Thanks Jo - and thanks Roger - My question must be this :-
" Can we keep playing with a musical scene together and can we educate through
just this?"
Music and poetry and other such happenings have been knocked quite hard.
For Jo, she encourages us through her own courage and knowledge.
But as I write this I am all to much aware of one student that waits for my
reply. She has been refused a poetic-way by her professor who wants "method" in
another way. This student, from Spain by the way and at a university, is calling
out for help. She thought that OAE ( she had read only something) was one such
alternative for her. She asked for help and advice.
How am I to reply?
Thanks Jo for encouraging me to reply to this student as best i can.
Thanks Roger for allowing, through "Reviewing" just such a possibility.
best wishes
steve bowles
jo straker wrote:
> Hi
>
> Thanks for your comments and refocusing....
>
> I agree I think that theory is a practice, research is a practice, poetry is
> is a practice, dialogue, conferences, teaching, solo and kayaking are all
> practice and we must be careful not to priveldge some and dismiss others
> they all can provide a perspective which is vital for outdoor education.
>
> Martin Buber wrote a very elegant essay 'Between man and man" he suggested
> that there were 3 ways to enter a situation...the first as an observer
> with checklists, analysing as you go...the second as an onlooker with no
> lists but trusting in our hearts that we will pick up what is present and
> the third
> opening up to become part of the situation to exist within it, or as T.S.
> Elliott might say
> Only the unattended Moment, the moment in and out of time,
> The distraction fit, lost in a flash of sunlight
> The wild thyme unseen, or the winter lightning
> Or the waterfall, or music heard so deeply
> That it is not heard at all, but you are the music
> While the music lasts
> T.S Eliot "The Dry Salvages"
>
> But you are the music while the music lasts.
>
> Cheers
> Jo
>
> Jo Straker
> CPIT
> Christchurch
> NZ
>
> At 10:47 AM 11/28/01 -0000, you wrote:
> >Let's change the subject line when the subject changes or evolves
> >into something different.
> >
> >I think we have moved from ''process vs. outcomes - language
> >Roger's comment'' to something like ''limiting perspectives''.
> >Feel free to come up with a different/better title or change it
> >again.
> >
> >I think it may also serve us well to maintain an OUTDOOR theme as
> >we get entangled in these multi-ological conversations.
> >
> >Barbara indicates some ways of doing so in her quotation about
> >social theory from Evans and Davies. Barbara suggests that it
> >offers ''a perspective for our debate on research on teaching and
> >learning in outdoors''.
> >
> >Barbara and others may choose to emphasise different phrases from
> >her quotation, but these are the four that stand out for me:
> >- a vehicle for thinking otherwise
> >- It offers a challenge and modes of thought other than those
> >articulated by dominant others.
> >- makes the familiar strange ... [and the strange familiar?]
> >- to open up spaces for intervention of new forms of experience
> >
> >I think that all four themes can be both about *outdoor* learning
> >as well as about *researching* outdoor learning.
> >
> >Our journey as researchers has many of the same features as an
> >outdoor journey. The outdoors offers a new perspective ''for
> >thinking otherwise''. The journey at first appears to be
> >''outward bound'' and about things out there. At some point it
> >becomes a journey that is ''inward bound''. This inner journey
> >(of the researcher) has been off-limits for traditional research.
> >Critical theory (as I now understand it after reading the article
> >recommended by Steve B. in the Handbook of Qualitative Research)
> >takes this much further - as even the most self-aware and
> >self-critical researcher has a few blind spots that can only be
> >discovered with the help of others.
> >
> >Back to the outdoors ...
> >there is a limit to how much you can learn about yourself on a
> >solo, just as there is a limit to how much you can learn about
> >yourself in a group feedback session. For critical research, it
> >seems, there is always a limit and never an end ... so for those
> >of you who are having trouble completing your research on time -
> >you must be doing critical research!
> >
> >This reminds me of the 'hidden curriculum', and the danger that
> >teachers believe they can see it *all* once they have learned
> >what the hidden curriculum is. The discussion about how simple or
> >complex our minds are matters far less, I think, than discussing
> >ways of finding out what is hidden, and how we can do so by
> >changing or combining perspectives - something that James has
> >helpfully clarified - on the value of working together. In
> >critical theory there seems to be no limits.
> >
> >Back to the outdoors ...
> >I believe that, quite properly, there are limits (and values)
> >within the outdoor education setting, but once you are a fully
> >fledged adult you are free to push yourself beyond the limits and
> >go for the first round the world non-stop swim.
> >
> >I think research design depends on the kind of question we ask.
> >Yes, we should also question the question. But if we question
> >that too, we may be heading for a lonely swim. I think critical
> >research, at the very least, can help us to acknowledge the
> >questions we are not asking. It may also tempt us to ask the
> >kinds of questions that will help outdoor learning research to
> >break through new frontiers. But I happen to believe that the
> >best research will not come from the deepest questions but from
> >the most perspectives.
> >
> >Back to the outdoors ...
> >I think that the giving and receiving of gifts that participants
> >have made for each other (multi-perspective appraisal) is of far
> >greater value than having deep discussions about the meaning of
> >life.
> >
> >I prefer the idea of seeking several answers to one question to
> >that of seeking one answer to several questions. One answer to
> >several questions is a classic case of being locked into a single
> >perspective.
> >
> >Roger Greenaway
> >Reviewing Skills Training
> >[log in to unmask]
> >http://reviewing.co.uk
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