ScholarWorks@숙명여자대학교

초록

This study aims to elucidate the insights gained by revisiting the researcher’s completed qualitative research experiences, specifically focusing on the unconscious characteristics of learning and the ‘logic of afterwardedness’ that operates within the learning process. Through an autobiographical reflection on the research process, re-examined from a newly explored Deleuze’s philosophical perspective after the study’s conclusion, the researcher identified previously unrecognized, dichotomous prejudices that influenced the research. These included biases about young children’s prior experiences during the preliminary observation phase, assumptions regarding musical experiences during data collection, and preconceived notions about noise and children’s play during data analysis and writing. As a result, these prejudices functioned as triggers for generating new insights, leading the researcher to realize that the research process should be approached and inhabited as a process derived from and intertwined with the lived experiences of both the researcher and participants. In conclusion, through revisiting the dissertation writing experience, the researcher learned the importance of adopting an ethical attitude that views the research process as both a time of learning with young children and a record of lived experience.

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