Imagination and Interpretation: Academic Advising and the Humanities

Hagen, Peter L.

doi:10.12930/0271-9517-28.2.14

Cited by 8 publications

(8 citation statements)

References 2 publications

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“…This vision extended acceptable ''ways of knowing'' beyond classic social science research methodologies. Articles accepted by Danis provided a template for 21 st Century Journal authors (Champlin-Scharff, 2010;Hagen, 2005;Hagen, 2008). One such article, the most accessed NACADA Journal article from the 1980s (NACADA Journal Google Analytics, August 13, 2021), was David Brookman's (1989) ''Maslow's Hierarchy and Student Retention.''…”

Section: -1989: Edward J Danismentioning

confidence: 99%

Early Journal Articles and Editors That Shaped the Evolution of Scholarly Writing in Academic Advising, 1972-2001

Miller

2022

NACADA Review

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This article provides a historical perspective on the development of scholarly writing in academic advising beginning in 1972 with some of the first journal articles solely devoted to advising and continuing through the initial 20 years of the NACADA Journal—the premier advising publication venue during the period. An important part of the evolution of advising's scholarly writing was the vision and perspective of each NACADA Journal editor. Each brought a distinct set of academic experiences to the job, each defined scholarship, and especially research, differently. Early (1972–2001) scholarly articles and the editors who published them shaped academic advising's literature base. This article analyzes the contributions made by these early articles and editors.

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Section: -1989: Edward J Danismentioning

confidence: 99%

Early Journal Articles and Editors That Shaped the Evolution of Scholarly Writing in Academic Advising, 1972-2001

Miller

2022

NACADA Review

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“…17-18). For Hagen (2008), applying narrative or hermeneutic theory to advising requires a ''leap of the imagination'' (p. 19); however, Buber's I-You precludes the need for such a leap because the advisor's self comprehends the other in that moment through openness to the fragile humanity and the totality of communication provided by the student. Buber suggested attention to the entirety of a student and the verbal cues, to the aversion of eyes and subtle body language, to revealed and hidden histories, to the whole, vulnerable, fascinating package of a person.…”

Section: Martin Buber's Dialogmentioning

confidence: 99%

Think About It: Philosophy and Dialogic Advising

Colgan

2017

NACADA Journal

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Effective advising requires practitioners to engage in analysis of theory and practice. Philosophical underpinnings regarding notions of self can shape the advising encounter and determine the level of receptiveness of advisors toward the whole student. A brief review of Western philosophies of the self provides context for Martin Buber's radical dialogic philosophy of the self. Buber offered a foundation for an overarching theory of advising and addressed the selection and timing of particular advising methods in response to students. His idea of the dialogic self, I-You, consists of powerful, relational encounters with the other. Advisors bring an openness to students' contextual reality so an advisor is immersed in a student's world for that moment by applying dialogic advising.

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“…A normative theory can help advisors and institutions identify effective strategies to aim for the ideal state. Hagen (2008) pointed out that theory ''gives us lenses through which we can see academic advising more clearly'' (p. 16). When thought of this way, a theoretical perspective is like looking at the world through a colored lens with each theory represented by a different color.…”

Section: The Role Of Academic Advisingmentioning

confidence: 99%

“…Hermeneutics is used to create new understanding (Freeman, 2007) and, as recent attention to hermeneutics in academic advising literature demonstrates, provides a basis for interpreting significance for each student in an advising interaction and in the advisor's own understanding (Champlin-Scharff, 2010). Hearing the student's story in an advising meeting is like reading a text (Hagen, 2008) in that each advisor interprets the narrative based on her or his own personal experiences.…”

Section: Hermeneuticsmentioning

confidence: 99%

Strengthening Academic Advising by Developing a Normative Theory

Himes

2014

NACADA Journal

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Discussions on academic advising theory have centered on application from many disciplines; however, academic advising is unlike any other field, and therefore, theories from other disci plines do not correspond with all of the unique goals of advising: assisting students in under standing the meaning of higher education, supporting students in their personal growth, and helping them set and achieve educational goals. To continue clarifying the role of advising within higher education, practitioners need to move from analogical theories to normative theories. The diversity and richness of current theories in advising will provide the foundation for developing a normative theory and strength ening the field of advising.

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Imagination and Interpretation: Academic Advising and the Humanities

Cited by 8 publications

References 2 publications

Early Journal Articles and Editors That Shaped the Evolution of Scholarly Writing in Academic Advising, 1972-2001

Early Journal Articles and Editors That Shaped the Evolution of Scholarly Writing in Academic Advising, 1972-2001

Think About It: Philosophy and Dialogic Advising

Strengthening Academic Advising by Developing a Normative Theory

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