SCHOOL OF POSTGRADUATE STUDIES

COLLEGE OF MANAGEMENT AND SOCIAL SCIENCES

DEPARTMENT OF BUSINESS ADMINISTRATION

OKEOWO JOHNSON OLUWANIYI

20PAB02202

MBA BUSINESS MANAGEMENT

SEMINAR
MBA 841

SUBMITTED TO

DR OGUNNAIKE, O. O

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 HEURISTIC ANALYSIS (PHENOMENOLOGY)

INTRODUCTION

The word heuristics came from the Grecian term heuriske. In the phrase discover can
be employed in any science or research activity where the inquiry is at the forefront of
a new subject being researched.. Only first query serves as a direction for the
investigation, which leaves it wide open. The emphasis shifts to "what works," and
anything that seems reasonable can be put to the test. The heuristic is derived from
this iterative process of discovering what works.

Heuristics is a strategy of self-inquiry and dialogue with others aiming at finding the
underlying meanings of major human events and circumstances (Moustakas, 1990).

A heuristic is a problem-solving technique that employs a practical way or several

shortcuts to create answers that may not be flawless but are sufficient given a limited
time or deadline (JAMES, 2021).

The heuristic approach seeks to discover the nature and significance of phenomena.
The heuristic method allows the researcher to explore and follow one's own creative
path, finally discovering its direction and purpose (Douglass & Moustakas, 1985).

In important human experience, heuristic research seeks significance and depth. As

part of the investigational process, the researcher must engage in a subjective process
of pondering on the phenomenon under inquiry, examining it, sifting it, and
explaining its nature. A concentrated problem, subject, or theme is the ultimate goal
of this type of work (Douglas and Moustakas, 1985, p40).

A systematic manner for evaluating human experience that focuses on the researcher's
emotional reactions rather than solely on the interactions among the parts of that
external scenario, Moustakas (1990) explained his use of the term "heuristics" to
characterize it. Through the use of heuristics, the cognitive, enquiring self-as-
researcher might yield to the sentiments in an experience, revealing previously
unknown aspects of self and organizational systems.

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Many scientific areas have investigated heuristic methods (though what exactly is
meant by a heuristic varies across subjects). There are two basic heuristic notions.
Many disciplines have studied heuristics as prescriptive approaches defining how to
find a fair answer given constraints like computational difficulties and time.

HISTORY
The psychologists Amos Tversky and Daniel Kahneman studied heuristics in rational
decision in the 1970s and 1980s (Kahneman, Slovic & Tversky,1982) Despite the
notion being initially introduced by Nobel winner Herbert A. Simon, whose principal
study goal was to expose that we operate within what he calls constrained rationality.
He described "satisficing" as a condition of events in which individuals seek and
accept remedies or conclusions which are "well acceptable" but could be improved
(The Interaction Design Foundation, 2013).

Rudolf Groner proposed a cognitive style "heuristic vs algorithmic thinking" that may
be measured by a validated questionnaire (Rudolf, Marina, and Walter, 1983).

The challenges of algorithmic approaches to complicated issues led to the

development of heuristic methods in philosophy and math.

Clark Moustakas, in his 1961 book Loneliness, established heuristic technique in

research methodology and research operations. In his 1961 book Loneliness, Clark
Moustakas documented the evolution of heuristic approach. English heuristics comes
from the Greek heuriskein, which meaning "to discover or find." Heuristic inquiry
uses internal self-reflection, investigation, and clarifying procedures to determine the
nature and meaning of a phenomena (Douglass & Moustakas, 1985).

PURPOSE AND CONDTION

This technique encourages spontaneous inquiry and pursuit of the creative path that
develops from inside and finds meaning and direction within. Heuristic inquiry is a
unique research technique that develops a tight link between the researcher and reality
(Sela-Smith, 2002). Compassion drives the researcher to open dialogue with co-
researchers and to an emotionally linked scientific inquiry (Anderson, 2000).

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Heuristic inquiry blends the researcher's experiences with those of co-researchers. In
order to find the true substance and significance of a phenomenon, the researcher
must personally encounter it (Moustakas, 1990). "Heuristics concerns concepts, not
measures; core, not surface; content, but behavior" (Douglass & Moustakas, 1984, p.
42). So it treats the researcher as a participant rather than an observer, heuristic
research differs significantly from other approaches in this regard. The researcher may
therefore feel the phenomenon's fury. In reality, heuristic researchers seek the intrinsic
truth of an event's meaning through self-directed, self-motivated, and flexible
reflective learning processes (Douglass & Moustakas, 1985).

However, heuristic research is not an unstructured technique. Instead, it requires a

methodical exploration of the underlying meanings of key life events. To be
dependable, a participant must be enthusiastic and disciplined in their study of human
experiences.

PHASES OF HEURISTIC RESEARCH

Moustakas (1990) carefully outlined six phases of heuristic research, they are:
I. Initial engagement
II. Immersion
III. Incubation
IV. Illumination
V. Explication
VI. Creative synthesis

Step1: initial engagement: Every researcher has a key subject, theme, issue, or
question that drives their study. The initial interaction seeks to unearth a passionate
concern that shouts out to the researcher, one that has important societal and personal
ramifications. By researching tacit knowledge, the researcher is able to answer the
study research question. This initial encounter prompts self-dialogue, an inward
search for the subject. During this procedure, one meets one's self, autobiography, and
important social interactions. 
It's hard not to notice when one feels an inner attraction and hears a deep inner call.
This may be something that is perceived as incomplete and has to be finished. It might

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be anything dissonant or ambiguous that needs to be explained. It might be something
misunderstood that needs explaining, or something distant that needs integrating.
Maybe it's something new that wants to be recognized. This initial phase is like the
enticing situation pointing to something unseen but with enough significance to entice
any scientist to investigate. Many positivist scientists and scientific explorers begin
years or even a lifetime of investigation to locate some external truth from this
intuitive area. Also, the subjective scientist is compelled to uncover some inner
significance. To ignore the call is to deny something very fundamental in the self.

Step 2: Immersion: When a researcher responds to the first phase call, something
unusual happens. A well-crafted query appears to have a power that carries the
researcher's idea of the inquiry throughout their lives. Immersion occurs without
control or planning. Immersion allows the researcher to become one with the topic.
Moustakas (1990) says the researcher must live the question. By engaging in
“spontaneous self-dialogue and self-searching” the researcher might “explore intuitive
hunches, draw on the mystery of the tacit dimension.. (p. 28). As if responding to a
summons from phase 1, a researcher's subjective experience of study becomes the
"song into which they breathe life." Immersion requires the complete self to be
immersed in the study focus, rather than an observing self trying to manage and steer
the process. Attention is easily lost and confusion emerges when there is inner conflict
between the reported problem and the self-problem.

Step 3: Incubation: In this phase, the researcher disengages from the question. It
permits the tacit dimension and intuition to continue clarifying and deepening
information on levels outside of consciousness. (Moustakas, 1990)
To allow the inner tacit dimension to reach its full potential, researchers use
incubation (p. 26).
Incubation is not a stage when you put something on hold to accomplish something
else. Incubation is the phase when no new information is let in since living with the
question has supplied all the knowledge the unconscious processing part of self needs
to generate meaning and develop a response. This phase begins spontaneously.
Researchers may resist this stage, fearing that if they lose concentration, detach, or
diverge from the question, they would fail. Surrender to the process allows this to
happen. The third phase, according to Moustakas (1990), is a withdrawal from

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intense, concentrated attention on the issue. This is a time when “inner workings of
the tacit dimension and intuition continue to clarify and develop understanding on
levels outside current awareness” (p. 29). Immersion may be confusing and
insufficient if the first engagement was tough, and incubation may not operate
spontaneously on addressing the “indicated” or the genuine, undefinable.

Step 4: illumination: “The process of illumination occurs when the researcher is open
to tacit knowledge and intuition. The enlightenment occurs from a breakthrough in
attribute comprehension and the grouping of traits into themes contained in the query
(p. 2).
Here, the researcher discloses internal notions. This level requires some reflection but
still allows for fresh awareness, modification of past information, and a dramatic
breakthrough of an experience that was not expressly in the researcher's
consciousness (Moustakas).

Step 5: explication: Explication is the practice of thoroughly examining themes and

traits that appeared during illumination. The explication phase seeks to thoroughly
grasp what has sparked in conscious experience. In the explication process, the
heuristic researcher sees that meanings are unique to an experience and rely on
interior ideas. Researchers must first focus to their own consciousness, feelings, ideas,
beliefs, and judgements before they can learn from others (p. 31).

After illumination, the researcher must communicate or explain what they have
discovered. It is the moment when a researcher's fresh insight, understanding,
meaning, and worldview take root. Like a new person entering one's home, everything
in that space will migrate to accommodate the change. A “fuller apprehension” occurs
when something is felt, shared, and explained. The explication is reshaping the depth
level remodelling that occurred during incubation. The experience of others cannot be
the major source of data, according to Moustakas (1990).

Step 6: creative synthesis: Synthesis is the ultimate stage. This phase gathers all the
data and attributes discovered in the previous phase (Moustakas, 1990). You may also
utilize a creative media like fiction or poetry to show creative synthesis. It's not
merely a summary of the research. It covers the complete gamut of human experience.

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The creative synthesis requires tactic and intuitive talents; inspiration...helps to create
it.
All of the phenomena under study have been thoroughly articulated."
Those who have accepted self-reflection naturally go through the first five phases,
ending in a creative synthesis. This fusion of deep-unconscious and awake
consciousness, internal and external, has revealed and experienced a new whole. This
new integration allows the researcher to share a bit of their creative side with others.
New wholes and expressions are born, and academics may be the "midwives" who
assist them develop. What emerges seems to have a transpersonal quality to it. Now is
the time for synchronicity, harmony, connection, and integration! If you have the
chance to experience the narrative through art, music, literature, or any other creative
medium, there will be something that links you to the story. This is a genuine
connection with the artist and occasion.

Heuristic Research Has Six Important Components

Having studied Moustakas (1990), I came to the conclusion that Heuristic Inquiry has
six essential components:

(1) The researcher has personal knowledge with the subject matter that is being
investigated.
(2) The researcher makes acknowledgment of a particularly acute or ardent worry that
prompts the investigator to go inner for tacit awareness and understanding.
(3) According to the findings, submission to the question has occurred (as shown by
the fact that you are breathing, active, napping, and imagining the issue).
(4) Self-dialogue is evident rather than an each transmission of thoughts or emotions,
which is unusual in this context. Making a note of an experience is not the same as
participating in a conversation with that sense.
(5) This is a search that you are conducting for yourself.
(6) There is proof that change has occurred through the use of a "narrative" that
incorporates the transformation and has the potential to transform others who "read"
or listen to it.

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 FORMAT

I. Identifying with the focus of inquiry

II. Self-dialogue
III. Tacit knowing
IV. Intuition
V. Indwelling
VI. Focusing and
VII. Internal frame of reference

Identifying with the focus of inquiry

A key component of the heuristic process is being within the research issue, becoming
one with it, and experiencing it.

Self-dialogue
A self dialogue allows the phenomenon to speak directly to individual 's  personal
encounter. Human experience provides knowledge, and exploration requires self-
reflection and openness to individual's personal encounter.

Tacit knowing
Besides the knowledge we can convey vocally, we have knowledge inherent in our
actions and encounters. The tacit dimension is incomprehensible and not specific, and
it might lead the researcher in unexpected directions and into unanticipated meaning
sources.

Intuition
When it comes to intuition, it serves as a link between explicit and tacit information.
The ability to view objects as one is made possible through intuition. Every step
toward obtaining integration, unity, or totality necessitates the use of intuition.

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Indwelling
This refers to the deliberate and purposeful act of looking inward so as to to get a
more in-depth and comprehensive knowledge of a particular feature or topic of human
experience; it is also known as introspection. To dwell means to be willing to look at
some part of human experience with undivided attention and focus for an extended
period of time.

Focusing
Focusing is an internalized process of paying attention to, remaining with, and
systematically engaging the primary meanings of an event through time. It permits
one to view something for what it truly is and to make whatever adjustments are
necessary in order to come into contact with the essential consciousness and insight to
go forward.

Internal frame of reference

Rather than using an external frame of reference to evaluate the outcome of the
heuristic process, it is necessary to evaluate it in terms of knowledge and experience
gained by the experience.

ARTICLE ONE: The Acculturation of Former Yugoslavian Refugees

Analysis and Coding of Data
The researcher (first author) reviewed the transcript several times. While immersed
with the transcript, she relived her journey of forced exile and
immigration and acquired new insights concerning it. In addition, the researcher
relied heavily on examining her feelings and memories, which in turn increased
her awareness and allowed for new ideas to emerge (Boyd & Fales, 1983). After the
detailed review of the researcher’s transcript, the researcher reviewed participants’
transcripts sentence by sentence and highlighted segments of interest. The themes that
were extracted from the transcripts were recorded on a specific template consisting of
three columns: themes, issues, and content. After all themes were extracted, they were
organized into categories. Subcategories and subthemes were also established. After
all themes were integrated together, the researcher derived the creative synthesis.
In heuristic research, creative synthesis is the stage of data analysis that allows

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the researcher to create the whole from the parts and distinct elements that have been
generated during the search for essence and meaning (Douglass & Moustakas, 1985).
Due to space restrictions, only the categories and core themes of the study are
reported. Verbatim quotes are used to illustrate participants’ experiences.
Note that participants’ first language is not English. Each participant selected a
pseudonym to be used in the reporting of results from the study.

Discussion: The researcher started with self immerse with the study interest and
gained more insights on the research focus while depending on the researcher
personal feelings and events. The researcher reviewed her transcript and the ones of
her co researchers and participants word by word and area of interest was noted. Then
theme were later drawn into segments in an organized manner. All the themes were
put together and creative synthesis was derived from it. Those theme drawn were later
reported and participant's experience illustrated in verbatim quotes.

ARTICLE TWO: Extending the Heuristic Inquiry Research Process to Enable

Improved Psycho-Spiritual Self-Care Choices Associated With Workplace Stress
and Suffering.
Initial Engagement: identify with the focus of the inquiry Representative workplace
vignette (based on a real experience): Mary knew something was wrong. Sure, the
demands at work were never ending but so was the nagging unease and growing
anxiety inside herself. The starting point here is workplace-related stress symptoms
which may include self-loathing and self-critique. These can become dominant
(Murphy, 2003). I have seen regular occurrences at work where the sufferer gets
stuck in over-identification and rumination (Sonnentag & Fritz, 2015). In this,
literature suggests the potential of an integrated approach to stress using self-caring
awareness and self-acceptance (Neff, 2003a; Meichenbaum, 2007). Here it is about
the stressed or sufferer locating and using new perspectives, choices and skills to do
with stress, anxiety and suffering. Practical workplace outcome: the worker is
encouraged to reflect on the fact that they are not their pain and the symptoms that
enmesh them; they are still loveable- drawing on Rohr (2007). Self-compassion theme
(Neff, 2003a) offers specific and relevant action choices; “When I'm feeling down I
try to approach my feelings with curiosity and openness”; “I’m tolerant of my own
flaws and inadequacies. (p. 3)” Immersion The stressed worker is already immersed
in the situation yet is this engagement always helpful and transformative? Immersion
in Moustakas’ (1990) process is about coming to tacit awareness. At work, it could be
about how a worker has lost sight of themselves or judges themselves negatively.
Focusing on the stressful situation is not without challenges. It is as it were that the
stressed person is laid bare which if it is to be navigated is going to need support and
tenderness on the part of the therapist or carer. Certainly too, they may be physically
away or separate from the workplace but still using established thought patterns;

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perhaps they judge themselves harshly, ruminate on their predicament and do not
fully engage in treatment. This is particularly problematic when a person is removed
from work and told not to think about it and yet they still engage in negative self-talk
represented by harsh self-criticism (Arnos, 2017). Such negativity also calls to mind
the risk of daily self-undermining which often has adverse implications for self-care
let alone for recovery (Bakker & Costa, 2014). This is why the choice to stand apart
and notice is so crucial. Humility is relevant here too because it supports non-
judgmental self-exploration. This is where one simply (sic) notes stress or
incompleteness without self-blame. One also calls to mind the complementary idea of
self-compassion and not judging oneself harshly and seeing circumstances with self-
loving eyes (Devenish-Meares, 2015a). Practical workplace example: As a
counterbalance to harsh self-criticisms, self-compassion and meaningful detachment
offer a new way notice and converse in a self-kindly way with one’s experiences. This
is an extension of Moustakas’ heuristics approach. It informs sense-making and
challenges existing self-critical rules. Using Neff’s (2003b) self-compassionate
questionnaire one “when something painful happens I try to take a balanced view of
the situation (p. 232)”. Incubation Representative workplace vignette (based on a real
experience): The experience of chronic stress left “John” feeling exhausted, with a
burning sensation in his chest. Life seemed empty– there was no respite let alone joy.
He goes “back and forth” in his head about happened: “What did I do or not do
(right)? Incubation is about a different focus, even no focus, for a time, and in the
workplace context, by being supported to find spaces (perhaps meditation, breathing
and diversionary activities) where the intensity is lowered. Pointedly, while much in
suffering workers can be conscious there may be aspects taking place at the
unconscious level.As highlighted in the example, choices, actions, failings and
setbacks may become so consuming or overwhelming that one forgets, does not
permit or possibly even blocks self-kindly choices, even though these could be helpful
for the self. Due to performance expectations, negative judgments and (perceived)
failure and related stress issues, one may not have the space, time or patience to
engage with tacit knowledge which is: “the deep structure that contains the unique
perceptions, feelings, intuitions, beliefs, and judgments housed in the internal frame
of reference of a person that governs behavior (sic) and determines how we interpret
experience” (Moustakas, 1990, p. 32). Arguably, incubation can be accompanied by
Rohr’s (2007) meaningful separation (standing slightly further away) inner-witness
motif which is remarkably similar to Moustakas’ lower intensity idea. Here one comes
to recognise the painful consequences of hard self-criticism and problematic self-
judgments. Then drawing from age-old spiritual praxis sees themes such as the innate
person being inherently lovable (Rohr, 2007; Devenish-Meares, 2016b). This may or
may not yet be a conscious choice so much as coming to an intuitive knowing that
something is not as it should/could be. Such a way of knowing offers an opportunity
for a different, gentler form of reflection or not reflecting. In this, Neff (2003a) speaks
of self-knowing. She says one must “know and forgive one’s failings and foibles and
respect oneself as a fully human and therefore, as a limited and imperfect being”
(Neff, 2003a, p. 87). Practical workplace example: In terms of a different way of
reflecting, I suggest it is helpful to invite the stressed to detach or put aside the
question(s) yet still sit with the question. Meaningful detachment is about a different
kind of “observation” to reduce the power of the negative situation, even self-blame,
so as to explore new, perhaps unexpected and previous unlooked-for options. Rohr’s
(2007) separation or standing away gently is like Rogers (1951) idea that, in this,
boundaries can become relaxed and interior change can occur. Illumination

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Representative workplace vignette (based on a real experience): No one can know my
experience or its personal affects; I am alone and suffering. I can’t face what keeps
happening (in me). No one love me. For the stressed this is where, albeit with support,
they turn inwards. Moustakas (1990, p. 16) speaks of “turning inward to seek a
deeper, more extended comprehension.” When it comes to workplace suffering, this is
a step where one reflects non-judgmentally that something or some event is painful,
incomplete or on occasion, stress, anxiety and/or suffering. This may be real or
perception based. Illumination occurs because there has been an intentional retreat
from the intensity of focus. For the stressed worker it may be accompanied by a friend
or therapist who reminds them of their lovability. This process is about what
Djuraskovic and Arthur (2010) term “illuminating themes from within. This phase
requires a certain level of reflection but still allows for mysterious workings of the
tacit knowledge” (Djuraskovic & Arthur, 2010, p. 1578).
Explication and Synthesis Representative workplace vignette (based on a real
experience): Stress was so overwhelming that I could not see any healing options or
see myself in a place where relaxation, self-care or transformation were even
possible. I have real fear about what the future generally and at work, holds.
Explication is where reflective space and lowering of intensity allow a fuller picture
of the issues and new perspectives to emerge. This could include: I see no hope, I am
very hard on myself due to perceived failures and never-ending performance
expectations; I find it hard to step back self-lovingly. Yet with the discernment of the
dignity of the person and that self-care is available new options emerge. From the
literature it is possible to conclude that ideas around meaningful detachment, self-
compassion and self-loving emerge in the explication phase. The final stage, critical
synthesis may have started even during explication. This where an internal frame of
reference emerges. In the context of suffering, a pre-existing internal frame of
reference may have excluded self-kindly choices. Then, as I researched and reflected,
this time taking the stressed’s viewpoint, I saw commonalities between what is absent
(this is often self-acceptance) and what could be self-compassion. It also made me go
deep with my own experience of stress and workplace anxiety when performance
demands are impossibly high. At some level, in affect or responses or avoidance the
sufferer may exhibit or become aware that something needs attention. This reflects as
Holmgren (1998) says that the person must “recover enough self-respect to recognize
that she is a valuable human being in spite of what she has done” (p. 75). The
unwavering attention aspect would appear to be augmented by Rohr’s (2007)
openness to “what is” motif. This is also about bringing loving kindness to bear on
oneself (Devenish-Meares, 2016a, 2016b). Here, I intentionally recall Rohr’s (2010)
self-love motif which helps address what is often missing at work; self-kindness and
self-allowing. In term of Moustakas’ idea of unwavering attention, Rohr assists one
see that the self is valuable: “there is nothing to reject or “avoid or be judged as
unworthy...(much) has been forgiven much and (one is) loved much”. (Rohr, 2010, p.
185). Practical workplace example: In terms of synthesis and use, a practical
implication of Rohr’s motif seems to be that it can move the worker beyond being told
not to think; whereas one may still think (yet) in a non-judgmental acceptance and
standing apart from pain to observe one’s suffering in a self-kindly way (Rohr, 2007).
Then, using listening and to borrow from Rogerian therapy, unconditional positive
regard to encourage increased self-regard, the person is encouraged to see what is
occurring at work against a broader perspective. Then there is the educative process
of stress reactions which may reduce self-blame; i.e. addressing the self-dialogue with
new information to counter the inner conversation and allow self-compassion related

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choices to arise interiorly; e.g. “when I fail at something important to me I try to keep
things in perspective” (Neff, 2003b, p. 224).

Discussion:

ARTICLE THREE: Sacred illness: Exploring Transpersonal aspects in physical

affliction and the role of the body in spiritual development

In Moustakas’ formulation, the process involves six overlapping phases which reflect
general theories of the human creative process. Phase 1: ‘‘Initial Engagement’’
represents the identification of a passionate interest which holds personal and social
meaning. The subject of sacred illness arose from the primary researcher’s own
continuing journey with M.E., the onset of which coincided with a spiritual
emergency. The personal experience of intensely felt connection between the illness
and the trans personal dimension motivated a search to better understand the
meaning of such physical upheaval by exploring the deeper journeys of those in
comparable circumstances.The second phase of ‘‘Immersion’’ involves an intense
meditative focussing in order to activate both explicit and implicit ways of knowing.
This resulted in an increasingly involved relationship with the material as the project
progressed. The inquiry ceased to be personal and became both interpersonal and
trans personal in nature. Immersion is then succeeded by a period of ‘‘Incubation,’’
which involves a ‘‘time out’’ to allow the creative process to percolate in the
unconscious mind, until ‘‘Illumination’’ breaks through into conscious awareness,
regarding connections, themes and qualities surrounding the inquiry.Continuing with
a receptive state of mind, by which new insights can arise and distorted
understandings be corrected, a more complete understanding is subsequently formed
in‘‘Explication,’’ which entails a reflective analysis of intuitions, thoughts, beliefs
and judgements on the part of the researcher.Each participant gave an in-depth
interview of approximately one hour in duration.A semi-structured interview
technique was used, which meant questioning could be varied to accommodate the
natural flow of the narrative. The areas of questioning were arrived at by reflection
on the themes discussed above in the introduction and the primary researcher’s
reflections on her own experience. The interview protocol involved the following main

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categories:.Initial questions around the participant’s particular situation..The
psycho-spiritual frameworks by which participants gained deeper under-standing of
their experience..Discussion of inner and outer resources..Perceived stages of self-
transformation and deeper meaning of ‘‘healing’’:.Exploring the narrative or
(trans)personal myth and archetypes accompanying the experience.The notion of
participation with a force beyond the self.In order to optimise the intensity of
engagement with each participant, the interview and individual analysis were done in
one concentrated time-frame. Analysis involved afiltration-process of all trans
personal aspects in illness as discussed by the interviewees,which were subsequently
combined and integrated to form an essential interpretation based on consistency of
themes. It began with the verbatim typing out of the audio-files,followed by numerous
re-readings of the material. All references relevant to the trans personal journey were
extracted to form reduced working transcripts, which were subsequently distilled into
a series of individual depictions(Moustakas, 1990). Whilst acknowledging the
influence of any pre-existing psycho-spiritual frameworks informing the participants’
perspective, the focus was placed on realisations arising from the inner journey.
Reflecting the interview-questions and responses, the editing process emphasised the
following:.Notable pre-cursers to the illness..Indications of tran spersonal influences
at work..Understanding of the illness and deeper meaning of healing..Ideas on the
nature of embodiment..Dominant themes arising from the experience..The experiential
aspects which made the portrait particular to that person.Once completed, all
transcripts and portraits were re-visited and a further combined sample was created
by gathering all the quotes from individual depictions. Using the interview-categories
as the main structure and allowing space for further themes, a composite depiction
was then formulated reflecting the core-themes and universal qualities of the group.
From this, five principal aspects of transpersonal qualities and processes could be
extracted.The study concluded, as recommended by Moustakas (1990), in a ‘‘Creative
Synthesis’’which took the form of a piece of creative writing reflecting both personal
testament and empathetic resonance with all the material gathered to inspire a sense
of shared,interpersonal and trans personal meaning.

Discussion:

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 PITFALL OF HEURISTIC METHODOLOGY
While heuristic techniques have many benefits, they also have drawbacks.
Importantly, heuristic analysis is defined by no or very minimal authority or limits on
its processes. For example, Frick (1990) stated that while creative freedom is often
seen as a positive component of heuristic research, it may also lead to researcher
irresponsibility and undeveloped studies. The heuristic technique is subjective, thus it
tests a researcher's ability to remain impartial despite hearing terrible human
experiences. Despite their natural desire to shelter their co-researchers from bad
recollections, researchers must continuously remind themselves that the goal of their
research is to capture the value of their experiences.
Heuristic approach requires a detailed comprehension of the philosophical
foundations, which can be difficult for inexperienced researchers to traverse
(Whittaker, 2000).

A second potential downside is that heuristic analysis emphasizes an individual's

subjective perspective of the phenomenon.

As a result, the researcher becomes more prejudiced. The heuristic technique relies
only on the researcher's interpretation of the incident. As a result, the researcher's
understanding of the issue under inquiry may influence the study and its interpretation
As an example, an author's prejudice may cause them to only select co-researchers
who verify their own personal experiences with the phenomenon of interest.

CONCLUSION
Heuristics research is a diverse and moment activity, with applications in sectors as
diverse as operations research. Heuristics research is an established multidisciplinary
field. A unique road to tacit knowledge, heuristic analysis is an outstanding qualitative
research technique. Introspection, compassion, and self-exploration are pushed, giving
researchers a deeper understanding of the importance and content of a significant
human experience . By documenting and sharing the relevance of our trips with
others, heuristic inquiry helps researchers realize and appreciate their co-researchers'
and personal experiences. The heuristic method demands researchers to devote their

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bodies and souls to the research, including personal investigation of acculturation and
ethnic identity reconstruction.

REFERENCES

Alice Schlegel. (2014, July 25). Heuristic Research Concepts - An Introduction.

Retrieved from https://www.youtube.com/watch?v=iOG_BEbw9ho

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