Lonergan’s General Empirical Method and the European Higher Education Area

    Research output: Contribution to conferencePaperResearchpeer-review

    Abstract

    This is a participant-observer report concerning curriculum deployment of Bernard J.F. Lonergan’s insight-based critical realism and general empirical method for interdisciplinary research methods and allied courses in Copenhagen Business School (CBS, Denmark), from 2001 to the present. I also report similar instruction in interdisciplinary methods for management and organization studies at the International School for Social and Business Studies (ISSB, Slovenia) in 2012.1 The overall time period has been entirely under the aegis of the Bologna Process, begun in 1999, and the European Higher Education Area (EHEA), launched in March, 2010. Both the originating Bologna Process and subsequent EHEA envision curriculum development appropriate to “ensure that the European higher education system acquires a world-wide degree of attraction” (European Commission, 2013). In addition, the Bologna Process calls for specification of the “necessary European dimensions of higher education” (Ibid.). The point of this working paper is to report teaching success and indicate potential merits of Lonergan’s general empirical method, grounded in insight-based critical realism, as a robust epistemological basis for EHEA university curriculum and instruction. The design approach to Lonergan’s method offers grounds to think it uniquely adapted for interdisciplinary social science in the complex trans-cultural, multi-lingual, and religiously pluralist EHEA, thus providing curriculum content adequate and appropriate for the “necessary European dimensions of higher education.
    Original languageEnglish
    Publication date10 Jun 2014
    Number of pages9
    Publication statusPublished - 10 Jun 2014
    EventThe 41st Annual Lonergan Workshop: The Fourth Session of Vatican II and Pope Francis - Boston College, Boston, United States
    Duration: 15 Jun 201420 Jun 2014
    Conference number: 41
    http://www.lonerganresearch.org/events/boston-2014-lonergan-workshop/

    Workshop

    WorkshopThe 41st Annual Lonergan Workshop
    Number41
    LocationBoston College
    CountryUnited States
    CityBoston
    Period15/06/201420/06/2014
    Internet address

    Cite this

    Tackney, C. T. (2014). Lonergan’s General Empirical Method and the European Higher Education Area. Paper presented at The 41st Annual Lonergan Workshop, Boston, United States.
    Tackney, Charles T. / Lonergan’s General Empirical Method and the European Higher Education Area. Paper presented at The 41st Annual Lonergan Workshop, Boston, United States.9 p.
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    abstract = "This is a participant-observer report concerning curriculum deployment of Bernard J.F. Lonergan’s insight-based critical realism and general empirical method for interdisciplinary research methods and allied courses in Copenhagen Business School (CBS, Denmark), from 2001 to the present. I also report similar instruction in interdisciplinary methods for management and organization studies at the International School for Social and Business Studies (ISSB, Slovenia) in 2012.1 The overall time period has been entirely under the aegis of the Bologna Process, begun in 1999, and the European Higher Education Area (EHEA), launched in March, 2010. Both the originating Bologna Process and subsequent EHEA envision curriculum development appropriate to “ensure that the European higher education system acquires a world-wide degree of attraction” (European Commission, 2013). In addition, the Bologna Process calls for specification of the “necessary European dimensions of higher education” (Ibid.). The point of this working paper is to report teaching success and indicate potential merits of Lonergan’s general empirical method, grounded in insight-based critical realism, as a robust epistemological basis for EHEA university curriculum and instruction. The design approach to Lonergan’s method offers grounds to think it uniquely adapted for interdisciplinary social science in the complex trans-cultural, multi-lingual, and religiously pluralist EHEA, thus providing curriculum content adequate and appropriate for the “necessary European dimensions of higher education.",
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    Tackney, CT 2014, 'Lonergan’s General Empirical Method and the European Higher Education Area' Paper presented at, Boston, United States, 15/06/2014 - 20/06/2014, .

    Lonergan’s General Empirical Method and the European Higher Education Area. / Tackney, Charles T.

    2014. Paper presented at The 41st Annual Lonergan Workshop, Boston, United States.

    Research output: Contribution to conferencePaperResearchpeer-review

    TY - CONF

    T1 - Lonergan’s General Empirical Method and the European Higher Education Area

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    N2 - This is a participant-observer report concerning curriculum deployment of Bernard J.F. Lonergan’s insight-based critical realism and general empirical method for interdisciplinary research methods and allied courses in Copenhagen Business School (CBS, Denmark), from 2001 to the present. I also report similar instruction in interdisciplinary methods for management and organization studies at the International School for Social and Business Studies (ISSB, Slovenia) in 2012.1 The overall time period has been entirely under the aegis of the Bologna Process, begun in 1999, and the European Higher Education Area (EHEA), launched in March, 2010. Both the originating Bologna Process and subsequent EHEA envision curriculum development appropriate to “ensure that the European higher education system acquires a world-wide degree of attraction” (European Commission, 2013). In addition, the Bologna Process calls for specification of the “necessary European dimensions of higher education” (Ibid.). The point of this working paper is to report teaching success and indicate potential merits of Lonergan’s general empirical method, grounded in insight-based critical realism, as a robust epistemological basis for EHEA university curriculum and instruction. The design approach to Lonergan’s method offers grounds to think it uniquely adapted for interdisciplinary social science in the complex trans-cultural, multi-lingual, and religiously pluralist EHEA, thus providing curriculum content adequate and appropriate for the “necessary European dimensions of higher education.

    AB - This is a participant-observer report concerning curriculum deployment of Bernard J.F. Lonergan’s insight-based critical realism and general empirical method for interdisciplinary research methods and allied courses in Copenhagen Business School (CBS, Denmark), from 2001 to the present. I also report similar instruction in interdisciplinary methods for management and organization studies at the International School for Social and Business Studies (ISSB, Slovenia) in 2012.1 The overall time period has been entirely under the aegis of the Bologna Process, begun in 1999, and the European Higher Education Area (EHEA), launched in March, 2010. Both the originating Bologna Process and subsequent EHEA envision curriculum development appropriate to “ensure that the European higher education system acquires a world-wide degree of attraction” (European Commission, 2013). In addition, the Bologna Process calls for specification of the “necessary European dimensions of higher education” (Ibid.). The point of this working paper is to report teaching success and indicate potential merits of Lonergan’s general empirical method, grounded in insight-based critical realism, as a robust epistemological basis for EHEA university curriculum and instruction. The design approach to Lonergan’s method offers grounds to think it uniquely adapted for interdisciplinary social science in the complex trans-cultural, multi-lingual, and religiously pluralist EHEA, thus providing curriculum content adequate and appropriate for the “necessary European dimensions of higher education.

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    Tackney CT. Lonergan’s General Empirical Method and the European Higher Education Area. 2014. Paper presented at The 41st Annual Lonergan Workshop, Boston, United States.