Abstract

An interview among three family members had been previously conducted among three family members in order to discuss perceptions of caring in K-12 through college and the continuing impacts of these perceptions on motivation to learn (see Bernauer [2]. The question then arose as to whether the memories and interpretations of the original events as reported may have been recast and transformed as a result of subsequent experience and reflection that were brought to mind as a result of both auto-ethnogrpahic writing and the interview itself. It was found that such a transformation seemed to have occurred both metacognitively and metaemotionally. We have termed these transformed memories as metamemories and are conceptualized as part of individuals’ ongoing efforts to re-construct and integrate knowledge, experience, and insights and a coherent world view. This study was conducted within the framework of Piagetan and Constructivist Learning Theory and Polanyi’s propositional and tacit knowledge. It is hoped that readers will find value in this inquiry for understanding the relation between caring and motivation to learn as well as how memories of caring and non-caring continue to be transformed and re-interpreted as a function of both time and later experiences.

Published in: London International Conference on Education (LICE-2020)

  • Date of Conference: 23-25 November 2020
  • DOI: 10.2053/LICE.2020.0023
  • ISBN: 978-1-913572-22-8
  • Conference Location: London, UK