First Advisor
Harding, Jenni
Document Type
Dissertation
Date Created
12-2019
Embargo Date
10-2021
Abstract
This transcendental phenomenological study focused on the phenomenon of curiosity. The aim of this research was to explore the following research question with seven research participants: What does curiosity mean? Supported by semi-structured, one-on-one, in-depth phenomenological interviews as the research method, the findings revealed (a) curiosity as an energy for learning and (b) six Curiosity Archetypes defined by the way each gathers, connects, and/or utilizes data to expand consciousness and sense of meaning via creativity. Grappling with curiosity as an energy for learning presents at least three significant educational implications: (a) if curiosity is an energy for learning, then learning about Curiosity Archetypes may offer new resources for seasoned, tired, or resigned learners; (b) if a given student inherently embodies at least one of the Curiosity Archetypes, a given lesson ought to offer an access point for each Curiosity Archetype; (c) as it is, schools may privilege certain Curiosity Archetypes leaving some learners energized and others tired or resigned.
Extent
181 pages
Local Identifiers
Katz_unco_0161D_10788.pdf
Rights Statement
Copyright is held by the author.
Recommended Citation
Katz, Ryan Russell, "Phenomenological Curiosity" (2019). Dissertations. 634.
https://digscholarship.unco.edu/dissertations/634