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You can only see what you have chosen to see

You can only see what you have chosen to see Purpose– The purpose of this paper is to suggest ways that we can widen our vision since our views are limited by our theoretical lens. Design/methodology/approach– The paper first draws on articles in the current issue to illustrate how limitations imposed by our theoretical lens can be partly overcome. It then draws on the insights from two recent papers by Svensson (2016) and Lo and Chik (2016) to discuss some ways forward. Svensson’s paper argues for integrating research on teaching and learning using case-based studies and the contextual analysis approach. Lo and Chik’s paper is about how our learning can go beyond the single case through attending to fusion in the external horizon. The conceptual lens from these two papers which are from the phenomenography, variation theory and learning study tradition is applied to look at some of the papers in this issue which are from the lesson study tradition. Findings– Although there is an inherent limitation to what we can see as a consequence of the theoretical lens that we take, we can widen our vision by learning to see from others’ perspectives and gain insights that would be useful to us. Originality/value– The conceptual lenses from the phenomenography, variation theory and learning study tradition is applied to look at some of the papers which are from the lesson study tradition to reveal alternative ways of seeing. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Lesson and Learning Studies Emerald Publishing

You can only see what you have chosen to see

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2046-8253
DOI
10.1108/IJLLS-05-2016-0011
Publisher site
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Abstract

Purpose– The purpose of this paper is to suggest ways that we can widen our vision since our views are limited by our theoretical lens. Design/methodology/approach– The paper first draws on articles in the current issue to illustrate how limitations imposed by our theoretical lens can be partly overcome. It then draws on the insights from two recent papers by Svensson (2016) and Lo and Chik (2016) to discuss some ways forward. Svensson’s paper argues for integrating research on teaching and learning using case-based studies and the contextual analysis approach. Lo and Chik’s paper is about how our learning can go beyond the single case through attending to fusion in the external horizon. The conceptual lens from these two papers which are from the phenomenography, variation theory and learning study tradition is applied to look at some of the papers in this issue which are from the lesson study tradition. Findings– Although there is an inherent limitation to what we can see as a consequence of the theoretical lens that we take, we can widen our vision by learning to see from others’ perspectives and gain insights that would be useful to us. Originality/value– The conceptual lenses from the phenomenography, variation theory and learning study tradition is applied to look at some of the papers which are from the lesson study tradition to reveal alternative ways of seeing.

Journal

International Journal of Lesson and Learning Studies – Emerald Publishing

Published: Jul 11, 2016

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