| Figures | ||
| 3.1. | Research paradigm emergence | 44 |
| 7.1. | Anjila’s play with lego models | 113 |
| 9.1. | Multi-paradigmatic research design space | 151 |
| 11.1. | Integrative ethics based on awareness, respect and critical thinking | 180 |
| 11.2. | Drawing hands, by M. C. Escher | 182 |
| 13.1. | The cycle of five ways of transformative knowing | 211 |
| 13.2. | 3I mathematics | 221 |
| 16.1. | Integration of curriculum as agenda for social reconstruction, emancipatory interest, and creative learning | 258 |
| 16.2. | Outline of the activity for the scientific investigation theme | 260 |
| 18.1. | Strategies for uncovering assumptions | 293 |
| Tables | ||
| 8.1. | Triadic form of dialectical thinking | 132 |
| 8.2. | Essentialism and nonessentialism | 136 |
| 8.3. | Essentialism, nonessentialism and non/essentialism | 140 |