A philosophy of education: Interdisciplinary study and innovation in marriage and family therapy
Abstract
This is an action-based, qualitative research study designed to discover what happens personally and professionally when graduate students in marriage and family therapy are exposed to the paradigms of other disciplines. Additionally, the research seeks to discover specifically in what ways, if any, exposure to the paradigms of other disciplines affect the marriage and family therapy graduate student's personal and professional innovation. A doctoral level seminar was designed and implemented by marriage and family therapy students interested in interdisciplinary study. Eight students and three faculty participated with the leadership rotating equally among all the participants. Data for this research was gleaned from student and faculty interviews and journals kept by the student seminar participants. A framework for the process of innovation in education developed from an integration of the work of Kuhn (1970), Loder (1981), and Kegan (1982) is described (Rediger, 1990b). This framework inspired the interest to undertake this research study and helped to shape the doctoral seminar and the semi-structured interview guides from which a large portion of the participant data was derived. The researcher states specifically the philosophical assumptions that undergird this research study as well as the perceived biases of the researcher. The intent of the research study was action based; the intent of the study was to evaluate whether or not philosophical and interdisciplinary inquiry can be justified in the marriage and family therapy doctoral curriculum. The study intended to effect change for the seminar-research participants themselves and for modifying marriage and family therapy curricula. A qualitative method of research using a participant-observer researcher role and semi-structured interview guides was utilized in this study. The method of analysis was inductive cross-case analysis, capturing and illuminating the lived experience of the participants. The data was triangulated using student and faculty interviews and journal responses. Limitations of the study and the implications of the research findings to marriage and family therapy education, theory, and practice are discussed, as well as areas of future research.
Degree
Ph.D.
Advisors
Nelson, Purdue University.
Subject Area
Educational theory|Psychotherapy|Higher education
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