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annUkka TaPanI

Is Being a Researcher some kind of Role-playing

– a Reflective Paper on Researcher’s Professional Growth

1. InTRODUcTIOn: Is The TRUTh sOMewheRe OUT TheRe?

T�� �ta�ting p�int ��� t�i� a�ti�l� li�� in t�� y��a� 2002 ���n i �a� g�tting ��ady� ��� my� ����t ��mi- na� a� a p�d-�tud�nt� my� ��ll�agu� a�k�d m� t� b� p��pa��d ��� qu��ti�n� ab�ut t�� p�il�-

��p�i�al ba�i� �� my� ����a���� i �a� v��y� di�app�int�d a�t�� t�� ��mina�: n� qu��ti�n� ab�ut t�at�

i �nly� g�t qu��ti�n� �� ���t��� �� �ad ��m� p��bl�m� in �u� p�ly�t���ni�� my� ����a��� �a� ab�ut t�� ���mati�n �� ��ll��tiv� id�ntity� in t�� p�ly�t���ni��

On�� i �ta�t�d t� t�ink ab�ut t�� p�il���p�i�al qu��ti�n, i �ad t� g� �n� i ��und a g��d

”��m�” ��� my� ����a��� in t�� p��n�m�n�l�gi�al �ay� �� t�inking� i �a� t� �tudy� t�� ��n��pt ��

��ll��tivity� u�ing ��iti�al in�id�nt� in �u� ���k ��mmunity� (patt�n 1990, 182-183)� p��n�m�n�l-

�gy� ���m�d t� b� t�� an���� ��� my� qu��ti�n�: in t�� p��n�m�n�l�gi�al p�int �� vi�� t�� p��- n�m�n�n �an b� ���n in a pu�� �ay�, t�� �ay� it i�� T�� individual �xp��i�n�� i� ����ntial ��� un- d���tanding t�� ���� �� t�� p��n�m�n�n� (g��n�� 2001, 546; p�i��t 2002�)(g��n�� 2001, 546; p�i��t 2002�)

But ��at i� t�� ���� p�int �� t�� p��n�m�n�n? W�at i� t�� t�ut�? in t�inking ab�ut t�� t�ut�

and it� �xi�t�n�� i g�t t� kn�� t�� ��ali�ti� t����y� �� t�ut�� i b�gan t� t�ink t�at it i� ab�u�d t�i b�gan t� t�ink t�at it i� ab�u�d t�

�tudy� a p��n�m�n�n i� i al��ady� t�ink t�at it d��� n�t �xi�t at all� it i� ab�u�d t� d� ����a��� �n

annUkka TaPanI�p�d stud�nt

univ���ity� �� Tamp���, R���a��� c�nt�� ��� v��ati�nal and p������i�nal edu�ati�n

• �-mail: annukka�tapani�uta���

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4 9 2

��m�t�ing t�at �n� �an may�b� n�v�� ��nd� in my� �a�ly� y��a�� i �a� �� �u�� t�at t�� p��n�m�n�n

�� ��ll��tiv� id�ntity�, ”��-n���”, mu�t b� �ut t���� and it� �xi�t�n�� d��� n�t d�p�nd �n i� ��

��� it �� n�t� (��g� Kalli 2005, 10)� Wit� p��n�m�n�l�gy�, i ��lt t� b� abl� t� ��nd t�� t�ut� �� t��(��g� Kalli 2005, 10)� Wit� p��n�m�n�l�gy�, i ��lt t� b� abl� t� ��nd t�� t�ut� �� t��Wit� p��n�m�n�l�gy�, i ��lt t� b� abl� t� ��nd t�� t�ut� �� t��

p��n�m�n�n ”��”�

in t�i� a�ti�l� t�� m�t��d�l�gy� i� und���t��d in it� �id� �ay�� T�� �ta�ting p�int i� t� und��-

�tand t�� p���ibiliti�� and ���t�i�ti�n� �� �n� �tudy� and it� ��lati�n �it� t�� ��al ���ld and �t���

”��al ���ld�”� (Tu�mi & sa�ajä�vi 2002, 11�) i am u�ing ���� a� an �mpi�i� ��tting my� li��ntiat�

t���i� and it� ���ult�� i am ��v�aling my� ��l�� in t�� ����a��� p������� in t�� ��l�-play�ing ��tting i am t�y�ing t� ��� t�� �t��� p���ibl� ”��al ���ld�”� T� und���tand t�at di�����nt ��l�� may� ��v�al di�-

����nt t�ut�� i� an imp��tant �t�p in t�inking �� t�� t�ut� and t�� ���� �� t�� p��n�m�n�n ”��”�

T���� li�� al�� t�� ��iti�al int����t ��� kn��l�dg� �n t�� ba�kg��und� it m�an� t�at t�� ��-

��a����� ���� kn��l�dg� in a ��iti�al �ay� and t�at �an ���k a� an �man�ipati�n� (Ky��ö 2004, 63�) c�iti�al int����t t� �tudy� t�� data �an �p�n ����a�����’� �y��� t� n�ti�� ��m�t�ing n�� in t�� data,

�� ��� t�� ���ult� in a n�� �ay��

T�� pu�p��� �� t�i� a�ti�l� i� t� tak� pa�t in t�� di��u��i�n�� fi��t, taking pa�t in t�� ��ali�m v���u� ��n�t�u�tivi�m di��u��i�n: i� t���� ��ally� ��m�t�ing �tabil� in ”��-n���” �� i� t�� ��n��pt

�� �� ��m�t�ing t�at all t�� tim� ��n�t�u�t� di�����ntly� �n p��pl�’� mind�?

s���ndly�, d�ing m�ta-����a��� �n t�� ����a��� p������ i �av� b��n t���ug�: ��at ��l�� �av�

i �ad du�ing my� p������ and ��at m�aning� �av� t��y� �ad in t�� p������i�nal g���t� p������?

und���tanding t�� ”��-n���” in t�� ��gani�ati�nal ��nt�xt i� imp��tant ��� many� ��a��n��

Ky��ö (2005, 23) nam�� ��gani�ati�nal �nt��p��n�u���ip a� �n� ���m �� �nt��p��n�u���ip� W��k i�

d�n� m��tly� in t�am� n��aday�� and t�am� a�� ���p�n�ibl� ��� t��i� ���ult� (��� ��g� juuti 1998)�

T� tak� ���p�n�ibility� �� �n�’� ���k �a� al�� t� d� �it� t�� ��n��pt �� �mp����m�nt (��� ��g�

Ru���ti� 2001)� T� ���l t� b� pa�t �� t�� t�am i� imp��tant b��au�� t��n �v��y��n� ���l� t�at t��i�

���k i� m�aning�ul�

2. The ROles Of The ReseaRcheR

B����� t�inking ab�ut t�� ��l�� in t�i� �p��ial p������ ��m� �la�i���ati�n ab�ut t�� ��n��pt �� t��

��l� i� n��d�d� A����ding t� ca�t�ll� (2000,7), t�� ��l�� a��ang� t�� a�tiviti�� but t�� id�ntiti��

a�� �t��ng�� ��u���� ��� m�aning� m�ad (1962, 254) u��� t�� ��n��pt �� ��l� in t�� int��a�ti�n p������: t���ug� taking t�� ��l� �� t�� �t��� a p����n i� abl� t� ��m� ba�k �n �im��l� and t�u�

di���t ��� ��n p������ �� ��mmuni�ati�n� p��äky�lä (2005, 361) ��it�� t�at, a����ding t� g���- man, it i� imp��tant t� mak� a di�����n�� b�t���n t�� ��al p����n and t�� ��l�: a�ting in a �p��ial

��l� d��� n�t m�an t�at a p����n i� ��ally� lik� t�� ��l�� g���man ��ma�k� t�at t�� ��al p����n tak�n ��� t�� ��l� i� a� mu�� a p����ntati�n lik� t�� ��iginal ��l� �a��

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4 9 3 in t�i� a�ti�l� i am d�aling �it� ��l�� but al�� �it� t�� id�ntity� g���t� p������� T�� id�ntity�

��n�t�u�t� in �uman mind� and in �v��y�day� a�ti�n� T�� ��n�t�u�ti�n i� a di�����nt �n� d�p�nding

�n t�� �ituati�n and ��� y��u a�� d�aling �it�� T�� ���ming �� t�� ��ll��tiv� id�ntity� ��qui��� t�at a p����n ��fl��t� �i������ t��ug�t� and �xp��i�n��� t� t�� attitud� �� t�� g�n��aliz�d Ot��� and�� t�� g�n��aliz�d Ot��� and g�t� ���dba�k and m�di���� �i������ b��avi�u� a����ding t� t�at� T� b� a ���l� s�l� n��d� ��lati�n-

��ip� t� �t��� s�lv�� (Kuu��la 2001, 69)� At t�� �am� tim� �v��y� p����n m�di���� t�� attitud� ��

t�� g��up b��au�� �i������ b��avi�u� giv�� a �timulu� t� �t���� ��� t��n again ��ang� t��i� b�-

�avi�u� a����ding t� t�at� T�� g�n��aliz�d Ot��� i� mad� by� t�� a�ti�n �� ”i” and ”m�” ���n

�� tak� t�� �t����’ attitud�� in �u� b��avi�u�, ��p��ially� t���� ��� a�� t�� �igni���ant �t�����

T���� �igni���ant �t���� �an b� ��al p����n� �� t��y� �an b� m�ntal ��fl��ti�n� �� �t��� p����n� in

�n�’� mind� (Blum�� 1969, 65,68; m�ad 1962, 154�)

A� t�� ��l�-��am� i u�� ���� T�anqui�t’� (2005) and e�ik���n’� (1982) ��l� d����ibing t��m�

�py�, mi��i�na�y�, t�u�i�t and p�i��n��� T�anqui�t and e�ik���n u��d t��m in t�� nam� �� a�ti�n ��-

��a���� i impl�m�nt t��m ���� in t�� ����a��� p������ and t�y� t� ��nd �ut ��� t�� t��m� ���k in t�at p������ and ��� t��y� ���v� t�� p������i�nal g���t� �� t�� ����a������

T�anqui�t (2005) and e�ik���n (1982) �av� �tudi�d ���na�i�� t�at t�� int��a�tiv� ����a�����

may� �a��� T�anqui�t �a� al�� �tudi�d ��m� �� t�� judg�m�nt�, t�n�i�n� and dil�mma� t�at may�

���u� in t�� imm�dia�y� �� p�a�ti��� T�anqui�t’� �ta�ting p�int i� a tal� t�ld by� e�ik���n and ��

�lab��at�� e�ik���n’� m�tap���i�al ��a�a�t��� in t��m� �� int��a�tiv� ����a���� (T�anqui�t 2005)�

in t�� main ��l�� in e�ik���n’� tal� a�� t�� t�u�i�t, t�� �py�, t�� mi��i�na�y� and t�� p�i��n��� T��

t�u�i�t �igni���� t�� p��du�ti�n �� kn��l�dg� and t�� �py� illu�t�at�� t�� ��nfli�t� �� l�y�alty�� T��

mi��i�na�y� d�al� �it� t�� i��u�� �� ��at t�� ����a����� �an and �ann�t a����t, ��il� t�� p�i��n��

�n ���ial t�aining add������ t�� �a�t t�at t�� ����a����� �till ��main� a �aptiv�, �nly� n�� und��

��m��n� �l��’� ��n�t�aint� (e�ik���n 1982; T�anqui�t 2005�) i �ill n�xt �a��y� �ut a ����t �v��vi��

�� t���� di�����nt ty�p�� and t��i� ��l�� a� ����a������

T�u�i�m i� ��at �� �all p��pl�’� a�tiviti�� ���n t��y� t�av�l and ���id� in pla��� �ut t��i� ��

��dina�y� ��tting� s�m� t�u�i�t� t�av�l t� �unny� l��ati�n�, �t���� t�av�l �ut �� int����t ��� unkn��n

�ultu���� On� g��up �� t�u�i�t� t�av�l �imply� t� b� abl� t� �ay� t�at t��y� ���� t����� T�anqui�t p�int�

�ut t�at �it�in int��a�tiv� ����a��� �n� �an p��bably� ��nd ��p����ntativ�� ���m all t���� �at�g��i���

(T�anqui�t 2005�)

T�� t�u�i�t i� ��m���� ���n t� b� �it��� �u�i�u� t� n�� pla��� and t�ing�, �� ju�t �anting t� ���t and �av� �un� in t�� ��l� �� a ����a�����, t���� p�int� ����� u� di�����nt kind� �� vi���: d���

t�� ����a����� �ant t� ��t �����l� in an unkn��n �ituati�n and may�b� �v�n tak� p����nal �i�k� ��

d��� ��� �ant t� u�� t�� m�t��d� t�at ��� i� u��d t� and �amilia� �it�� in an unkn��n pla�� and

�ituati�n t�� t�u�i�t, a� ��ll a� t�� ����a�����, may� �a�� ��mmuni�ativ� p��bl�m� (��� T�anqui�t 2005): ��n�u�i�n �� languag�, di��u��iv� patt��n�, but al�� �ultu�al di�����n���: t�� t�u�i�t a� ��ll

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4 9 4

a� t�� ����a����� �a� t� adju�t t� un�amilia� l��ati�n��

W�il� ��tting �����l� in n�� ��tting� and unkn��n �ituati�n�, t�� ����a����� l�a�n� al��

ab�ut �����l� and, a� �� �an lat�� n�ti��, al�� b���m�� m��� lik� �����l�� it i� ty�pi�al �� t�� t�u�- i�t t�at it i� ni�� t� b� ab��ad, but it i� al�� ni�� t� ��m� ba�k ��m�� n� matt�� ��� ��ll int�- g�at�d t�� t�u�i�t g�t� in t�� n�� ��tting, t���� �ill al�ay�� b� t�� ���ling �� n�t b�ing ��mpl�t�- ly� at ��m�� it mig�t b� ��mpa��d t� t�� ���ling �� a ����a����� ��� u��� a m�t��d t�at i� n�t

��mpl�t�ly� �uitabl� ��� ��� ����a��� �ty�l�� T�� �tudy� g��� �n ��ll, but ��m������ t���� i� a ���l- ing �� n�t ”b�ing at ��m�” �it� it� (T�anqui�t 2005�)

T�� �u�pi�i�u� �py� �an b� ���n a� a t���at t� t�� p����nt ��d��� T�� ����a����� �a� t� d� a l�t t� ��nvin�� t�� m�mb��� �� t�� ��ganizati�n �� ��� p����nal and p������i�nal ���dibility��

R��ip���al t�u�t mu�t b� ��tabli���d and it i� imp��tant t�at t�� �py� �a� t�� all�gian�� �� t�� �ta��

�� t�at �� t�� admini�t�ati�n� (T�anqui�t 2005)� T� b� a �py� ���at�� an imagina�y� pi�tu�� �� a p��-

��n ��� t�i�� t� ��nd �ut t�ing� �it��ut �����l� b�ing ����gniz�d� T�� ��l� �� t�� �py� d�mand� a l�t �� t�u�t-building and al�� t�u�t-k��ping� i� t�� t�u�t i� b��k�n t�� ���ult� �an b� v��y� �u�t�ul and �v�n di�a�t��u� �� ��a�ti��

T�� mi��i�na�y� i� ��t�n p����iv�d a� a ��a�a�t�� �p��ading ju�ti���d b�li��� t� �t���� l���

�nlig�t�n�d (T�anqui�t 2005)� A� a ����a�����’� ��l�, t�� mi��i�na�y� ��uld b� at ����t v��y� imp���-

�iv�: t�� ����a����� ��m�� and t�ll� ��� t�ing� ���uld ���k� it �a� t� d� �it� aut���ity�: �n�

p����n i� �a�y� t� li�t�n and b�li�v� ��il� t�� �t���� a�� n�t �� p�����ul� in a l�ng t��m, t�� mi�-

�i�na�y� ��l� �an b� a bu�d�n: t�� ����a����� �a� t� kn�� t�� �ig�t an����� t� t�� qu��ti�n� and

��luti�n� ��� t�� p��bl�m� t�at �av� a�i��n� it �an al�� i��itat� ��m� m�mb��� �� t�� �ta��: i� t��

����a����� i� t�� �nly� �n� ����� �pini�n� ��unt ��m� may� ���l t�at t��i� kn��l�dg� and �kill�

a�� n�n��n��, alt��ug� t��y� may� �av� y��a�� �� �xp��i�n�� �� d�ing t��i� ���k�

T�� ���d p�i��n�� in�lud�� t�� m�aning t�at �n� i� d�p�iv�d �� ����d�m �� �xp����i�n ��

a�ti�n �� t�at ��m��n� i� ���ving a p�i��n ��nt�n��� T�anqui�t (2005) ��mpa��� t�� ��l� �� t��

����a����� t� a p�i��n�� i� t�� ����a����� i� �t�i�tly� ��ld in�id� �� a�ad�mia� Till�� (2004) p�int�

�ut t�at a� ���n a� t�� ����a����� m��t� t�� �mpi�i�al ��tting� and t�� p��pl� ��� ���k t����,

��� may� ��aliz� t�at ��at ��� t��ug�t t� b� ���� i��u�� a�� n�t�ing but p��ip���al p�nd��ing��

3. The eMPIRIc seTTInG: DIffeRenT ROles – DIffeRenT ResUlTs 3.1 Description of the Research Process

in my� li��ntiat� t���i� (Tapani 2005) i �tudi�d t�� ��ll��tiv� id�ntity� in satakunta p�ly�t���ni��

T�� p�ly�t���ni�� a�� n�� a�t��� in t�� �du�ati�nal a��a� i b��am� int����t�d in t�� ��n��pt ��

��ll��tiv� id�ntity� ��il� ���king in t�� ��nt�al admini�t�ati�n ��� �v�� t���� y��a��� s� i �a� a m�mb�� �� t�� ��ganizati�n i �tudi�d�

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4 9 5 T�� ����a��� p������ it��l� �ta�t�d in t�� ����t ��mina� i d����ib�d in t�� b�ginning� it �a� t��

����t �ign ��� m� t� b� a m�mb�� �� t�� ��i�nti��� ��mmunity�� T�� advi��� t�ld m� t�at i ���uld

��ad m��� and m���; in T�anqui�t’� (2005) t��m� i ��lt t� b� a t�u�i�t in a ����ign ��unt�y� �����

all �t��� p����n� ���m�d t� b� �amilia� �it� �a�� �t��� and �it� t�� languag� u��d but t��y�

���m�d t� b� �u�i�u� ab�ut m� and t��y� ���� al�� ��i�ndly� and ��lp�ul�

A�t�� ��ading and taking pa�t in �t��� ��mina�� i �ta�t�d t� ���l m��� lik� ��m� in t�� ��i�n- ti��� ��unt�y� but b��au�� �� t�� di�����n�� �� t�� �tudi�d t��m�� it �a� �a�d t� ��nd a ��al dial�gu�

and t�� ���ling �� t�� t�u�i�t �a� �till p����nt� my� advi��� a�k�d m� t� g�t ��m� t��t an����� t�

g�t t� kn�� my� �ubj��t b�tt��� B��au�� �� t�� advi���’� main ��l� in t�i� �t�p t�� ���ling �� t��

p�i��n�� �a� t���� t��: i ��lt i �ad t� d� a� t�� advi��� t�ld m�� it �a� b��au�� �� t�� la�k �� my�

kn��l�dg�, a� i ��� it n�� lat��� i �ad n� p���ibility� t� ��i�nti���ally� a�gu� again�t ����

i �mail�d t�� t��t qu��ti�n� t� �����n p����n� in �u� p�ly�t���ni�� At t�� �am� tim� i ���k�d a� a p��j��t manag�� in t�� ��nt�al admini�t�ati�n� Alt��ug� i t�i�d t� ��nd a �appy� and v��y�

p��itiv� �mail t� my� ��ll�agu�� i ��uld n�t ��lp ���ling lik� a �py� ��il� g�tting t� kn�� t��i�

�����t ���ling� and t��ug�t�� i ��uld n�t a�t lik� a t�u�i�t b��au�� i �ad ���k�d t���� ��� t����

y��a�� and it �a� imp���ibl� ��� m� t� tak� t�� ��l� �� t�� �ut�id��� i kn�� t�at t�� an����� ����

��itt�n in an ��n��t �ay�; t�at t��ug�t i ��uld n�t �av� �ad i� i ���� in a t�u�i�t ��l�� s�m����

my� ��l� �a� al�� a p�i��n�� and a mi��i�na�y�; a� an ������� in t�� ��nt�al admini�t�ati�n my� l�tt��

��uld b� ��ad in ”�� �ug�t t� d� t�i�” -�ay�� mi��i�na�y� i� t�� �n� ��� p��a���� ��� t�� t�ing

������� t�ink� i� t�� �ig�t �n�� s�m� �� t�� ���p�nd�nt� may� �av� ��ad my� l�tt�� in t�� ”p�i��n��”

�ty�l�: t��y� may� �av� t��ug�t t�at i am a p�i��n�� �� t�� p���� �� t�� ��nt�al admini�t�ati�n�

T�� analy��i� p������ �a� d�n� a����ding t� ��v� �t�p�: T�� ����a��� data �a� ��ll��t�d by�

a qualitativ� �mail int��vi�� ��nt t� a �ampl� �� 60 m�mb��� �� t�� p����nn�l, a �ampl� �����n by� u�ing t�� ��iti�al in�id�nt �t�at�gy� (patt�n 1990)� i ����iv�d 39 an������ T�� �����n m�mb���

��p����nt all �� t�� p����nn�l� T�� data analy��i� �ad ��v� �t�p�:

1� in t�� ����t �t�p t�� a�gum�nt analy��i� �a� u��d� T�� data �a� �tudi�d by� ��a���ing ���

t�� a�gum�nt�, ��at li�� b��ind t��m and ��at t�� ba��� ��� t�� a�gum�nt� a���

2� T�� ����nd �t�p �a� t�� ���t��i� analy��i�: t�� p�y����l�gi�al and lingui�ti� app��a����

���� tak�n al�ng� T�� a�gum�nt� ���� ��mpl�t�d a� na��ativ� �t��i���

3� T��n, t�� ����a����� �����l� ���t� d��n ��� t��ug�t� �n t�� �t��i��: ��� ��nvin�ing t�� �t��i�� ����; t� ���m t��y� ���� ��itt�n; ��at kind� �� m�an� ���� u��d in t�y�ing t� b� ��nvin�ing; ��� �u������ul t���� m�an� ���� in ��a��ing t�� int�nd�d audi�n��;

��at �a� t�� ��it���’� ��n p��iti�n; and ��at �l�� did t�� �t��i�� mak� t�� ��ad��

t�ink�

4� A�t�� t�at, �ig�t �t��� p����n� ���� a�k�d t� m�mb��-����k t�� analy��i� – t�� �t��i��

by� u�ing t�� t��m� �� ���t��i� analy��i��

(6)

4 9 6

5� T�� ����a����� ��d�d t�� data at t�� �am� tim� by� u�ing t�� nviv� ��ding p��g�am�

in t�� nviv� ��ding t�� l�g��, �t��� and pat��� ���� ��a����d in t�� data�

All t�� tim� du�ing t�� analy��i� p������ i t�i�d t� a�t a� an �ut�id�� and �tudy� it a� it i�, n�t mixing my� ���ling� �it� it� i t�i�d t� b� v��y� p��n�m�n�l�gi�t� T�� ��l�� a����ding t� T�anqui�t (2005)

���� lik� t�� t�u�i�t and t�� �py�� T�� t�u�i�t ��l� �a��i�� �it� it t�� ���p��t �� t�� ����ign ��unt�y�

��i�� ���� i� t�� data t�at t�� ����a����� t�i�� t� und���tand and g�t t� kn��� W�il� ��iting t��

�t��i�� t�� ��l� �� t�� �py� �a� p����nt: t�� ����a�����-�py� �ad t�i�d t� ��nd ��at t�� an����� �av�

in ��mm�n and tak� t�� �lu�� and ��mbin� t��m �it� �n� an�t����

in ��iting t�� ��p��t t�� ��l� �� mi��i�na�y� �a� p����nt� i a� a ����a����� �ant�d t� ��it� in a �ay� t�at ��uld ��nvin�� t�� ��ad���� i g�t a l�t �� ���dba�k ab�ut t�at: i �a� t�ld t�at i am t�y�- ing t� b� v��y� ��nvin�ing alt��ug� my� a�gum�nt� a�� n�t ��i�nti���ally� valid� i t�i�d t� ��nvin��

my� ��ad��� and al�� my� li�t�n��� in ��mina��� T�at �a� a �u�p�i�� ��� m�� i �a� v��y� �u�p�i��d ��

t���� ��mm�nt� by� my� advi���� i �a� �aid t� b� a p���laim�� in ��iting and in �p�aking� it �a�

�n� p�int in my� �ay� �� p������i�nal g���t� t� n�ti�� t�at t�� mi��i�na�y� ��l� i� n�t an �a�y� ��l�

t� tak��

c�mm�nt� �n t�� ��p��t ���m an �ut�id� �valuat�� ��ally� gav� m� a ”ki�k-���” t� g��� ���m t�� ����a����� t� m�, i �ad t�i�d t� ��ad t�� an����� a� t��y� ���� and t�i�d t� ��nd t��i� ����

m�aning�� i t��ug�t t�at i ��uld ��nd t�� t�ut� a� it app�a�� t� t���� ���p�nd�nt�� W��n u�ing t��

p��n�m�n�l�gi�al �ay� �� t�inking it i� imp��tant t�at t�� ����a����� �l�a�� �i������ p��-t��ug�t��

it i� imp��tant t� g�t �ig�t in t� t�� �ubj��t, �av� n� p��-t��ug�t� and b� �p�n t� ��nding�� (���

��g� jä�vin�n and jä�vin�n 2000, 206–207; va�t� 1996, 85–89)�

in t�y�ing t� b� ��nvin�ing in ����a���ing my� ��n ��ll�agu�� i d��id�d t� u�� t�� ���d

”����a�����” in my� ��p��t ���n d����ibing ��at i �ad d�n�� i t�i�d t� b� �bj��tiv� t� my� data al�� in t�i� ���t��i� �ay�� i �a� v��y� mu�� a p�i��n�� ��� ��at i �av� �tudi�d ab�ut �bj��tivity� and t�i�d t� a�t a� i� �uitabl� ��� t�at ��l�� it �a� v��y� imp��tant ��� m� t�at my� ��n ���ling� ��

t��ug�t� �ann�t b� ��ad in my� ��p��t, ��m�mb��ing t�� ���dba�k �� my� advi���� u�ing t�� ���d

”����a�����” ��� all ��at i �ad d�n� mad� m� ���l t� b� �n a �a��� g��und and mad� m� ���l t�at t�� ���ult i� d�n� n�t by� m� but by� t�� ���p�nd�nt��

T�i� all �a� t� d� �it� my� ��a��� ��� t�� t�ut�� But it al�� in�lud�� ��m� t�����ti�al t��ug�t��

T� ��it� u�ing t�� ���d ”����a�����” ��il� ��iting ab�ut my���l� �a� al�� t� d� �it� my� t�����ti-

�al ��am�, g���g� h��b��t m�ad’� �y�mb�li� int��a�ti�ni�m� in t�i� t����y� t�� s�l� d�v�l�p� t���ug�

t�� int��a�ti�n b�t���n ”i” and ”m�”� ”i” i� t�� a�tiv� pa�t �� t�� s�l�, and it a�t� in t�� p����nt tim�� ”m�” i� t�� pa�t �� t�� s�l� t�at �� �an �valuat� and ��iti�iz�� (m�ad 1962, 173–174; Kuu-

��la 2001, 69)� i� i �ad ��itt�n my� ��p��t by� u�ing t�� ���d ”i” it ��uld n��d a l�t �� �xplaining i� i m�ant t� b� ”i”, ”m�” �� may�b� t�� ”s�l�”�

(7)

4 9 7 TABLE 1. The steps in the research process, their content and the researcher’s role.

The steps in the research

process Including The researcher’s role

first seminar first presentation Tourist

Getting started and taking

part in seminars Reading� getting advice� reading more�

presentations� listening to other’s presenting� communicating with others

Tourist

Data gathering Data gathering in the polytechnic spy

Data analysing argument and rhetoric analysis� member-

check analysis� nvivo-coding Tourist and spy writing a report Trying to make all parts to fit together in

a congruent way Missionary

feedback comments from my report from

evaluators Prisoner

Post scriptum: writing this

article evaluating the study spy� tourist

Any��ay�, t�i� �a� t�� main p�int ����� i �ad t� �ta�t t� t�ink ab�ut ��� i ��ally� �a� in d�- ing t�� ����a���� i g�t ���dba�k ���m my� ��p��t and �ad a l�ng di��u��i�n �n t�� ”����a�����” – ”i”

– t��m�� A�t���a�d� i n�ti��d t�at it al�� �a� t� d� �it� ��l�-��n��i�u�n���� ea�li�� ���n i �a�

un�u�� ab�ut my� ����a��� it �a� �a�i�� t� ��it� in a �ay� t�at ���m�d t� b� �bj��tiv�� T�� �bj��- tiv�n��� ���m�d t� in���a�� t�� ���dibility�� A�t�� t�� p������ ��nt �n i b��am� m��� ��ady� t� tak�

���p�n�ibility� ��� ��at i �ad d�n� and ��y�� T��n it b��am� p���ibl� ��� m� t� b� i� T�� p������

�it� it� ��l�� �� my� li��ntiat� t���i� i� �umm�d up in t�� n�xt Tabl� 1�

T�� ��l�� and t��i� ��nt�nt ��ang�d t���ug� t�at p������: ��g� t�� m�aning �� t�� mi��i�na�y�

�a� �n �n� �tag� a p���laim��, a�t���a�d� n�t �nly� p���laiming but �aving m��� ��liabl� a�gu- m�nt�� T� b� a �py� d��� n�t ��und �� n�gativ� in t�� �nd a� it �a� in t�� b�ginning �� t�� p������:

in t�� b�ginning t� b� a �py� m�ant ��� m� t�at i am �py�ing and t�y�ing t� g�t in���mati�n a� mu��

i �an and t�at in���mati�n b�n���t� m�� in t�� ��nal �tag� t� b� a �py� m�an� t�at i �py� v��y� �u�i-

�u�ly� my� ����a��� and i am �u�i�u� ab�ut ��at it t�ll� m� and t�� ��ad����

in t�� n�xt ��apt�� i �ill ���� t�� ���ult� �� t�� ����a���� i g�t t���� ���ult� by� u�ing t��

��l�� d����ib�d in t�� Tabl� 1� in t�� ��apt�� 3�3 i �ill di��u�� t�� p���ibl� ��l�� and t��i� �����t

�n t�� ���ult��

3.2 The results of the licentiate study

in my� li��ntiat� t���i� (Tapani 2005) i �ad t���� ����a��� qu��ti�n�:

1� W�at d��� t�� ���d ”��” m�an t� m�mb��� �� t�i� p�ly�t���ni�?

(8)

4 9 8

2� in ��at ���a�i�n� d� t��y� u�� t�� ���d ”��”?

3� W�at a�� t�� t�ing� t�at p��v�nt t�� ��ll��tiv� id�ntity� ���m b��ad�ning?

T�� ���ult� i g�t a�� ���� di��u���d b�i�fly�� fi��t, t�� m�aning �� t�� ���d ”��” di����� a����ding t� t�� ��ll��ing t�ing�:

• it d�p�nd� �n t�� �ituati�n

• it m�an� t�� unit �� pa�t �� t�at

• it m�an� �v��y�t�ing

• it m�an� t�at �� �av� ��m�t�ing in ��mm�n

• t�� ���d ”��” d��� n�t �av� any� m�aning any�m���

A� �a� a� t�� m�aning �� t�� ���d i� ��n�id���d, �u� ��n ��l� �a� mi��ing: t�� ���d i �a� u��d

�nly� ���n it �a� ��n�id���d t�at i kn�� ��� t�� t�ing� ���uld �av� b��n d�n�, �� i kn�� ���

t��y� ���uld �av� a�t�d in ��d�� t� b��ad�n t�� ��ll��tiv� id�ntity� �� ��� t� �andl� t�� p������

�� t�� id�ntity� ��ang�� i a� an a�t�� �a� p��iti�n�d v��y� ��t�n �ut�id� ”u��” T� b�l�ng t� u� �a�

any��ay� ���n a� p��itiv� and it �a� �t�����d by� �ay�ing: ”i am a���pt�d t� b� �n� �� u��”

h�� ��nvin�ing did i ��nd t�� m�aning�? it i� �p�k�n in an aut��nti� satakunta p�ly�t���ni�

�ay� and in a �ay� t�at it i� �a�y� t� id�nti�y�� T�� an����� ab�ut m�aning� a�� ��itt�n ��� di�����nt a�t��� in satakunta p�ly�t���ni�: t� all �ta�� m�mb��� �� t�� city� �� p��i, t� t�� ����a�����, t� t��

l�ad��� and t� t�� a�t��� in t��i� ��n unit�

s���ndly�, i ��und ��u� di�����nt �ay�� in u�ing t�� ���d ”u�����” in t�� �mpl�y����’ ��n

�p����:

• i am al�ay�� ”u�����”�

• f�� �ut�id� pa�tn��� t�� ���d ”��” m�an� t�� ���l� p�ly�t���ni�, but ���n i u�� t��

���d in�id� t�� p�ly�t���ni� it �a� a m�aning �� t��i� ��n unit�

• my� ��ll�agu�� a�� ”���”

• i �a�dly� u�� t�� ���d ”��” at all�

h�� t� u�� t�� ���d ”��” d�p�nd�d �n t�� �ituati�n and t�� ��mpany�� A� m�nti�n�d in t��

analy��i� �� t�� m�aning �� t�� ���d ”��” ab�ut t��i� ��n ��l�, t�� �am� g��� ����: T�� u�ing ��

t�� ���d �� and t��i� ��n ��l� in t�i� ”��” i� n�t v��y� �l�a�� T�� ���d i� u��d v��y� ���t��ally�:

��� �xampl� it i� �a�y� t� u�� t�� ���d ”��” in �p�aking �� ”�� t�a�����” �� ”�� in �u� unit”�

W��n i �tudi�d t�� data by� ���t��i� analy��i� i ��und t�at in u�ing t�� ���d ”��” t�� �ituati�n play�� an imp��tant ��l�� T� b� m��� ��nvin�ing in t�� a�gum�nt� additi�nal ���d� ���� u��d in t�� an������ T���� ���d�, lik� ”al�ay��”, ”��t�n”, ”�nly�” ���� m�ant t� �t���� ��n p�int �� vi���, mak� t��m m��� p�����ul and t� ���� t�at t��i� ��n p�int i� t�� �ig�t �n�� m�tap���� ���� al��

u��d in d����ibing t�� �ituati�n� ���� t� u�� t�� ���d ”��”�

(9)

4 9 9 T�i�d, t�� t�ing� t�at p��v�nt ��ll��tiv� id�ntity� t� b� �� b���m� b��ad�� ���� ���n a� t��

��ll��ing:

• l�ad����ip

• �t�u�tu�al t�ing�

• t�� �illingn��� �� t�� �ta��

• in ��m� �a��� it �a� n�ti��d t�at t�i� i� a p������ �� g���ing t��a�d� ��ll��tivity�

in ���t��i� analy��i� i n�ti��d t�at t�� p��v�nting t�ing� ���� ���n m��tly� ��m������ �ut�id�

�n���l� and in �n�’� a�tiviti��� s�m��n� �l�� �a� ���p�n�ibl� ��� t�� ��nt��l �� t�� �ituati�n, but al�� in ��m� �a��� d�mand� t��a�d� ��ll��tivity� ���� ���n a� a �����d a�ti�n t�at did n�t int��-

��t t��m at all�

T�� m�an� ��� t� b� ��nvin�ing in a�gum�nt� ���� �t����ing t�� m�aning �� �n�’� ��n

���k and ��n unit� Al�� t�� l�ng di�tan��� b�t���n t�� unit� ���� ���n a� p��v�nting t�ing�: ”i�

t�� di�tan�� ���m �n� unit t� an�t��� �n� i� �v�� 100 kil�m�t���, ��� �an �� �av� a ���ling ��

b�l�nging t�g�t���?”

W��n ��iting ab�ut t�� p��v�nting t�ing� t�� a���unt� ���� add�����d t� t�� l�ad���, t� t��

��mmuni�ati�n p����n�, t� t��i� ��n ��ll�agu�� and t� t�� ���l� �ta��� T�� m�an� �� b�ing

��nvin�ing ���� ���n ��ll �n�ug�, at l�a�t i� �� ��a�� t�� �pini�n t�at in ��d�� t� ���l ��ll��tiv- ity� p����nal ��nta�t� and kn��ing �a�� �t��� ��� ��al, n�t �nly� vi�tually�, i� n��d�d� T���� �a� a l�t �� ��iting ab�ut t�� di�tan��� and ab�ut t�� la�k �� p����nal m��ting��

T�� p��v�nting t�ing� ���� ���n t� b� ��m�t�ing �ut�id� �n���l�, �ut�id� �n�’� ��n a�tivi- ti��� T��y� ���� ��n�id���d a� ��m�t�ing t�at �n� �an d� n�t�ing t� g�t �v��� m��t �� t�� ���p�nd-

�nt� ��a��d t�� �pini�n t�at t�� p��v�ntativ� t�ing� ���� n�t d�p�nding �n t��m� Only� in t��

an����� t�� t�ing� ���� ���n �t����i��: t�� ����t �n� �a� ab�ut t�� p������ �� g���ing t�g�t���

and t�� �t��� �n� �a� ab�ut ��nding ��m��n� t� blam�� mainly� t�� �t�u�tu��� �� l�ad����ip ����

���n a� ��ak� T�� ��iti�al p�int ��� ��v��al an����� �a� t�� di�tan��� b�t���n t�� unit�� T��

�illingn��� �� t�� �ta�� m�mb��� �a� ��m�t�ing t�at p��v�nt�d t�� ���ling �� b�l�nging t�g�t����

T�� main p�int in ��iting ab�ut t�� p��v�nting t�ing� �a� t�at ��m��n� �l�� ���uld d� ��m�t�ing t� ��n�t�u�t �u� ��ll��tiv� id�ntity��

T�� ��n�lu�i�n �� t�� ���ult� ��� t�� ����a��� qu��ti�n� i� in t�� Tabl� 2�

(10)

5 0 0

3.3 how would new Roles effect the Process and the Results?

B��au�� t�� pu�p��� �� t�i� �tudy� �a� t� �p�n �y��� t� ��� t�� ���ult� in a n�� �ay� and al�� u��

t�� m�t��d�l�gy� a� it i� und���t��d in a �id� �ay� and, t���ug� t�at, t�y� t� und���tand t�� p��-

�ibiliti�� and ���t�i�ti�n� �� �n� �tudy� and it� ��lati�n �it� t�� ��al ���ld and �t��� ”��al ���ld�”, it i� int����ting t� �tudy� ��� t�� di�����nt ��l�� tak�n by� t�� ����a����� ��uld a����t t�� ���ult��

L�t u� ����t �av� a l��k at t�� ����t ����a��� qu��ti�n and ��� ��at kind� �� ��nding� ��uld t���at kind� �� ��nding� ��uld t��

di�����nt ��l� �� t�� ����a����� p��du�� ab�ut t�� m�aning �� t�� ���d ���

3�3�1 T�u�i�t, spy�, mi��i�na�y� and p�i��n�� study�ing t�� m�aning

�� t�� W��d W�

T�� t�u�i�t a� a ����a����� ��l� i� v��y� g��d ��� p��n�m�n�l�gi�al �tudy�� T�� t�u�i�t i� �u�i�u�

ab�ut n�� pla��� and ��p��ully� d��� n�t �av� t�� many� p��-t��ug�t�� T�� t�u�i�t ��l� �an b�

���t�i�tiv�, t��, i� ��� i� �nly� int����t�d in ��nding t�� �ay� t� t�� b�a�� and ba�k� T� ���l lik� ��m�

i� ��m�tim�� imp��tant ��� t�u�i�t�: it i� imp��tant t� �av� ��m�t�ing in ��mm�n �it� t�� ��iginal in�abitant�� it ��lp� t� und���tand t�� ���ling�, t�� �ultu��, and al�� giv� an imp����i�n t�at ��

a�� �n t�� �am� �id� and a�� �p�aking t�� �am� languag��

Ab�ut t�� m�aning �� t�� ���d ”��” t�� t�u�i�t �mp�a�i��� �aving ��m�t�ing in ��mm�n;

it ��lp� t� ���l lik� ��m�� O� ��u���, t�� �ituati�n play�� a ��l� ��� t�� t�u�i�t t��; ��� �ann�t ��lp

��m�tim�� ���ling an �ut�id�� �� ����ign��� i� t�� t�u�i�t i� v��y� ��nd �� t�� ��unt�y� it mig�t b�

di����ult ��� ��� t� und���tand t�at t�� ”��-n���” d��� n�t m�an any�t�ing any�m��� ��� ��m�

TABLE 2. Conclusion of the results of the licentiate research.

The meaning of the word we It depends on the situation It means the unit or part of that It means everything

It means that we have something in common The word we does not have any meaning anymore The using of the word we I am always “us/we”.

for outside partners the word “we” means the whole Polytechnic� but when I use the word inside the Polytechnic it means my own unit.

My colleagues are “we.”

I hardly use the word ”we” at all.

The preventing things leadership structural things

The willingness of the staff

In some cases it was noticed that this is a process of growing towards collectivity

(11)

5 0 1 p����n�� may�b� t�� di�����nt pa�t� �� t�� ��unt�y�, ”unit�”, a�� n�t �� vi�ibl� ��� a t�u�i�t �� t����

kind� �� an����� may� b� ign���d by� ����

T� a�t a� a �py� ��uld �av� b��n v��y� di����ult in all �t�p�, �x�luding data gat���ing� in ��n- du�ting t�� ����a��� i n��d�d t�� t�u�t �� b�t� t�� admini�t�ati�n and t�� �ta�� m�mb���� A� a m�mb�� in t�� ��gani�ati�n it i� imp���ibl� t� �py� �n any��n�, at l�a�t i� t�� �a�tual a�p��t (Ala�- uuta�i 1994) i� tak�n int� a���unt� A �py� ��uld b� int����t�d in t�� an����� in t�� m�aning ��

t�� ���d ”��” b�ing b�und t� t�� unit �� it� pa�t� T� b� a �py� in t�� unit� and t�y� t� ��nd �ut ��at t��y� ��ally� t�ink ab�ut t�� ��ll��tiv� id�ntity� ��uld b� int����ting and in���mativ�� A� a �py� it

��uld b� p���ibl� t� g�t d��p�� in t��i� t��ug�t� and t�y� t� ��nd t�� ��a��n� and �au��� ��� t�ink- ing t�i� �ay�� it ��uld b� int����ting t� �tudy� t�� ��mpl�x und���tanding �� ��ganizati�nal id�n- tity� ��ang� by� t�y�ing t� ��nd t�� di�����nt, ��n�u���nt ������ t�at �it��� �timulat� �� in�ibit �ngag�- m�nt in an id�ntity� ��ang� �����t (el�tak and van Ri�l 2005)� f�� a �py� it ��uld b� int����ting t�

�tudy� all t�� m�aning� t�at li� b��ind t�� an������ i t�ink t�at ��� �tudy�ing t�� m�aning� t�� �py�

��l� ��uld b� id�al�

in a mi��i�na�y� ��l� t�� ����a����� may� t�ink t�at ��� �a� al��ady� ��und ”t�� t�ut�” and t��

��l� a� a ����a����� ��uld �av� b��n m��� lik� �p��ading t�i� kn��l�dg�� in �v��y�day� �xp��i�n��

t�� ��nt�al admini�t�ati�n i� ��m�tim�� �aid t� b� t�� �t��ag� �� all kn��l�dg� ���m ����� �v��y�

n�� and t��n a mi��i�na�y� ��m�� t� t�ll t�� pi���� �� n��� t� t�� p����nn�l in t�� unit�� T�ink- ing t�at �ay� t�� mi��i�na�y� ��l�, it i� n�t �a�y� t� und���tand t�� di�����nt m�aning� �� t�� ”��- n���” but �nly� �p��ad t�� �n� ��� �a��

f�� t�� mi��i�na�y� t�� m�aning� ”�� m�an� �v��y�t�ing” and ”t� �av� ��m�t�ing in ��m- m�n” a�� t�� b��t �n��� T���� m�aning� a�� t�� �n�� ��� ��g�t� ���� T�at t�� ”��-n���” d��� n�t m�an any�t�ing any�m��� i� a �ign ��� ���� p����n� ��a�ing t�at �pini�n �an b� ���n a� a ��all�ng��

s�� �an �it��� �ta�t t� ��g�t ��� ��anging t��i� �pini�n� �� it i� p���ibl� t�at a mi��i�na�y� b���m��

d�p�����d and giv�� up�

T�� p�i��n�� ��l� mig�t b� a g��d �ay� t� �tudy� t�� ���� p�int� �t����ing ��m� �p��ial vi����

A� a p�i��n�� �� a �ay� �� t�inking it i� �a�y� t� ��n��nt�at� �n t�� ����ntial a� �a� a� t�� ����ntial i� ��und� T�� m��t imp��tant ��� t�� p�i��n�� ��uld b� t� d� a� ��� i� t�ld t� d�, ��i�� i� n�t a v��y� g��d plat���m ��� l�a�ning individual t�inking and a�guing� T�� ��l� �� t�� p�i��n�� ��uld

�a�ily� b�ing al�ng vi��� t�at a�� �� t�� �am� �id�: i� t�� p�i��n�� ��ld� tig�t t� ��� t�����ti�al

��am����k it i� �a�y� ��� ��� t� ag��� �it� t���� ��� ag��� �it� ���� Ot��� vi��� a�� n�t may�b�

���n at all� g�ing t� t�� ��al ���ld (��� Till�� 2004) �an b� �u�p�i�ing ��� a ����a������ s� it i�

�a�i��t t� ��a�� t�� m�aning� t�at a�� �� t�� �am� kind a� �n�’� ��n�

f�� t�� p�i��n�� t�� imp��tant m�aning� a�� ”�� m�an� �v��y�t�ing” and ”�� �av� ��m�t�ing in ��mm�n”� T� und���tand t�at ��m��n� i� n�t int����t�d in t�� ”��-n���” any�m��� may� b� �a�d

��� t�� p�i��n��� T�� �ituati�n- and unit -d�p�nd�nt� may� b� ���n a� ��all�ng���

(12)

5 0 2

TABLE 3. Conclusion of the meaning of the word “we” in different perspectives.

Meaning The tourist The spy The missionary The prisoner

The process Good points:

curious no pre-thoughts

easy to see from outside

challenges:

To see deep enough

To see in a realistic way

To understand the language and the culture; also the history

Good points:

To see the deep meaning of what is said

no pre-thoughts challenges:

spying is difficult

Good points:

Is sure of what is the right point challenges: strong pre-thinking of what are the right things

can irritate if preaching goes too far

Good points:

knows how things should be done (core points on her mind)

challenges:

Too much pre- knowledge and – thinking something may stay in shadows

The result we have some- thing in common we means everything It depends on the situation

all the meanings are interesting:

what lies behind them?

we means everything we have something in common

we means everything

we have something in common

3�3�2 T�u�i�t, spy�, mi��i�na�y� and p�i��n�� study�ing t�� u�ing �� t�� W��d W�

n�xt i �ill �av� an �v��vi�� �n t�� ����nd ����a��� qu��ti�n and ��� ��at kind �� ��nding� t���at kind �� ��nding� t��

di�����nt ��l�� �� t�� ����a����� ��uld p��du�� ab�ut t�� u�ing �� t�� ���d ���

T�� t�u�i�t i� all t�� tim� int����t�d in t�� t��m� �� u�ing t�� ���d ”��” ab�ut �v��y��n�

b��au�� it may� in���a�� ��� ���ling lik� ��m�: it ���l� lik� ��m� ���n �� all b�l�ng t�g�t���,

�����l� in�lud�d� i� t�� t�u�i�t i� ��x�d �it� t�� t�����ti�al ��am����k, ���� �y�mb�li� int��a�ti�n- i�m, ��� i� int����t�d in t�� di�����nt �ituati�n� ����� t�� ���d i� u��d� s�� t�ink� t���ug� t��

���ial int��a�ti�ni�m ��am����k and ��aliz�� t�� di�����nt �igni���ant �t���� t�at ��n�t�u�t t��

”g�n��aliz�d Ot���” in di�����nt �ituati�n� (��� ��g� m�ad 1962)�

T�� �py� i� int����t�d in t�� ��a��n� ��y� t�� ���d i� n�t u��d any�m���, �� �a�dly� �v��� it

��uld b� int����ting t� u�� ty�pi�al �py� �quipm�nt and �av� a tap�-�����d�� �idd�n in t�� unit�

and ������� and t�y� t� ��nd �ut i� t�� ���d ��ally� i� n�t u��d any�m���� i� t�� �py� u��� t�����ti�al gla����, ��� ��uld tak� int� a �p��i��� a���unt t�� ���p�n��� t�at ��n�id�� ��n ��ll�agu�� and t��m b�ing ”u�”� it ��uld b� m��t int����ting t� ��� t� ��nd �ut ��� t�i� p������ ��ally� g��� �n and ��y� ��m� p��pl� a�� in�lud�d, ��m� �x�lud�d, ���m b�ing ”u�”�

T�� mi��i�na�y� �a� t�� p���ibl� �ay�� t� a�t: ��� may� �tay� �it� t���� ��� a�� al��ady� u�ing all t�� tim� t�� ���d ��� O� ��� may� tak� t���� ��� �av� l��t t��i� ��p� a� a ��all�ng� and t�y�

(13)

5 0 3

3�3�3 T�u�i�t, spy�, mi��i�na�y� and p�i��n�� study�ing t�� p��v�nting T�ing�

T�� t�i�d ����a��� qu��ti�n �a� ab�ut t�� t�ing� t�at a�� p��v�nting t�� in���a�� �� t�� ��ll��- tivi�m� L�t u� n�� ��� ��� t�� di�����nt ��l�� ��uld �uit ��� t�i� ���ult�

A�ting in t�� t�u�i�t ��l� all al�ng t�� p������, it ��uld �av� b��n p���ibl� t� ��ndu�t t��

�tudy� mu�� di�����ntly�� T�� t�u�i�t ��uld �av� ju�t vi�it�d t�� ��ll��tivity�, a�k�d t�� �ta�� m�mb���

ab�ut t��i� �xp��i�n��� and t�i�d a�t���a�d� t� ��nd t�� ���� �� t��m� s�� ��uld lik� t� kn��

��at t�� main p�int in t�� p��v�nting t�ing� i�� T�� t�u�i�t may� kn��, �v�n a� a vi�it��, t�at

�t�u�tu�al t�ing� lik� di�tan��� d� n�t play� �u�� a ��l� n��aday��� W� �an b� alm��t �v��y������

�it� �v��y��n� at t�� �am� tim�� T�� l�ad����ip i� ��t�n ��iti�i��d and t�� �am� g��� ��� int��nal

��mmuni�ati�n� T��y� a�� �a�y� t� blam�, but ��at ���uld b� d�n� b�tt�� �� di�����ntly�? T�� �ta��

and it� attitud�� play� a big ��l�, but again, ��� i� t�� �ta��? T�� t�u�i�t may� �av� al�� b��n int��-

��t�d in t�� p������ �� g���ing� i� ��� �nj�y�� �tay�ing at t�i� ����ign ��unt�y� ��� mig�t vi�it it again and t�at i� ��y� it i� imp��tant t� kn�� i� t���� a�� ��m� ��ang�� g�ing �n�

TABLE 4. Conclusion of the using of the word “we” in different perspectives.

Using The tourist The spy The

missionary The prisoner The

process Good points:

Interested in increasing the use not too many pre- thoughts

challenges: lack of cultural knowledge superficial knowledge of habits

Good points:

Interested in what lies behind the answers

challenges: how to get to the real reasons

Good points: keen on proceeding the collectivism challenges:

Too much pre- thoughts how to react to those who are not on your side

Good points: keen on proceeding the collectivism challenges:

Ignoring the ones who are on the opposite side

The

result I am always we (wants to proceed this)

all the ways are interesting; what lies behind them

wants to process the “we-ness” in every way

wants to process the “we-ness” in every way

t� g�t t��m al�ng� Any��ay� t�� mi��i�na�y� ���l� at ��m� �it� t���� ��� �ay� t�at t��y� u�� t��

���d ”��” all t�� tim�: t��y� a�� �x��ll�nt di��ipl���

T�� p�i��n�� may� b� �� k��n �n p�����ding t�� p������ �� ��ll��tiv� id�ntity� t�at i� ��m��n�

�ay�� t�at �� i� n�t u�ing t�� ���d ”��” at all ��� may� b� i��itat�d� f�� ��� it i� imp��tant t� u��

t�� ���d �� all t�� tim�, �� t���� an����� ��uld b� t�� m��t imp��tant ��� ���� T���� ��� a��

n�t u�ing t�� ���d any�m��� may� b� in a ma�ginal ��� ����

(14)

5 0 4

T�� �py� ��uld g�t �l���� t� giv�n an����� and �py� �n ��at ��ally� li�� b��ind all t���� ��a-

��n�� spy�-�quipm�nt ���uld b� n��d�d a� ��ll a� ��l�-play�ing �kill�� T�� �py� �a� t� tak� ��� pla��

and �py� �it��� ��� t�� l�ad��� �� ��� t�� �ta��� i� t�� �py� tak�� t�� ��l� �� t�� l�ad����ip ��� ����

all t�� t�ing� t���ug� t�� �y��� �� t�� l�ad���, b��au�� t�� l�ad��� ���m ��� ”g�n��aliz�d Ot����”

i� ��� ��l� i� �p�n����d by� �ta�� t��n ��� ”g�n��aliz�d Ot���” i� al�� ���m�d by� t�� �ta��� it mig�t int����ting t� �py� �n t�� l�ad��� and g�t m��� in���mati�n ��� �ta�� ab�ut ��at t�� l�ad��� d�, and

��at t��y� d� n�t� But t���� ��uld n�t b� �� mu�� u�� �� t�� kn��l�dg� i� t�� �ta�� �ad n� plan

��� t� u�� it� it mig�t ��main a� kn��l�dg� �p��ad a��und t�� ������ tabl��, but i� t�� �ta�� �an- n�t a���pt t�� attitud� and ��l� �� t�� l�ad��� t��n t���� ��uld b� n� u�� in d�ing �py� ����a���

ab�ut l�ad����

T�� mi��i�na�y� ��uld n�ti�� t�� ���ult� t�lling ab�ut t�� �illingn��� �� t�� �ta��� s�� kn���

t�at t�� �t�u�tu��� and di�tan��� a�� �a�d t� ��ang�, and �� a�� t�� l�ad���, may�b�� s� t�� �a�i��t

�ay� ��uld b� t� �tudy� m��� t�� an����� t�at t�ll ab�ut t�� p������ �� g���ing� T�� g��d p�int t� p��a�� m��� i� t�� �illingn��� �� t�� �ta���

T���� i� ��m�t�ing in ��mm�n in t�� ��l�� �� t�� t�u�i�t and t�� mi��i�na�y� a� �a� a� p��v�nt- ing t�ing� a�� ��n���n�d: t��y� b�t� a�� int����t�d in t�� p������ �� g���t�� T�� mi��i�na�y� �ant�

t� p��a�� t�at t�i� i� t�� �ig�t �ay� t� a�t� T�� p������ �� g���ing i� t�� p�int t�at t�� mi��i�na�y�

����a����� �ant� t� �p��ad, but t�� mi��i�na�y� �ay� t� d� it i� d��la�ativ�� T�� t�u�i�t i� int����t�d in t�� p������ �� g���t� b��au�� ��� may� ��m� ba�k a� a vi�it�� again and ��� i� int����t�d ���

t�� t�ing� a�� g�ing �n�

T� �tudy� t�� p��v�nting t�ing� in a p�i��n�� �ay� �an b� a �t�����ul ���i�� ��� t�� ����a�����:

��� d��p ���uld t�� ����a����� g� in �tudy�ing t�� ����ntial p�int� �� t�� p��v�nting t�ing�� T����

may� b� all t�� tim� d��p�� and d��p�� kn��l�dg�; ���n �an t�� ����a����� �ay� t�at t�� ���� i�

��und?

(15)

5 0 5

4. The PROcess In fORMInG The ReseaRcheR’s IDenTITY anD The TRUTh & RealITY DIscUssIOn

in t�� b�ginning �� t�� p������ i t��ug�t t�at i am a ��ali�t� i t��ug�t t�at i am ���k�d �n p��- n�m�n�l�gy�� i �ad a ���ling t�at i am t�� �l��� t� my� ����a��� int����t and i t�i�d t� d� all i ��uld t� �ut��u��� m�� By� �tudy�ing t�� ��l�� i t��k du�ing t�� ����a��� p������ my� �y��� �p�n�d t�

m�ta��n��ptual a�a��n��� (Ty�njälä, h�ikkin�n and huttun�n 2005, 25)� Alt��ug� it i� �aid t�at t�� ����a�����’� ���k i� a l�n�ly� ���k it al�� n��d� �t��� p����n�, in m�ad’� t��m� �igni���ant

�t�����

On� qu��ti�n in ���ial ��i�n��� �a� b��n t�� ��lati�n b�t���n t�� individual and t�� ���ial�

A����ding t� Bu�� (2004, 13, 18), a �uman b�ing i� m��ally� ��i�nt�d ����-t�ink�� ��� �a� �i�

uniqu� t��ug�t�, b�li��� and valu��� An individual i� d���n�d t���ug� �i� int��nal p�y����l�gi�alAn individual i� d���n�d t���ug� �i� int��nal p�y����l�gi�al

�tat� and i� apa�t ���m t�� mat��ial ��ality� and ���m t�� �t��� individual�� in p�y����l�gy� a �uman b�ing i� d����ib�d a� an individual ����� natu�� i� n�t d�p�nd�nt �n t�� ���ial �nvi��nm�nt a��und� Luk�� (1973) ��it�� t�at t���� �xi�t� an ab�t�a�t �uman b�ing and �v��y� �uman b�ing

�a� ��� ��n �p��ial ��a�a�t��i�ti�� t�at a�� t���� in �pit� �� t�� ���i�ty� ��� liv�� in�

T� a�gu� ��� �� again�t t�i� ba�i� natu�� �� �uman b�ing ��m���� ����mbl�� t�� qu��ti�n

�� und���tanding t�� t�ut�� T�i� a�ti�l� ����� t�at, by� u�ing di�����nt ��l��, di�����nt �id�� �� t��

TABLE 5. Conclusion of the preventing things in different perspectives

Preventing things The tourist The spy The

missionary The

prisoner The

process Good points:

would have been easy to just drop in and ask the question easy to see something as an outsider challenges:

are the given reasons real (lack of cultural knowledge)

Good points:

Might be easy to get to the reasons and their background by using different methods challenges:

Is the spy spying for the leaders or for the staff?

how is the information used?

Good points:

Important to proceed to process of the common growth challenges:

how to do it in a way that is not irritating?

Good points:

One sight to the point could be studied in a deep way

challenges:

what is the core point?

The result Process of growing;

individual and collective levels

all the answers are interesting but how is the knowledge used and for who?

The willingness of

the staff willingness of the staff but how far should we go to reach the core point?

Viittaukset

LIITTYVÄT TIEDOSTOT

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Thus to opt for a ‘pro-group I-mode’ reading of s-sentences’ a-content is to disregard that it is a ‘we’ that must act, and that austerity measures thus must address a group at

Having defined the basic level of interpretation and its outcome in the word-for- word method, I have given a general negative definition of the following higher levels: it can

Even with numerous studies we are not aware of what causes the effectiveness of psychotherapy (Lambert & Bergin 1994; Grawe, Donati & Bernauer 1995; Wampold 2001).