Читать книгу The Sage Handbook of Social Constructionist Practice - Группа авторов - Страница 89

We have developed a way of practicing called Research As Daily Practice (St. George et al., 2015a; Wulff and St. George, 2014) and utilize it in our teaching, clinical work, and program of research. This process allows us to integrate all of the responsibilities we hold as academics. Research As Daily Practice has become a form of knowledge-in-action. Inquiry, as described above, is the central process of how we, as practitioners, practice every day. Our definition of Research As Daily Practice is ‘continuously examining data/information from our own clinical work reflexively in order to better understand what we do and what we could do’ (Wulff and St. George, 2014, p. 296). Importantly, inquiry fits into what the practitioner is already doing, rather than being an extra task over and above the daily work. We see our therapeutic work as itself ‘inquiry’ for the purpose of change (Anderson, 2014; Epston, 1999).

Rather than continue to use language that distinguishes research and practice, we present six initiatives/activities that encompass both what we consider practice and what we consider research (listed in no preferred linear order):

 Attending to Curiosities

 Speculating

 Enlisting Partners

 Gathering Information

 Making Sense

 Reflecting-in-Action.