Hi Moira a delight to read your evidence-based account of educational influence in your own
learning at:
http://www.bath.ac.uk/~edsajw/moira2.shtml
with the thesis that transformed my own understanding of standards of judgement into living
standards of judgement.
I'm also inspired by your awesome contribution, along with your colleagues, in establishing the
Experimental Centre for Educational Action Research in Foreign Languages Teaching, in Guyuan
Teachers' College, with all the evidence of your educational influences in the learning of students
and colleagues, and theirs in your learning at:
http://www.actionresearch.net/moira.shtml
I hold this to be a major contribution to the archive of this seminar.
As we move into the final three weeks of the seminar I'd really like the archive to include visual
narratives of the meanings of living standards of judgement in relation to the public good. Branko
has just made today a wonderful contribution to such narratives.
I think that there is some evidence that it is possible to reach an intersubjective agreement on the
meaning of living standards judgement for the public good. I'm thinking here of our agreement
that the relational flows of meaning in the video clip below, from which the following still images
were taken, can be described through our agreed ostensive recognition, as a loving flow-form of
life-affirming energy in educational relationships.
To everyone:
(These images from the classroom with Moira at Guyuan Teachers College in China on the 15
October 2004 can be seen at:
http://www.jackwhitehead.com/moira151004/moira151004.html )
The following 9 MB video clip will take several minutes to download using Broadband (10 minutes
on my system) and opens in Quicktime.
http://www.jackwhitehead.com/mlendSorenson.mov
I am fascinated by the question of whether it is possible and desirable to extend this agreement,
with Moira , through your own agreement or disagreement, that in watching the video-clip,
you~i~we experience a loving flow-form of life-affirming energy in the space and dynamic
boundaries of Moira's educational relationships with her students.
So, one of the tests of validity of my belief that it will be possible to enhance such loving flows of
life-affirming energy for the public good, within our social contexts, our educational relationships
and our professional knowledge-base in education, rests on this meaning resonating with your
own, first through the uniqueness of each of our intuitive responses and then into the explicit
cognitions of our shared language.
I'm looking forward to any responses that can help in testing the validity of this belief. I think such
a living standard of judgement supports Alan's ideas on inclusionality in helping to develop
understandings of inclusional standards of judgements for the public good.
Love Jack.
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