Revisiting the Idea of “Critical Aspects”

ABSTRACT

Over the years, two new strands of research have evolved from the phenomenographic research tradition: the first concerns advancement of the variation theory of learning, whilst the second involves development of the learning study approach. In this paper, the conceptual frameworks of phenomenography, variation theory, and learning studies are critically examined, and we revisit the notion of “critical aspects,” one of the running threads connecting the three research strands. More specifically, we highlight the notion’s relational nature and its relationship with so-called irrelevant aspects. We further argue that we must take care not to lose sight of its connection to the basic tenets of the wider phenomenographic research paradigm to ensure that learning studies make a powerful contribution to education.

KEYWORDS:

• phenomenography
• variation theory
• learning study
• critical aspects
• irrelevant aspects

Acknowledgements

The authors wish to express special thanks to the three anonymous reviewers for their helpful and insightful comments.

Disclosure Statement

No potential conflict of interest was reported by the authors.

ORCID

Ming Fai Pang http://orcid.org/0000-0001-9173-7080

Additional information

Funding

This research was supported by the Hong Kong Research Grants Council [grant number 17407414].