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I honestly believe that we are not born with any philosophy of our I honestly believe that we are not born with any philosophy of our own life, and whatever philosophy we think we have are through our own thoughts revolution through the situations and the experiences we face in life. What appears to be a good philosophy for us might not work for others. however , I do have my own philosophy which has been generated through my own personal experiences My strongly believes are  that Ethics , being consistent  and empathetic is very important in life .I assume that  we inculcate these strong aspects  in our personalities through emotional intelligence which is the basic need to tackle different situations . But philosophy of life keeps on evolving as life itself keeps evolving.

Research Question:

1- How can Textile students in Bahawalpur
a) Develop Entrepreneurship skills to meet the challenges of the local , national and global industry.
b) Develop an understanding of and practice sustainable Textiles

Revised:
b) How students of Bahawalpur can get introduced to the opportunities and resources to achieve entrepreneurship skills and sustainability in Textiles to compete the Local and National Market?

2-  How can student of Bahawalpur avail the opportunities and resources to develop Entrepreneurship skills and to practice sustainability in Textiles.

Revised:
How relevant courses should get integrated in the Textile Design Curriculum of Bahawalpur university  to enhance Entrepreneurship skills and Sustainability in Textiles?

Philosophical Worldview:

Constructivism

Advocacy and Participatory

Strategy of Inquiry:

Qualitative

Research Method:

Interviews (open ended questions)

Random Sampling Techniques e,g Snowball & Homogeneous

Observation ( Silent Participant)

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After going through the reading Constructivism and Connection Making in Art Education, by Judith Simpson, my direction towards the research took a new direction. The importance of a child’s experience and the need to relate subjects for the better vision, learning, creativity, and intellection of students.

“The foundation for learning is rooted in the children's thinking and an understanding of how different that can be.” Montag

There is a vital connection to be made between children's actual developmental level and their level of potential development. Called the "zone of proximal development," the bridge between where the student is and where s/he is going is in the hands of the educator. Vygotsky (1978)

Artrooms are full of opportunities to implement these linkages. Teaching children about the meaning of art and artists is making connections and linking ideas about art to their personal worlds and, often, to other academic subjects through verbal and visual expression.

Art educators just happen to have a very rich content database and many philosophical and pedagogical strategies from which to make choices. Perhaps applying constructivist theory is one of the instructional choices we should seriously consider.

We as educators need to create environments, creative enough to water the buddings so they bloom into beautiful flowers. Our educational systems need to flourish and incorporate rooms for accepting, encouraging, and understanding the experiences and perspectives every child brings into the classroom. As mentioned in the second reading Philosophy of Education by Nel Nodding:

“It is said that Albert Einstein had a very difficult time in regular schools and finally became both happy and successful when he was enrolled in a Swiss Pestalozzi-like school. There he encountered methods that appealed to his visual learning style-maps, tools, sophisticated equipment, and objects of all sorts. 22 As thoughtful educators, we may wonder how many budding Einstein’s experience failure in today's schools because the prevailing methods do not meet their needs.”

In The School and Society, he described the fourfold interests of children: making things (construction), finding out (inquiry), expressing themselves artistically, and communicating.

Dewey

Dewey did not recommend abandoning the traditional subjects of the curriculum, but he wanted them to be taught in a way that makes them genuine subject matter. They should be presented so that students can use them in purposefully working through some problematic situation. Curriculum, for Dewey, is not a body of material established before instruction. Instead, it is the material gathered, used, and constructed during instruction and inquiry.

I learned and grasped a new journey to embark on, utilizing the need of integrating subjects, and for the institute where I work, I plan to implement this work of my research. I modified things and have tried to chalk out a plan that I aspire to work on, with any further modifications if needed.

Modified Research Question

How can a senior school art educator redesign curriculum to develop subject integration and constructivism to build experiential learning?

Philosophical World view

·         Constructivism

·         Pragmatic

Strategy of Inquiry
Qualitative Research

Research Methodology/Design

·         Action Based Research

·         Classroom-based research

·         Applied Research

·         Observational Research

·         Data collection

·         Data Analysis

Teaching Philosophy/ideology

Leading towards constructivism and intellectual innovation

Features to dominate the Research

·         Connection Making

·         Potential development

·         Curriculum modification

·         Curriculum redesign

·         Subject integration

·         Intellectual innovation

·         Creativity

·         Critical thinking enhancements

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maham amjad reading points what i understand mainly the reading about constructivism and views of philosopher's and art educators 

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maham amjad reading points what i understand mainly the reading about constructivism and views of philosopher's and art educators 

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Dewey
1: Discussed the experience of the learner as integral to the making of meaning of problem solving.
2: The social ,emotional and cognitive experiences a child brings to the class room are considered  part of the learning process.
3: Developmental  level of students embodies social ,emotional and cognitive experiences.
VYGOTSKY:
4: there is a vital connection to be made
between children's actual
developmental level and their level of
potential development. Called the
"zone of proximal development," the
bridge between where the student is
and where s/he is going is in the hands
of the educator.
5:The main strategy in costructivist planing is to connect the information to the child  in many possible ways.
6: Artrooms are full of opportunities to
implement these linkages. Teaching
children about the meaning of art and
artists is making connections and
linking ideas about art to their personal worlds.
7: encouraging students to become
involved in "reading" paintings helps to
stimulate the transition from surface
understandings about artwork to
personal identification with it. Helping
children to identify with the content of a
work by having them view it through
their own lens.
Montag:
.the foundation for learning is
rooted in the children's thinking and
an understanding of how different
that can be. (Montag, 1991, p.5).
Lowenfeld:
in the second edition of
Creative and Mental Growth (1952),
addressed the concept that true
appreciation of a child's work takes
place through one's own ability to
identify with the child's "relationship to
his experience".
Art education has a long history of
"child-centered" thinking, based on the
writings of Rousseau, Froebel,
Lowenfeld and other.
Student-centered
curriculum embodies both the
progressive and constructivists
principles of active, participatory
learning and exploration.

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Reading points what I understand:
mainly the reading is about constructivism . and views of philosopher's and art educators.
Dewey
1- common substance between aesthetics and other subjects.
2-transference of attitude from one domain to other.
3-build and adapt experiences into a worldview and art education
4-interaction between organism and environment
5-more than one way of knowing
6-child bring social, emotional and cognitive experience in class room

Vygotsky:
the bridge between where the student is and where/he is going is in the hands of the educator.

Montag:
the foundation for learning is rooted in the children's thinking and an understanding of how different that can be.

0- Becoming sensitive to what learners know from experience, and what they bring with them to art class is invaluable to teachers.

1-Art education has a long history of "child-centered" thinking, based on the writings of Rousseau, Froebel

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philosophical world view :
Social construction
advocacy

Strategies of inquiry :

qualitative  research
Research designs:
Qualitative
Research methods:
Data collection  Questions
interview data (audio,and visual data )
secondary data

my teaching philosophy:
constructivism style

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Philosophical World View:

Pragmatic

Research design:

Qualitative

Research Methods:

Interviews (structured and semi structured)

Open-ended questions

Interview data (audio, visual data)

Observational

Selected Strategies of inquiry:

Qualitative

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Being in academia and a practitioner for almost two decades. I have seen how Pakistani fashion industry has evolved from being pure manufacturing country to one that can boost of having thriving fashion retail sector. As a fashion design educator, it made me think that we have not evolved the curriculum to be in synced with the evolving fashion retail industry. I would like to take this opportunity to research that why we do not revisit our fashion curriculums and why do we still practice the borrowed content.

What are the contextual Gaps in the fashion studies/curriculum being taught in Pakistan? How can the curriculum be realigned to lead and address the needs of the local fashion industry in Pakistan.

Edit:1
What are the contextual Gaps in the fashion studies/curriculum being taught in Pakistan? How can the curriculum be realigned to lead and  address the needs of the local fashion industry in Pakistan

W orld view: Philosophical view point
date: 8 oct 2021

Constructivism

Advocacy/participatory

Methodology

Qualitative methodology

Action research(plan-act-observe-reflect)

Observational research

Survey/

Interviews

Applied research

Project track

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Habib Rahman

I believe that everything has its value, we do, we think and we implement.
Being an art educator I love to hear from people around me their several opinions and I always wanted and still want to work with them to enhance my learnings in a better way.

RQ: When hiring teachers for higher education art institutes to ensure enhanced and holistic teaching and learning

RQ updated: When hiring the teachers for higher education, How to ensure enhanced and holistic art teaching and learning?

Class 2, 08/10/2021
While discussing the RQ with the fellows, I just went through RQ details and shared, talked about art faculty hiring criteria we are having and how to make it further up to date. when hiring art faculty what objectives should an institute have?
Why just a few Art institutes here are updating their courses and faculty, why they are established even don't compromise on their objectives. We are just having fewer institutes as we consider them good, and the majority of the institutes are not giving their best.
Faculty can be hired but we should evaluate them on current requirements, we should assist them as well.

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My Philosophical Worldview- Aden Areena Shafique

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My Philosophical Worldview- Aden Areena Shafique

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Being an educationist, a teacher, a student, and a researcher my philosophical worldview has always been grounded on education. I am a dedicated researcher who aims to ace the grounds of Educational leadership Management where I can work for curriculum development and bring in dynamic changes in the curriculum of our country to make it student-centered, and direct its roots on critical thinking and intellectual innovation. For me, education is something that should never stop. At every step of life we learn, we experience and we make perceptions. Learning through experience is my philosophy for life. Curiosity is the way to sail life. Critical thinking, creativity, freedom to speak, ability to accept ideas, encourage others is something we all need to be successful. Seeing things from the perspectives of others enables us to be flexible, it empowers us to be humble, giving, and adaptable. Our religion also encourages us to accept others. I practice creativity, understand perceptions, appreciate others and try to feel, see and believe in things from others perspective, this not only makes me feel good, maintain my sanity, in fact helps me learn much more.

Previous Research Question:
How can a 5th-grade art teacher redesign curriculum to enhance the classroom learning experience and develop critical thinking skills?
New Research Questions:
1. How can a middle school art teacher modify the classroom learning experience and transform the curriculum, enhancing the potential development of students?
2. How can a middle school art teacher redesign curriculum to enhance the classroom learning experience to develop critical thinking skills and induce intellectual innovation?
Modified Question:
What significant actions a middle school art teacher can take to improve the classroom learning experience, transform the curriculum and enhance the potential development of students?

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ACCEPTANCE:
My lens to view world is open. I believe world is integrated, interconnected with each other in so many ways. as a art educator my responsibility is big. we learn from each other by their behaviors.
classrooms in which we enter to teach has diversity in terms of norms, cultural values, ethnicity, languages etc.
I believe as a human we should always accept new trends and technologies. being open and ready to evolve your self is important.
in the ocean on world of diversity one should able to find authentic information.

previous Research question:
What are the implications of the introduction of new media in the studio teaching practices in visual artist studio?

New Question:
who new media effect studio practice and teaching of visual artist?

Modification:
who visual artist maintain their own identities? as art educationist or studio artist.

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As a ground reality faced by all the education institutes after the implementation of Single National Curriculum is the current situation. My question was about the implementation of creative arts in each sector and how the national curriculum works globally specifically with arts, as arts is the only subject through which we can teach every subject.
Q#1 What is the value of creative arts as a support to develop conceptual understanding of subject areas in context to the Single National Curriculum (SNC) (form)
Q#2 How creative arts can be used as a support to develop conceptual understanding of core subject areas identified in Single National Curriculum (SNC) (function)
Modified:
Q# How do arts work in education, globally and locally, to develop critical thinking?

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Zain Shakeel

My world view I am seeing the world through technical point of view. When I see people moving around it seems me like they are animating themself in different ways. Everyone is busy in his own life.

What is the impact of new technology on animation students learning for their fieldwork?

What is the impact of new technology and teaching methodology on animation students learning for their fieldwork?

Philosophical worldview

Pragmatism

Constructivism

Strategy of inquiry

Qualitative

Research methods

Interview based

Open ended

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I believe that eversince the pandemic started this world is facing a paradigm shift to digital use and so is the educational sector. And in future i believe everything in this world would be totally dependent on digital/ technology use. Since there is a sudden change to digital learning/teaching , students and teachers are facing problems in how to bring out an effective learning and i too as teacher faced this problem. My aproach is to see what should be done to bring an effective learning in online art education. I  want to see what teaching practises should there be in online learning to bring effective learning or the fundamental indicators of effective learning in art education in middle school.

1. What are the fundamental indicators of effective  learning  in Art Education for middle school students?

2. How can they be used for online teaching and learning practices?

Revised version
1. What are the fundamental indicators of effective  learning  in Art Education for middle school students?
2. How can these fundamental indicators be used for online teaching and learning practices?

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My philosophical worldview changed quite a bit after I became a Design educator. Putting myself in the shoes of my learners, remembering well that I was once a design learner myself, made me realize most people's understanding of the world (as well as different subject matter) comes from numerous areas of a person's life, namely their personality, interests, experiences, familial backgrounds, etc. I strongly feel that being able to communicate these understandings, as well acknowledge and celebrate them, is the only way to move forward in both education and in life. I am a firm believer of engaging in dialogue with people, because there isn't a more authentic resource of information than that; listening, speaking and learning; a life long endeavor.

Research Question
What are the challenges and opportunities of fostering effective dialogic relations in virtual undergraduate design classrooms?

Revised Research Question
What are the challenges and opportunities of gauging the effect of dialogic relations in virtual undergraduate design classrooms through assessment of design outcomes?

Philosophical Worldview
Social Constructivism

Strategies of Inquiry
Qualitative research:
- Ethnographic
- Phenomenological

Research Method
Observation of behaviour, talk, and design making.

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Maham amjad What i understood by the philosophical world view is about understanding the yuanra of life,the purpose of a human being  to come in this world,the creation of human being to understand the creation of God.Every human being have different way of approaching and understanding of the philosophical world according to their experiences.Every one look this world through different kind of lense. Every individual and creation has different outlook ,mindset,formula and perceiving the things in this world. Those who observe their selves their approach ,they can reflect it on other personas.

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Maham amjad What i understood by the philosophical world view is about understanding the yuanra of life,the purpose of a human being  to come in this world,the creation of human being to understand the creation of God.Every human being have different way of approaching and understanding of the philosophical world according to their experiences.Every one look this world through different kind of lense. Every individual and creation has different outlook ,mindset,formula and perceiving the things in this world. Those who observe their selves their approach ,they can reflect it on other personas.

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Research question:
what are the challenges by emerging women artists within the career of art in Pakistan?
2:How can universities play an active role in training women artists for challenges after graduation in Pakistan?
new question are:
1:What are  the challenges faced by emerging women artists within the art field in patriarchal society of Pakistan?
2:How can art schools play an active role to train women artists to overcome challenges after graduation?
Modified question?
What pedagogies should applied by art schools to train emerging women artists to overcome challenges after graduation in Pakistan?

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My Philosophical Worldview- Anam Khurram

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My Philosophical Worldview- Anam Khurram

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My Philosophical worldview is based on the idea of neutralizing pain and understanding multiple perspectives to in order to form a diverse human experience.
It is also based on developing Adaptability as a skill in life in general as well as in our studio practices.
Lastly, I aim to investigate if practicing true Empathy can effectively trigger social change within the society. My concept of Empathy is not one of "sympathy" but an education that encompasses different talents, abilities and capacities.

RQ: How can effective Empathy in Art Curriculum and Practices in Art Education create meaningful social change?

Revised: How can Empathy in Art Curriculum and Practices in Art Education, further individual growth and social change?

Revised 2: How can Empathy in Art Curriculum and Practices in Higher Art Education, trigger individual growth and create social change?

Philosophical View:
Pragmatic

Strategy of Inquiry:
Qualitative data

Design:
Mixed Methods

Methods:
Questions
Data Collection
Data Analysis

My Teaching Philosophy:
From Curiosity to Adaptability.

Notes:
Important aspects:
Curiosity
Journey
Empathy
Adaptability
Experiential
Meaning Making
Conflict/dilemmas at hand
Social Change

Final Question:
How can Practicing Empathy and Adaptability in Art Curriculum and Practices in Higher Art Education trigger social change.

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My philosophical worldview include things like how I take decision s,What is  purpose of my life .Treating people well, learning, keeping my health,exploring culture, religion,technology, and how to lead a meaningful life in the modern world.
As I have served and been to various cities with an experience of handling and observing the state  of affairs with regard to Arts education , it is not worth it.Why is there not an equitable distribution of art centers and recources in Pakistan?
Research Questions
1.How can misconceptions about art education be addressed?

2.What can be done to build an understanding and interest amongst policymakers to develop/ invest in art education in public institutions ?
Revised
What measures can be taken up by the Art Educators to bridge the gap between the policymakers and Art Center, to develop/ invest in art education in public institutions ?

----------------------
Worldview

Constructivism/Advocacy/Participatory

Method and Strategies

Qualitative Research

Interview data

Open ended questions

document data

audio-visual data

strategy of inquiry

narrative approach

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Philosophical world view:
Pragmatic Approach

The strategy of Inquiry:
Qualitative

Methodology:
Case study
Comparative case study
Observations

I believe in helping others in their growth. A great way to do that is by developing curious mindsets. The minds who seek answers and question everything to find their answers. Asking the right kind of questions can trigger an inquisitive mindset in learners, giving them space to think, ponder and create their own opinion.

Original Question-How can the use of visible thinking routines help in the development of an inquisitive mindset through art education in public school students?

New Question: How can you develop an inquisitive mindset by asking the right kind of questions in an art classroom in public schools of Pakistan?

After Discussion:
Q- How can you develop curiosity in learners by asking the right kind of questions through art education in public schools of Pakistan?

Q-What are some effective questioning techniques that can be adopted by art teachers to develop an inquisitive mindset in learners of public schools?

After reading the article, I have realized that I am adopting a pragmatic approach through my research question. I believe in learning by doing and my research question requires me to practically see its implications in the real setting. I will be studying my inquiry in its social context.

New Edit:
Q- How can effective questioning techniques be used by teachers to improve learner engagement and critical thinking skills in public schools learners through art education?

New Edit 2:
How student engagement and critical thinking skills of learners in public school 7th-grade art classes can be increased through effective teacher questioning?

Latest Edit:
How can public school 7th-grade teachers in Lahore use effective questioning techniques in an art classroom to increase student engagement and develop their critical thinking skills?

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PHILOSOPHICAL WORLDVIEW: CONSTRUCTIVISIM

STRATEGIES OF INQURY: QUALITATIVE

RESEARCH METHODLOGY: NARRATIVE RESEARCH
INTERVIEW BASED
OPEN ENDED QUESTIONS

Being a science student, rote learning and memorizing concepts has what my life was all about till I joined the BSS system.
This program and the whole system was revolving around such contemporary system of education, that my knowledge took a setback and ever since then, I have been dragging myself back to basics and relearning the basics just so I can teach them to the younger ones in a much better way. So my whole philosophy revolves around how a non artist can improve themselves to put up with the challenges faced by an art teacher :)

No changes in question:
"What are the challenges for non artists teachers, teaching art on a primary level? What are some of the strategies non-artists teachers can adopt to address these challenges?"

Rephrased:
On a primary level, what kind of challenges do Non-artist, art teachers face? and what strategies can be developed to cope up with these challenges?

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My Philosophical WorldView - Tanzeel Saeed

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My Philosophical WorldView - Tanzeel Saeed

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My worldview revolves around looking at things from a very organic and natural perspective. I have realised that it is a very capitalist world but that is what is basically the root of all problems. My approach is to look at how things were done traditionally and how can those traditions be adapted with a new modern approach. Because being rigid in traditions (or in following them) is also not the way to move forward it creates its own set of problems. What needs to be done is to find middle ground that benefits all the parties involved. I also believe in not harming any one while trying to get ahead in life or work.

Versions of my question:
While looking at my original question I kept seeing the possibility of teaching sustainability design through crafts locally and that was not addressed in my original question so Iam looking at it now.
-How can sustainable design be taught using local textile crafts?
-How can local crafts be used to teach sustainable design
-How can local crafts be used to teach design thinking to both the design student and the artisan?
New Version:
How can Craft of Ajrak printing(I may change the craft later) (local textile craft) be used to make design student's understand/learn sustainable design practices?
8th October 2021:
After reading Creswell in fact after discussing with my peers I have been able to see that my research my worldview aligns more with Advocacy/participatory. As I am trying to connect the old traditions with modern lifestyle for a way forward for a sustainable future. So I am going look at existing curriculum and see how I can bring about a change.This will also be collaborative as both artisan and the design student will be involved. However since there is a practical approach to it as well I am thinking a bit of Pragmatic approach as well but I am on the fence at best with this.
We look at things holistically in the east (more like the global south) after reading I am yet again reminded that west (global north) compartmentalises everything even the worldview. I believe that holistic approach is the way forward for anything .... and I am looking at my question as that as well.

Latest Version of the Question:
How can local textile crafts be used to teach sustainable design so that it benefits the craft, the artisan and the design student?
(Look at how it can be applied in my classroom practice or create a course/curriculum)

Philosophical World View:

Pragmatic

Research Design:
Qualitative

Strategies of Inquiry:
Case study
interview
workshop

Track:
Project Track

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My philosophy of life entails continuous struggle to balance the scale between being optimistic and being realistic. I uphold the belief that we, although being so different to each other or every other human being, still manifest certain similarities, therefore learning can be done by observing/being witness to other people's experiences as well, as we learn from each other and eventually we are the one's teaching us, which includes our universe as well.
The universe listens, feels, watches and then responds to what we convey to it through our mind and vibes.

Research Questions:
How is the documented/prescribed curriculum being interpreted/understood and practiced in 2nd Grade Art Classroom?

Modified:
How is the prescribed curriculum being interpreted and practiced in company with the possible factors which impinge upon the teaching practices of practitioners in 2nd Grade Art Classroom?

Modified After Discussion:
How is the documented / prescribed Cambridge Art Curriculum in Private School Systems of Lahore being

interpreted/ understood and practiced in 2nd Grade Art

Classrooms?

Philosophical Worldview:
Social Constructivist/ Advocacy and Participatory

Strategy of Inquiry:
Qualitative Research

Research Method:
Observations, Interviews, Focus Group Interviews

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As an educator/curriculum developer, and an under construction intersectional feminist 😬 the one thing that really resonates with me is the concept of INCLUSION/DIFFERENTIATION. But when we look at the inclusion being practiced or preached in Pakistani school systems, it is only focusing on inclusion with respect to disability groups. Be it physical challenges or mental. When I view inclusion, whether its in a classroom or in actual life. I rarely see people talk about differentiation techniques used with respect to sexuality, gender, religion, ethnicity. Its like saying "I'm not racist, I don't see color". Which in its core is problematic statement. I am only focusing on at least generating discourse in talking about sexualities'  and gender. My question aims to highlight the inclusion of queer learners in a classroom/ learning environment with art education. Art/lingual arts is a forgiving domain, a practioner can slide a lot of things while teaching through them. Starting a conversation might not magically start change but it will provoke people to think. And i truly believe that's will have a domino effect.

Research question:
What are the insights into the development of art education curricula in Pakistan for Queer individuals?

Revised:
What are the insights into the development of art education curricula in Pakistan for Queer individuals to create inclusive classrooms?

What are the classroom practices to create inclusivity for Queer individuals in visual and language art classrooms of Pakistan?

What are the insights into the development of primary years visual and language art education classroom practices and inclusion techniques of Pakistani private schools for Queer individuals?

Philosophical worldview:
Advocacy/ participatory

Methodologies:
Class observations (art class observations to check for inclusion/differentiation)
Interviews (interviewing queer individuals recalling their educational experience)

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1-10-2021
Widening the possibilities of answers by considering the views and stance of others lies in the definition of my philosophical worldview. My strategy to get into a conclusion is keeping the scope high by accepting the diversity around. Also to see the validity and authenticity of my own perspective, I search around to hunt for the points that I might miss on. The core is to accept the world by embracing its individuals as that's the beauty of it that we all are different.
My question is to cater to all the individuals with different needs at the early level so that to able them to go with the pace of the world keeping and polishing their in-born gifts.

Question:

How can inclusion through art curriculum cater to and facilitate early year learners with different needs?

OR
How can inclusion through art curriculum cater to and facilitate personalized learning at early years?

Modified to:

- How to facilitate the learners with different needs in the mainstream school through art curriculum at early years level?

- How can the learners be facilitated at early level through art curriculum for imparting the life skills?

Re-Modified to:
How can the learners with different needs be facilitated through art curriculum in the mainstream school for imparting life skill of problem-solving?
======================
8-10-2021
After reading the 2 articles and discussing my question and stance on it (as per the reading), I figured out that my qualitative research would be lying in the Advocacy/Participatory worldview as I am going to look into a HOW of catering to the early year learners with different needs through art curriculum in the mainstream school.

I will be conducting the case study (perhaps not interviews which I thought earlier in last semester) of the special schools and look into how they are facilitating them so that those strategies and ways can be applied in the mainstream schools, as a basis of a proposal that such learners with different needs should be admitted in the mainstream schools. And considering this as a proposal, I ponder that I may move towards pragmatic approach as well, perhaps not right now, but may be in future, to see the practicality of my proposal.

Here I am mulling over my research question, I may modify it after getting it discussed more with my peers and mentors, as in the last week's class, I narrowed down my question to impart the life skill of a problem solving into the targeted learners.

Philosophical Worldview:
Social Constructivism
Pragmatic

Qualitative Research Methods:
Ethnographic
Participatory

Research Methodology:
Interview based (semi structured)
Case studies (observation based)

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Zain ul Abidin : My Philosophical World View

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Zain ul Abidin : My Philosophical World View

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Zain ul Abidin: My Philosophical World View

Life is short, and it’s a constant evolution of self and internalizing each and every moment lived. Be the child of the moment, be curious, and be passionate. Learning is holistic with mind, body and soul. The only constant is change. Make mistakes, take risk and do experiment. Knowledge without practice is of no use. Do good, serve, keep the faith and submit. We need to go with the flow sometimes and then of course going against the flow is an adrenaline and one must do that to understand ones limits and explore the new horizons. Make learning fun, joy and play. Be empathetic, acknowledge diversity and share it all, what you know. One needs to have positive mindset and see the miracle of being a human. Try to understand the purpose of being. Once you understand and become one with the universe, it will open up itself for you! Life is what you make it!

Original Research Questions

How does/can Art and Design Studio Professionals balance their Studio Pedagogic Practice and Creative Professional Studio Practice?

How does/can Art and Design Studio Pedagogy & Creative Professional Practices inform and support each other simultaneously?

Revised Questions - 1st Draft

How does/can art and design studio professional balance their academic/teaching and studio practices in context to art and design studio professional and academic practice of our region specifically Pakistan?

How do these two practices inform and support each other simultaneously, in context to our region specifically Pakistan?

Revised Questions - 2nd Draft

How does/can photography studio professional balance their academic and studio practices in context of photography studio professional and academic practice in context to our region specifically Pakistan?

How do these two practices inform and support each other simultaneously, in context to our region specifically Pakistan?

Philosophical World View:
Pragmatic

Strategy of Inquiry:
Qualitative Strategies

Phenomenology &

Grounded Theory

Research Design
Mixed Methods; Transformative

Research Methods

Questions

Interviews

Data Collection

Data Analysis

Interpretation

Write-up

Validation

Revised Question - 3rd Draft

How does/can art and design studio professional balance their academic/teaching and professional practices simultaneously in context to  our region specifically, Lahore, Pakistan?

How does/can these two practices inform and support each other simultaneously, in context to our region specifically, Lahore, Pakistan?

Revised Question - 4TH Draft

How does/can professional photography practice and design studio pedagogy inform and support each other simultaneously in Pakistan?

Revised Question - 5TH Draft

How does/can professional photography practice and design studio pedagogy nurture each other in Pakistan?

Theoretical Frame Works

Pedagogy

Creative Professional Practice

Learning Theory

Research

# data[].attributes.body
I believe in finding authenticity in things I do, see, hear, read and experience. To reach this goal, I value point of views coming from various perspectives, however, I base my beliefs and understandings on my own analysis stemming from first hand experience and information.
This is my general approach to things I experience in life. This gives me complete ownership of my words and thoughts and stands by an authentic rationale.

1st Question: What is the role of art pedagogy for critical thinking in the developmental stages of the Early Year learners in Pakistan?

New Question 1: How do visuals in the environment affect the critical thinking, perspective and decision making of children of different age groups in Pakistan?

New Question 2: What is the role of visual displays in the environment on the critical thinking ability of young children in Pakistan?

New Question 3: Affects of visual representations of the culture in the environment on minds of young children of Pakistan?

Modified: Affects of visual representation of cultural values in the text and digital media on minds of young children of Pakistan?

Philosophical Worldview
With reference to the readings and the new question that I have developed, I strongly feel the advocacy and participatory worldview aligns with my approach to the inquiry of my question.
My plan in this inquiry is to identify the implications of exposure of unfiltered visual content to very young children as well as visuals created for adults who are also in the sight of young minds. The long term effects of these on the mindsets of this generation in future. The predetermined perspective of things that are being inculcated into their minds etc are affecting the critical thinking ability of our children.
This research can perhaps influence the policymakers and a change or shift can occur in the filter process of content.
This research can be a mix of Advocacy and Social Constructivism world view.