Exploring the Future of Listening
8.0 Introduction to Future Research on Listening to the SONG of Life
Research, Experience, and Creativity
In this section, I briefly introduce exploring the future of listening to the SONG of life as scholarly research, experiential learning activities, and stimulating creativity. Note that the book’s print edition does not include most of these ideas for exploring future research, especially the experiential learning activities, due to the page constraints of on-demand printing.[1]Interested readers can view an online version of the complete book on the Pressbook’s website at, http://pressbooks.pub/songoflife, or download the complete version of the digital book (PDF or EPUB) from Old Dominion University’s Digital Commons, http://digitalcommons.odu.edu/communication_books/31/.
First, I describe different types of academic research and scholarship that can be utilized to explore listening to the SONG of life. I conceptualize social scientific research as deriving and testing hypotheses from theory. Social science uses standardized methods.[2] to collect and statistically analyze empirical data to create generalized knowledge. Research also includes other ways of knowing. Some of these other ways of knowing use interpretive-critical methods like case studies, rhetorical analysis of texts, and autoethnography. In addition, other kinds of scholarship may not be classified as “scientific research” but have their own scholarly standards and academic rigor. Among these forms of scholarship are traditional and modern forms of art.[3]
Second, the future of exploring listening to the SONG of life embraces experiential learning activities. These experiential activities are not generally appropriate for the research purposes of experimental manipulation, control, and generalizability of knowledge.[4] Students tend to behave differently when they know they are being evaluated in a research context. This sense of being evaluated focuses student attention on earning a good grade by “correctly” completing the research activity for some reward like extra credit rather than focusing on the quality of their subjective learning experience.[5]
The critical point of an experiential learning activity is the “research” conducted on oneself, not on how closely the personal experience conforms to published research knowledge.[6] Teaching students to conduct an experimental case study on themselves as a sample size of “1” is a vital skill that can be utilized throughout the lifespan. I believe part of our evolving purpose in life is to create and conduct as many of these learning experiments as possible.
Experiential learning activities are more important to me than generating knowledge of social scientific research. In my experience of teaching at the collegiate level for over thirty years, experiential learning activities engage, motivate, and connect the student with ideas that are often more transferable and memorable than memorizing