Donna Frost

Philosophical foundations and methodological principles 77 3 potential to grow, make progress and generate knowledge during such processes requires authentic facilitation in which attention is paid to the values, beliefs and feelings of group members and to the questions of meaning which arise (Titchen & McCormack, 2010 ). In an ideal CCCI all inquiry members are able to set the agenda, and nurture and challenge self, each other and the group while inquiring into the study question. In practice this role may rest partly or wholly, particularly in the beginning, with a facilitator, the initiating researcher for example. Practical considerations arising from the methodological principle of collaborative, iterative investigation, include the challenge of finding other people interested in and in a position to investigate the phenomenon in question, realising investigative collaboration when the motivations of each participant and starting points with respect to research and clinical experience are different, keeping the momentum of the inquirygoingover a longperiodof time alongsidebusypersonal andprofessional lives and learning to identify and be explicit about the particular knowledge that is generated and the contexts in which it could be useful. Specific challenges for a novice facilitator include gaining experience and confidence in employing the vast array of facilitation strategies described in the literature (eg.Heron, 1996 , 1999 ; Titchen & Manley, 2007 ; Mackewn, 2008 ; Titchen, 2018 ) for moving towards mutual, collaborative investigation. Diverse forms of knowledge and ways of knowing The philosophical basis for this principle, an inclusive epistemology, was laid earlier in this chapter. As Seeley and Reason ( 2008 ) argue, there are ‘many ways of knowing’ (p. 27 ) about the world and what we do in it, how we are and how we make meaning in it. Within co-operative inquiry this is referred to as an ‘extended epistemology’ (Heron, 1996 , 1999 ; Heron & Reason, 2008 ) and four specific kinds of knowledge are considered to work both cyclically and in an ‘up-hierarchy’ together: Experiential knowing – imaging and feeling the presence of some energy, entity, person, place, process or thing – is the ground of presentational knowing. Presentational knowing – an intuitive grasp of the significance of patterns as expressed in graphic, plastic, moving, musical and verbal art-forms – is the ground of propositional knowing. And propositional knowing – expressed in statements that something is the case – is the ground of practical knowing – knowing how to exercise a skill (Heron, 1999 , p. 122 ).