network play a more important role than others. On this basis, social workers decided on an action strategy to improve group collaboration: to introduce 'collaboration' as the topic for a discussion (McTaggart 44). In sum, cooperative inquiry opens new opportunities and possibilities for social workers to study and investigate social processes and apply them to real life situations. It became clear that one group which was using the democratic principle and allowing the wishes of the majority to override the others was experiencing a lot of tensions. From the success or failure (most often a mixture of the two) of carefully planned action strategies, social workers can evaluate aspects of practical theory, and find out ways in which it needs to be developed, modified or radically revised. Cooperative inquiry is characterized by a close interrelationship of action and reflection. Work Cited 1. Carr, W. and Kemmis, S. Becoming Critical: Knowing Through Action Research. 2nd edn. Deakin University Press, Geelong, 1986. 2. Cooper, R. and Burrell, G. Modernism, postmodernism and organisational analysis: an introduction. Organisation Studies 9 (1988), 91-112. 3. Giddens, A. The Consequences of Modernity. Polity, Cambridge, 1990. 4. Harwood, S. Handbook of Action Research: Participative Inquiry & Practice. Journal of the American Planning Association, 69 (2003), 43. 5. Kemmis, S. and McTaggart, R. The Action Research Planner. 3rd edn. Deakin University Press, Geelong, 1988. 6. McTaggart, R. Action Research: A Short Modern History. Deakin University Press , Geelong, 1991. 7. Kemmis, S. and Wilkinson, M. 'Participatory action research and the study of practice', in B. Atweh, S. Kemmis and P. Weeks (eds) Action Research in Practice, London: Routledge, 1998. 8. Reason. P. Home Page 2008. http://people.bath.ac.uk/mnspwr/ 9. Reason, P. Bradbury, D. Handbook of Action Research. London: Sage, 2001. 10. Schon, D. The Reflective Practitioner. Maurice Temple, London, 1983. 11. Schratz, M. and Walker, R. Research as Social Change: New Opportunities for Qualitative Research. Routledge, London, 1995. 12. Smart, B. Modern Conditions, Postmodern Controversies. Routledge London, 1992. 13. Winter, R. Learning from Experience: Principles and Practice in Action Research, Falmer Press, London. 1989. Read More