Students of research are seldom explicitly taught to pay attention to daily patterns (see Oberg, 2003) or their body's knowing as sources of insight for developing research methodologies (for examples of those who have attended to that knowing in research, see Davies, 2000b; Lipsett, 2002; Martusewicz, 2001; Somerville, 1999).


Similarly, in education,

" is not student teachers' inability to imagine otherwise that restricts the possibility of educational change but teacher education's inability to provide them 'otherwise' experiences that break with the traditional, the expected, the obvious, and the taken-for-granted" (Segall, 2002, p. 167).


Can the "'otherwise' experience" be taught in courses on research method(ologies), and to those learning to become teachers?