<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>This article is a narrative account of my search for knowledge about the nature of consciousness, and the implications of my findings for research and education. For over three decades, I accepted the dominant script presented to me through my education, both formal and informal, which assumes that the brain creates consciousness. Further, when the brain dies, consciousness dies with it. However, the unexpected death of my partner pushed me to investigate these assumptions. Through reading consciousness studies research, I learned of considerable empirical evidence that challenges the materialist paradigm taken for granted in the educational and social cultures in which I was raised. An analysis of the literature, combined with the learning gained from my own experiences, transformed my understanding of reality. This led me to radically question the ontological and epistemological assumptions of mainstream educational and social research. I end with a call for the development of an integral framework for consciousness education that would liberate researchers and educators from the materialist paradigm that is so deeply embedded in Western culture and contribute to an emerging postmaterialist worldview.</p>
</abstract>

This article is a narrative account of my search for knowledge about the nature of consciousness, and the implications of my findings for research and education. For over three decades, I accepted the dominant script presented to me through my education, both formal and informal, which assumes that the brain creates consciousness. Further, when the brain dies, consciousness dies with it. However, the unexpected death of my partner pushed me to investigate these assumptions. Through reading consciousness studies research, I learned of considerable empirical evidence that challenges the materialist paradigm taken for granted in the educational and social cultures in which I was raised. An analysis of the literature, combined with the learning gained from my own experiences, transformed my understanding of reality. This led me to radically question the ontological and epistemological assumptions of mainstream educational and social research. I end with a call for the development of an integral framework for consciousness education that would liberate researchers and educators from the materialist paradigm that is so deeply embedded in Western culture and contribute to an emerging postmaterialist worldview.

Stories of a Transformation in Consciousness: A self-study to ground narrative inquiry research in consciousness education

International Journal for Transformative Research

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

This article is a narrative account of my search for knowledge about the nature of consciousness, and the implications of my findings for research and...

Stories of a Transformation in Consciousness: A self-study to ground narrative inquiry research in consciousness education

Published Online: Dec 12, 2022

Page range: 27 - 39

Received: Jan 27, 2022

Accepted: Aug 25, 2022

DOI: https://doi.org/10.2478/ijtr-2022-0004

Keywords
transformative research, transformative learning, consciousness studies, narrative inquiry research, postmaterialist worldview

© 2022 Laurel Waterman, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Stories of a Transformation in Consciousness: A self-study to ground narrative inquiry research in consciousness education

Published Online: Dec 12, 2022

Page range: 27 - 39

Received: Jan 27, 2022

Accepted: Aug 25, 2022

DOI: https://doi.org/10.2478/ijtr-2022-0004

Keywordstransformative research, transformative learning, consciousness studies, narrative inquiry research, postmaterialist worldview

© 2022 Laurel Waterman, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Keywords
transformative research, transformative learning, consciousness studies, narrative inquiry research, postmaterialist worldview