Hi Steve, What a delightful contribution to respond to, especially on Paulus’ birthday. Your posting
does carry meaning, more to me that many on the list, I imagine, because I’ve read your thesis
‘My Journey through the Formalistic Boundary’.  I’m wondering if we could work together until the
23rd July on a gift for Paulus and a contribution to the seminar? I’m thinking of an account of his
educational influence in our learning in a way that clarifies the criteria we use to assess this
influence. I'm thinking of the influences in our learning of his educational practice and practice-
based research as a educator and educational researcher who is continuously seeking to improve
his practice?

What I’ve got in mind is seeing if we can get your thesis on the web, together with an analysis that
demonstrates the educational influence of Paulus’ 'live contribution to the evolution of
Postcolonialism in British higher education.'

The reason I’m suggesting we do this is that it seems to me that the validity of an educator’s claim
to know his or her educational influence in the learning of a student or colleague (or supervisor! -
or social formation) needs to be established through the student’s or colleague’s own voice and
explanations of their learning. I’m thinking of an explanation that includes the evidence of the
educator’s influence.

I always like to bear in mind the political and economic contexts and influences in my educational
enquiries and these have significance for the proposed ‘Gift for  Paulus’. The UK Funding Councils
have a significance influence on the politics and economics of educational research. They have
issued a statement that includes the point:

“Where researchers in higher education have undertaken applied and
practice-based research that they consider to have achieved due standards
of excellence, they should be able to submit it to the RAE in the expectation that it will be
assessed fairly, against appropriate criteria.”

The results of the RAE will determine the annual distribution of more than £8 billion for research
in UK higher education institutions over a six-year period from 2009 with perhaps some £200
million coming to educational research.

Where I think this BERA Practitioner-Researcher e-seminar could make a significant contribution
to the future of educational research, is in expressing and communicating what we consider to be
‘appropriate criteria’.  We could do this by helping each other across the boundaries of different
workplaces, living spaces and personal and professional contexts, to provide evidence from our
practice-based research that shows what we mean in claiming that we can recognize the
achievement of ‘due standards of excellence’. I think that this is what Pete Mellett had in mind
when he started the second phase of the seminar. I do hope we can work together on this Steve,
with all the participants in the seminar. From where I stand it seems vital for the future of
educational research to provide as much support as possible for the practitioner-research
promoted by Sarah and Brian.

Love Jack.