Abstract
Belland (Developing connoisseurship in educational technology. In: Paradigms regained: The uses of illuminative, semiotic, and post-modern criticism as modes of inquiry in educational technology (pp. 23–35). Englewood Cliffs, NJ: Educational Technology Publications, 1991) and others have proposed connoisseurship as an alternative to more traditional methods for understanding teaching and learning. This chapter further explores the potential of connoisseurship in research, evaluation, and design for learning experiences. It argues that applying connoisseurship leads to a broader understanding of the many qualities and impacts of a learning experience, exploring influences and outcomes often left uncovered. After briefly examining examples of connoisseurship in dramatic criticism, wine tasting, and travel writing and drawing conclusions about their methods for understanding the complexities of experience, we get an idea that connoisseurship has an application in educational technology. Connoisseurs immerse themselves in experiences to examine subjective reactions, examine the historicity of the object of appreciation, attend to all details of an experience for possible significance, and take time to savor those details, trusting in their abilities to find the meaning that can arise only after a period of immersion and reflection.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Belland, J. C. (1991). Developing connoisseurship in educational technology. In D. Hlynka & J. C. Belland (Eds.), Paradigms regained: The uses of illuminative, semiotic, and post-modern criticism as modes of inquiry in educational technology (pp. 23–35). Englewood Cliffs, NJ: Educational Technology.
Cleese, J., & Kennard, D. (2004). Wine for the confused. USA.
Dewey, J. (1938/1997). Experience and education. New York: Simon & Schuster.
Eisner, E. W. (2002). The educational imagination: On the design and evaluation of school programs (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Eisner, E. W. (1985). The educational imagination: On the design and evaluation of school programs. 2nd ed. New York, London: Macmillan; Collier Macmillan.
Johnson, H., & Robinson, J. (2007). The world atlas of wine. London: Octopus.
Kapuscinski, R. (2004). Travels with herodotus (K. Glowczewska, Trans.). New York: Vintage International.
Parrish, P. E. (2006). Design as storytelling. TechTrends, 50(4), 72–82.
Parrish, P. E. (2009). Aesthetic principles for instructional design. Educational Technology Research and Development, 57(5), 511–528.
Parrish, P. E., Wilson, B. G., & Dunlap, J. C. (2011). Learning experience as transaction: A framework for instructional design. Educational Technology, 51(2), 15–22.
Scott, R. (Writer). (1982). Blade runner. USA.
Simonetti-Bryan, J. (2010). The everyday guide to wine. The great courses. Chantilly, VA: The Teaching Company.
Vineberg, S. (2010). The art of the segue. The Threepenny Review, 31(3), 22–23.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Parrish, P. (2012). What Does a Connoisseur Connaît? Lessons for Appreciating Learning Experiences. In: Fee, S., Belland, B. (eds) The Role of Criticism in Understanding Problem Solving. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, vol 5. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3540-2_4
Download citation
DOI: https://doi.org/10.1007/978-1-4614-3540-2_4
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-1051-5
Online ISBN: 978-1-4614-3540-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)