Carlsson, M.A. (1991) The Structure Of Recall: an empirical study of repeated readings of Franz Kafka s "Before the Law". Reports from the Department of Education and Educational Research. Report No 1991:06. University of Goteborg.

One of a series of papers written about an investigation into different ways of understanding one of Kafka s parables. This paper explores the tendency for students remembering, or recall, to be within the framework of the narrative structure of the parable.

Carlsson, M.A., Marton, F. & Halasz, L. (1993) Readers experience and textual meaning: an empirical study. Journal of Literary Semantics, 22(2): 104-123.

One of a group of papers about students interpretations of Kafka s parable Before the Law . Describes the outcomes of the phenomenographic study and discusses implications for a literary interpretation of the text: ...the study of a response to a story turned into an empirical study of the meaning of the text itself. It is our hope that we have refuted the original idea which we ourselves originally nurtured, that Before the Law is an allegory in the traditional sense.

Chaiklin, S., Fensham, P. & Marton, F. (1993) Scientific intuition through the eyes of Nobel laureates: analysis of discussions with the prize-winners in Science and Medicine during the years 1970-1986. Paper presented at the 5th European Association for Research on Learning and Instruction Conference, in Aix-en-Provence, August 31 - September 5.

Practically all laureates consider scientific intuition to be distinctly different from conscious, logical reasoning processes, and to concern the direction of research, more often the finding of a path than reaching the goal. The experience of intuition is frequently characterised as having a certitude based on a feeling or a perception of almost esthetic or quasi-sensory nature. (Extract from authors abstract).

Clacherty, A.J. & Ballantyne, R.R. (1990) Understanding student experiences of environmental education: the value of a phenomenological approach, Environmental Education and Information 9(1): 29-42.

Attitudes, values, morals and ethics are important facets of environmental education. Evaluation of environmental education programmes must, therefore, include methods appropriate to these facets. A phenomenological approach to understanding environmental education experiences is presented and is shown, through the nature of the findings which emerge, to be valuable, powerful and worthy of inclusion in the field of environmental education evaluation. (Authors abstract).

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