Revisiting Curriculum Studies

Abstract

Approaching a research topic implies assuming ideological elements that represent the location and identity of the researcher, defined from her¹ social, psychological, and historical situation. These elements become evident through various expressions throughout her lifelong relationship with knowledge and constitute what Morin, based on Lorenz’s work, characterizes as imprinting? Linking ourselves to a work theme presupposes, as well, accepting that our constructions are the result of readings, monologues, and dialogues; together with public and private, individual and collective reflections that obey internal interests and external demands materialized in writings that are often insufficient for expressing our initial intentions. Often the work is being constructed through following a personal story; it is the result of questions that have arisen during previous reflections that have awakened the need to stop at points of special concern. This work is also one’s answer to others’ perceptions that have seemed erroneous or false to us, and that may have a multiplicity of origins. All this is a crucial part of the intellectual history of the field and of the individual scholar.