A Manifesto for researcher education

Publikation: AndetUdgivelser på nettet - Net-publikationFormidling

A Manifesto for researcher education In researcher education, there is a three-fold imperative evolving around the epistemological, social, and ethical realms of research. After having been debated for over 100 years, the PhD still unites our deep cultural roots of knowledge, identity, and obligation in building and sustaining better and desired futures. Transformation To research is to create new knowledge and transform knowledge that already exists. Originality brings the world close. Originality comes from you and your imagined visions. Originality is about how you see the world, and, more importantly, how you listen to the world, and what you hear. Transformation is how you imagine the world might be. Through research, you catalyse the world, you become its instrument, its force (Nietzsche, 1968), and its clearing (Heidegger, 2000). Through research, the world opens up and gives of itself. Originality includes creativity, which is the very link between the researcher and the world. Creativity is the dual process of shaping and becoming shaped. In creativity, the researcher transforms. Not only does the world emerge anew, but the researcher her/himself has been transformed. Community To do research is to open up, but also to take root. Doing research is to make manifest your own belonging. You take root in the soil of a certain worldview, a tradition, a history, and a remembering – a memory. You immerse yourself in the commons. Research is owned by no one. You cannot own knowledge, but you can wield it. You can become a steward of a discipline (Golde & Walker, 2006). To become a researcher you must learn to become a guide, and a warden at the same time. The research is yours, for a while, until you hand it over to the next generation – like it was handed down to you. To research is to become a part of something greater – a series of nested contexts (McAlpine & Norton, 2006), and, eventually, an ecology (Barnett, 2018) of thought. Responsibility As Ernest Rudd mentioned almost half a century ago (Rudd, 2018), to obtain not just a higher but the highest education, is to take on a particular responsibility. The researchers of today must strive to become, or at least to prepare, the leaders of tomorrow. To know is to be responsible. Knowledge creation on the highest level beckons a mandate for cultural leadership (Barnett & Bengtsen, 2019). However, to know is not to dominate or control, but to make room for others and for what is other. To think is to lead a culture (Bengtsen & Barnett, 2018) – to release it, as thinking releases the self into the open. Think. Listen. Lead. Transform.
OriginalsprogEngelsk
Udgivelsesår2019
Antal sider1
StatusUdgivet - 2019

Bibliografisk note

The Manifesto will be included in the Creative Academic Magazine and that will function as a contribution to World Creativity and Innovation Week starting April 15th, 2019. The project is being led by Emeritus Professor Norman Jackson, University of Surrey, UK.

    Forskningsområder

  • Manifesto, Creativity, researcher education, doctoral education, Researcher community, PhD degree

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