something immaterial that interferes with or delays action or progress
This aim is wholly congruent with current efforts to make distinctions between types of research, even to redefine the meanings of research so that they are no longer singular, but multiple.
> in Plato’s caves were really surrogates or proxies for the distractions that our senses imposed upon whatever our rational mind could possibly muster.
Put most simply, the sensory systems that were stimulated through the arts were mislead- ing; they lead one away rather than toward that form of critical rationality upon which truth depends.
Research differs in the ways in which it is conducted and in the products that it yields.
> What one needs to research in a situation must be appropriate for the circumstances one addresses and the aims one attempts to achieve.
> The model that they have provided has impacted our conception of intelligence and of rationality itself.
Aristotle cautions us that an educated man expects only as much precision as the subject matter will admit.
> It is not surprising, therefore, that it should have provided the model that has shaped our conception of science.
> It is as foolish to seek approximations from mathematicians as exactitudes from poets (McKeon,2001).
> What the term knowledge means depends on how inquiry is undertaken and the kind of problem one pursues.
> Knowledge as a term is a noun.Knowing is a verb. And knowing may be a much more appropriate descriptor of the processes of inquiry made in pursuit of a problem that will not yield to a set of rigidified procedures.
> The arts traditionally have been regarded as ornamental or emotional in character. Their connection to epistemological issues, at least in the modern day, has not been a strong one. Are the arts merely ornamentala aspects of human production and experience or do they have a more significant role to play in enlarging human understanding?
> The positivist tradition that has animated western philosophy during the first half of the 20th century viewed the arts as largely emotive rather than primarily informative. The arts are forms that you enjoyed,or felt strongly about, or savored for their delicacy.
> They had little todo with matters of knowledge. For knowledge of the empirical world you rely upon synthetic propositions whose truth value can be deter-mined. And if you needed to know something about logical relation-ships, analytic propositions were the sources of data you would manage or manipulate (Ayer, 1952).
> We seek out the arts in order to take a ride on the wings that art forms provide
>a possible event or occurrence or result syn: eventuality, contingence
>The productive form of knowledge was knowledge of how to make something.
>The sensory side of human experience is primary in the arts, or so it is believed.
>In differentiating types of knowledge, Aristotle comes closer than Plato to the kind of artistry that is relevant to arts-informed qualitative research.
Plato himself regarded the senses as impediments to the achievement of that exalted state in which forms could be known (Plato, 1992).
>Art and Knowledge (Handbook of the arts in qualitative research, 2008, Elliot Eisner)