I have always enjoyed inquiring deeper about topics of interest to me. When I was in primary school I signed out every book about dinosaurs I could get my hands on. Then I learnt all those latin names of the well-known extinct species like Tyrannosaurus Rex and also obscure ones like Ornithomimus (which means bird-like). Then I made my own stories, picture books and notes about them. I did the same with World War 2 history, bush tucker, survival techniques, Sci-Fi, and other topics. This turned from little childhood projects into major writing projects (some for formal education, most for personal interest). I guess I was just a keen learner. I loved research.
Research
is useful for writing.
In writing non-fiction, it is expected that our writing flows out of research.
In fictional writing, research is often undervalued but necessary. In both
occurrences some authors are effective at their research. Some authors, are
perhaps, less effective in their research. I thought I would share a few simple
thoughts about research that I have gleaned over many years of formal research
(I studied my Bachelor of Environmental Science in 1987-1991 (this included
Anthropology) and completed my Masters in Ministry (with loads of research) a
few years ago) and a life time of learning and how to learn.
It
is interesting to note that much scientific and social research (at least
formatively) was designed by Christian's seeking to understand and write about creation
and people God had called them to (examples of Scientists such as Nicholas
Copernicus (1473-1543), Sir Francis Bacon (1561-1627), Johannes Kepler
(1571-1630), Galileo Galilei
(1564-1642), Rene Descartes (1596-1650), Isaac Newton (1642-1727) who were
instrumental in helping to design the scientific methodology and contemporary
Anthropologists such as Kraft and Holloway who reflect a 'scientific'
methodology).
Research
is useful as a means of critical reflection and a source to evaluate the
reliability of our written material, so that when we write we write from a
point of clarity, reality, integrity and wisdom. Wisdom might be seen by some
as how we take different information, data, insights and theories, how we
understand them, test them, and create an interpretation that informs our narratives,
communications and potential informing of practice (Anderson 2001).
A
basic premise that I use when weighing diverse information or ideas for use is
that often the best insight is that “it is not either or but both”. Perhaps
this is similar to the Kantian/Hegelian concepts of the process of Hypothesis, antithesis , synthesis.
|
THESIS |
ANTITHESIS |
SYNTHESIS |
|
A thought is affirmed which on
reflection proves itself unsatisfactory, incomplete of contradictory ... |
which propels the affirmation
of its negation, the antithesis, which also on reflection proves inadequate
... |
and so is again negated ... but a potential combining of different
ideas to make a thought that is new and different from the items
considered separately |
There is an abundance of information in books and online about how
to actually do research. Many books on writing only discuss the topic
peripherally. There are mentions of research in chapters examining the craft of
writing, or planning. However, there is little ‘sagely wisdom’ for writers
to access ideas for reasonable research.
Considering that reasonably integrous research requires the interplay of
thoughtfulness, theoretical interpretation, and wise judgement it is good to briefly
consider a trusted proponent of this research acumen who is an esteemed
Christian thinker and author on the subject.
Richard Osmer described the importance of research (in the
framework of practical theology) that is useful for us as writers to consider.
The material that Osmer presents is useful as an introduction to this field. I
have found his material to be empowering and useful for further discussion in
considering the use of social and scientific enquiry and evaluation within a
Christian writer’s context. Osmer notes that research is vital for Christian
practitioners to gain knowledge and skills to help confront the challenging
situations they encounter with sensitivity, creativity, and confidence. The
overflow of this thinking in our writing is that as authors, we too might be
more sensitive, creative, and confident. Osmer develops a unique treatise to
make sense of any situation by focusing on four reflective questions and then
taking action (Osmer 2008:4):
Osmer outlines four tasks (with four questions) that are useful
for us to employ as researchers and writers:
1) The
descriptive-empirical task which asks “What is going on in a given context?”
This requires us as authors to discern any patterns or dynamics in
episodes, situations or contexts. It requires “Priestly listening”. This begins
with a willingness to humbly understand lives, actions and practices of peoples
and situations. As an author this may include investigating a specific
situation, with a specific context, or it may be less formalised listening and
communicating of what is discovered with compassion and empathy.
2) The imperative task
asks “Why is this going on?” It is based on wise judgment guiding people to
potentially consult any theories, ideas from others, even considering other
disciplines. In our own research this is a useful proposition : listen, look and
learn from outside your usual (maybe comfortable) worldview or perspective.
3) The normative task asks
“What ought to be going on?” It uses a framework and understanding that is
prophetic in nature (spiritual discernment). It focuses on hearing God’s Word
for specific situations to construct ethical norms and learning for humble
empowerment, communication, and encouragement of ‘good practice’. As Christian
writers this is a salient reminder : Consult God. Pray. Seek His heart and will
and understanding.
4) The pragmatic task asks
“ How might we respond?”. How someone might shape the context of various
situations to better embody Christian witness and mission? It requires a
transforming service that creates strategies
supported by values of servant leadership (Osmer 2008:28-29). As writers
this is where the ‘rubber hits the road’ or the ‘pen hits the paper’. Be
encouraged : Your writing is a transformative service that is important because
this task has the power to bring influence and empower action.
Core to Osmer's thinking is Jesus' priestly, royal and prophetic
mediation of salvation with daily reliance on Holy Spirit’s leading. Osmer
helps determine a mobilisation of servants to help people become more like
Jesus. That is you and I as writers too. Simply put Osmer encourages us to be learning to listen
and love through research.
One of the best resources for ensuring wise interpretation of our
research are our colleagues. This is what Brookfield (1995) suggests is a key
critical reflection tool for ongoing personal and professional development. For
Brookfield and others (like for example, Cartledge (2003)) research is seen to
occur primarily in a community setting. Our support systems and social capital
have valuable input potential into the interpretation task. Having other people
who help you work through issues is vital to a writer’s effectiveness and
survival. As writers we must be willing to have qualifying conversations
with our colleagues or peers.
In my own context I frequently allow myself to be challenged about
preconceived assumptions of thinking, research, ministry practise and ideas or
narratives I write about. I do this within the framework of reflection
conducted in accountable relationships with my work colleagues, friends, godly peers,
study mentors, and my wife (the greatest leveller). I keep Journals and Diaries
that date back to 1986 to self-review as well. Some things I wrote and
practiced years ago, I would never do again, but other things that I do now
have become 'best practice' in my ministry delivery and writing, that is
constantly being honed. I have discovered that this humility in yielding our
assumptions to a broader reflection process with others is vital to effective
research and writing.
The type of research we utilise as writers must be determined by
what is appropriate and useful to evaluate a particular idea or situation. Both
Osmer and Cartledge give several examples of how research and evaluation and
methodology link with theology useful for Christians. Cartledge explained the
actual methodology he used in his practical research, which consisted of
participant observation, study of documents, interviews with and surveys of
people, and analysis of data.
Osmer discussed six specific types of research that are useful for
us to consider using as writers:
(a) narrative research: telling individuals’ stories;
(b) case study research: studying a small number of cases in
depth;
(c) ethnographic research: describing a cultural or social group;
(d) grounded theory research: developing a theory related to the
context of a phenomenon;
(e) phenomenological
research: seeking the essence of an activity or experience for a group of
people; and
(f) advocacy research: contributing to social change (with an
explicit agenda).
With all the above said, it is sometimes claimed that research is
a poor substitute for what you have experienced yourself. Perhaps a better way
to consider this idea is that writing through direct and indirect experience,
is a valuable mechanism for research.
Direct experience is life experience. Direct experience means to
take your situations, happenings in your life, your memories and create the
basis for a piece you are writing (like creating the inspiration for your
narrative in a novel), you can begin by looking at your own unique past. You
may have gone places and done things in your life, engaged with people,
experienced challenges, resolved situations, and this is researching your topic
through direct experience. This is the basic idea that anthropologists utilise
in participant observation for researching ethnographic material (Babbie1986). If you have direct experience, you begin transcribing
those experiences and making them interesting, coherent, and structured enough
for the reader to receive in story form. Novels created from direct experience
can be unique, personal and intimate.
Shane with team Sea of Galilea
Where direct experience is not possible, indirect experience can
be accessed. This can mean you may delve into the descriptions of what and how
others experienced the situations of life during a specific circumstance, time
in history, or theme.
A few basic ideas of how direct and indirect experiences have fuelled
my research and created authenticity in my writing include beginning with reading
copiously. Spend time Listening: Interview, if possible, to derive from firsthand
experiences of people. Communicate with others who know about your subject.
Travel, seek out experiences, sit in other’s spaces, walk in other’s shoes.
Good research lends credibility to your work and gives the reader
the feeling of direct experience. Imagine your readers feeling that they have
lived the life of your characters as they read your narrative in a novel and
have therefore had a direct (maybe God inspired) experience. What about that
for a writing goal?
I have found that experience linked with intentional research is a
potent mix for catalysing creativity in my writing. It brings joy to me and
others as integrity of material and insights meld with wisdom and a richness of
authenticity to produce a valued work. Research helps the reader trust your
work. For us as authors, research is learning. Research is listening. Research is
loving.
I hope you discover this joy too.
BIBLIOGRAPHY
Anderson,
R. (2001) The shape of practical theology: empowering ministry with theological
praxis . InterVarsity Press, 2001:
Babbie,
E (1986) The Practice of Social Research. Wadsworth Publishing Co:
Cartledge.
[2003] Practical Theology: by Paternoster Press.
Osmer,
R.R. [2008] Practical Theology. An Introduction.
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