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Part I. Origins: Reclaiming the Commonplace
Chapter 1. The Line and the Circle: Two Modes of Knowing
Chapter 1. The Line and the Circle: Two Modes of Knowing
Chapter 1. The Line and the Circle: Two Modes of Knowing
- Introduce linear vs. nonlinear scholarship (Stenning & Bertilsdotter Rosqvist, 2021).
- Define complementary epistemology as the coexistence of “line” (academic dissertation) and “circle” (reflective constellation thinking).
- Reflect on women scholars' historical use of commonplace books as intellectual resistance (Eschenbacher, Fleming, & Kokkos, 2020).
- Establish neurodivergent approaches to cognition, framing them as epistemologically legitimate rather than deviant (Dwyer, 2022).
Chapter 2. The Commonplace as Counter method
Chapter 1. The Line and the Circle: Two Modes of Knowing
Chapter 1. The Line and the Circle: Two Modes of Knowing
- Trace the art of commonplacing—from early modern scholars like Locke to feminist reinventions by Woolf and Shōnagon.
- Compare with neurodivergent journaling traditions and “thinking through fragments” as cognitively adaptive (Botha & Cage, 2022).
- Discuss neuroinclusive research praxis and first-person autoethnography (Kenny, Doyle, & Horgan, 2023).At Pathways & Journeys, we are dedicated to providing high-quality educational consulting services to students and professionals. Our team of experienced consultants has a proven track record of helping individuals reach their full potential.
Chapter 3. Reading as Resonance
Chapter 1. The Line and the Circle: Two Modes of Knowing
Chapter 4. Things That Make Neurodivergent Minds Brilliant
- Introduce reading not as extraction but intersubjectivity—how texts speak back to the reader (Eschenbacher et al., 2020).
- Integrate the neurodiversity paradigm’s epistemological message: “To know diversely, we must think diversely” (Shaw et al., 2024).
- Connect to transformative learning; how reading sparks meaning-making and identity reconstruction.
Chapter 4. Things That Make Neurodivergent Minds Brilliant
Chapter 4. Things That Make Neurodivergent Minds Brilliant
Chapter 4. Things That Make Neurodivergent Minds Brilliant
- Structured as Sei Shōnagon–style lists (e.g., “Times I Thought Differently and It Mattered”).
- Each list annotated with reflective commentary connecting personal experience to scholarship on neurodivergent strengths like pattern thinking and creative insight (Legault, Moulton, & Sinha, 2021).
- Link to 4E cognition (embodied, embedded, enactive, extended), positioning divergence as an ecological response to context (Legault et al., 2021).
Chapter 5. Moment of Click: When Theory Became Embodied
Chapter 4. Things That Make Neurodivergent Minds Brilliant
Chapter 5. Moment of Click: When Theory Became Embodied
- Include vignettes where abstract theory met lived experience—using both autoethnography and field notes from dissertation research.
- Interweave theoretical reflections (Hamilton & Petty, 2023) with moments of transformative learning clarity (Rojo, Moosvi, & Kelly, 2023).
- Back each entry with an academic reflection using Mezirow’s frames of reference (Eschenbacher et al., 2020).
Chapter 6. The Double Mirror: Reflexivity as Method
Chapter 4. Things That Make Neurodivergent Minds Brilliant
Chapter 5. Moment of Click: When Theory Became Embodied
- Define reflexivity using interpretive frameworks (Sibbald, Phelan, Beagan, & Pride, 2025).
- Compare “researcher positionality statements” versus authentic, continuous reflexivity recorded through journaling.
- Integrate the Commonplace Book as a “reflexive lab notebook,” adapting scholarly reflexivity to neurodivergent cognition.
- Discuss risks of disclosure vs. value of transparency for epistemic justice (Botha & Cage, 2022).
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Chapter 7. Maps That Refuse to Be Linear
Chapter 9. The Ecology of Meaning: Toward an Epistemically Just Scholarship
Chapter 8. Conversations with Other Minds
- Present visual “constellation maps” of research ideas, thinkers, and experiences.
- Discuss how systemic relationships produce meaning beyond linear argumentation (Dwyer, 2022).
- Anchor diagrams in 4E cognition and nonlinear creative processes documented in divergent thinking research (Hamilton & Petty, 2023).
Chapter 8. Conversations with Other Minds
Chapter 9. The Ecology of Meaning: Toward an Epistemically Just Scholarship
Chapter 8. Conversations with Other Minds
- Juxtapose quotes from neurodivergent thinkers (Temple Grandin, Tito Rajarshi Mukhopadhyay, Greta Thunberg) with reflective commentary.
- Frame these as dialogic exchanges within “slow scholarship” traditions that value depth and contemplation (Le Cunff et al., 2023).
- Draw methodological parallels between these creative voices and participatory research ethics (Le Cunff et al., 2023).
Chapter 9. The Ecology of Meaning: Toward an Epistemically Just Scholarship
Chapter 9. The Ecology of Meaning: Toward an Epistemically Just Scholarship
Chapter 9. The Ecology of Meaning: Toward an Epistemically Just Scholarship
- Expand Legault et al.’s (2021) argument that neurodivergence is socially produced by epistemic exclusion.
- Discuss educational environments as ecological systems—how universities can create “epistemically just niches” (Legault et al., 2021).
- Offer applied recommendations for higher education reform aligned with compassionate pedagogy (Hamilton & Petty, 2023).
Chapter 10. Writing Against the Clock: Time, Neurodivergence, and Academia
Chapter 12. Toward a Fifth Paradigm: Meaning, Belonging, and the Future of Knowing
Chapter 9. The Ecology of Meaning: Toward an Epistemically Just Scholarship
- Reflect on time perception and productivity in neurodivergent academic practice.
- Discuss the clash between institutional linearity and cyclical, deep processing (Stenning & Bertilsdotter Rosqvist, 2021).
- Suggest reimagined temporal frameworks for scholarship that center sustainability, rest, and nonlinear insight generation.
Chapter 11. Field Notes From the Threshold
Chapter 12. Toward a Fifth Paradigm: Meaning, Belonging, and the Future of Knowing
Chapter 12. Toward a Fifth Paradigm: Meaning, Belonging, and the Future of Knowing
- Include unfiltered fragments: excerpts from interviews, thesis reflections, and conversation snippets.
- Analyze patterns through “constellation thinking,” connecting individual experiences with broader systemic insights (Dwyer, 2022).
- Design the Commonplace structure as a metaphor for neurodivergent educational ecosystems.
Chapter 12. Toward a Fifth Paradigm: Meaning, Belonging, and the Future of Knowing
Chapter 12. Toward a Fifth Paradigm: Meaning, Belonging, and the Future of Knowing
Chapter 12. Toward a Fifth Paradigm: Meaning, Belonging, and the Future of Knowing
- Articulate the book’s meta-thesis: that neurodivergent epistemologies prefigure future models of education and collaboration (Hamilton & Petty, 2023).
- Reflect on belonging as cognitive justice (Legault et al., 2021; Shaw et al., 2024).
- Integrate Mezirow’s transformative learning theory and neurodiversity frameworks into a concluding vision for “Education 5.0”—humanistic, relational, courageous (Eschenbacher et al., 2020).