chapter  15
Questions and concerns about noticing
Pages 11

This final chapter addresses some of the questions and concerns which people have raised about the Discipline of Noticing when it is considered as a method of research in and of itself. The principal problems people have identified lie in the unusual aspects of what constitute data, what constitutes a research finding and what constitutes validity. The questions addressed here are the following:

• How do you decide what to notice? • How do you select which incidents to recount, to transcribe, to study? • How can you remove all judgement and interpretation from brief-but-vivid

accounts? • Since memory is fallible, how can anything based on memories be reliable? • How is communication of selected meaning possible if priority is given to

subjective experience? • What makes something salient or significant? • How do you distinguish between salience and emotional commitment or

prejudice? • How do you know that your ‘sensitivity’ is helping the student-patient-

client? • Does not similarity between accounts reside in the reader not the accounts? • How can anything of value to others be revealed by using yourself as the

instrument by means of which you probe phenomena? • How can you protect yourself against being misled by a charismatic presen-

tation? • Why can’t you just tell me what steps to take, rather than bother with all this

uncertainty and imprecision? • What values underpin the Discipline of Noticing? • Is the individual the sole source of confidence and validity, and hence is the

individual promoted at the expense of the community? • How can you detect or measure effects and influence without being trapped

back into a quantitative extra-spective paradigm?