And yes, I am doing this communication and work as and in the role of a heuristics'
creator/constructor, illustrating and evaluating.
As a clinician and therapist, I would interfere and make sure changes are
being implemented. It would be in the contract. But as the advocator of
the heuristics, I cannot tel you what to do with it how it should influence
you and your life and ontology. This would be a complete antithesis to the
heuristics and the whole point of and for it. The heuristics is grounded
on/in a unique individual being and the way he/she, me for that matter, self-contruct
and self-develop his/her/my ontology.
Alon
>-- Original Message --
>Date: Sat, 30 Jul 2005 14:24:29 +0100
>Reply-To: [log in to unmask]
>From: Alon Serper <[log in to unmask]>
>Subject: Re: relevant laing on scientific evaluation
>To: [log in to unmask]
>
>
>Hi Sarah
>
>What do I mean I am not interested, I am sharing the way I improve my life
>with you and with others publicly. I am putting my personal ethics and
>self-developing account of how I lead a better existence in the world in
>the public domain for others to engage with.
>
>This a significant question - the most significant one I think - how to
lead
>a gratifying existence of good quality - and we need all the help we can
>get. There is nothing to be too pround about. So we are sharing it.
>
> It is up to you to decide what to derive from it, to be influenced or to
>think it is a total waste of time and complete nonesense for you. I think
>this is what education all about, exposing information but not further than
>this. It is up to the exposed not the exposing to evaluate it and absorb
>or dismiss it.
>
>For me, when the exposing agent goes further then putting his/her values
>and account to the other publicly and start telling the exposed what to
do
>with it, then it becomes preaching, negative pedagogy, scholastics and being
>pretentious. I am also influenced by Ionesco's La leçon.
>
>Here is my account - do whatever you want with it. I am going no further
>than this.
>
>Alon
>>-- Original Message --
>>Date: Sat, 30 Jul 2005 13:51:24 +0100
>>Reply-To: Sarah Fletcher <[log in to unmask]>
>>From: Sarah Fletcher <[log in to unmask]>
>>Subject: Re: relevant laing on scientific evaluation
>>To: [log in to unmask]
>>
>>
>>re. Alon's posting 30/07/05 All I need to do is convey my intended improvement,
>>the way I intend to improve my ontology, to carry it out and discuss how
>>it is
>>done, as a heuristics.
>>
>>Hi Alon - thanks for responding - as a practitioner researcher on this
BERA
>>list
>>I am hoping to understand how I might learn from your research to assist
>>me as a
>>teacher, mentor and researcher. I respect your work and your thinking.
>>As I read your posting these questions come to mind. I hope you will respond.
>>We seem to have very different ontological values; not a matter of right/wrong
>>So you are not focused on anything other than communicating what you discover?
>>You are not interested in how this might assist other to improve their
lives?
>>You don't have a moral imperative beyond that which immediately affects
>you?
>>Is there an evidential basis upon which you make claims in evolutionary
>theory
>>and how are you triangulating/validating outcomes of your ontological study?
>>
>>I am trying to understand how your depiction of your ontology aligns/doesn't
>>align with Harre's notion of the 3 selves which I find a very useful metaphor.
>>One of the selves is constituted by how I am distinct from others, another
>>by
>>my own perspective of the world and a third by how I am perceived by others.
>>I would add a further perspective of role - my self changes according to
>>role.
>>As a schoolteacher I am charged with being in loco parentis, as a researcher
>>I
>>seek to adhere to BERA's and Frankena's ethical guidelines and as a mentor
>>I
>>align to Simon Riding's account of 'living myself through others. I am
looking
>>to learn from you - as I perceive your research is intended to be educational?
>>
>>Kind regards,
>>Sarah
>>
>>http://www.TeacherResearch.net
>>
>>
>>
>>Quoting [log in to unmask]:
>>
>>>
>>> Hi Sarah
>>>
>>> Luckily, my heuristics is based on my self-improvement and self-development
>>> - evaluating and assessing my well-being, self-gratification, self-respect
>>> and ontological security through looking at my self-disappointment, personal
>>> non-gratification and malaise. As contributing fulfills me. As the
ethics
>>> fulfills. As the exclusively aesthetic does not fulfil me as an ontological
>>> essence. It can work as a valid contribution. I create this heuristics
>>> as a means to conceive and study human existence as an ontologist and
>>> constructing
>>> crtical psychologist.
>>>
>>> Luckily after a previous thesis in theoretical/Philosophical psychology
>>and
>>> Philosophy - I no longer need to looke at this type of philosophy as
>my
>>> scope. All I need to do is convey my intended improvement, the way I
>intend
>>> to improve my ontology, to carry it out and discuss how it is done, as
>>a
>>> heuristics.
>>>
>>> Alon
>>>
>>> >-- Original Message --
>>> >Date: Sat, 30 Jul 2005 09:33:06 +0100
>>> >Reply-To: Sarah Fletcher <[log in to unmask]>
>>> >From: Sarah Fletcher <[log in to unmask]>
>>> >Subject: Re: relevant laing on scientific evaluation
>>> >To: [log in to unmask]
>>> >
>>> >
>>> >Is the outside constituted by the inside of the outside - in addition
>>to
>>> >the
>>> >interaction with the outside of others' insides? I am reflecting also
>>on
>>> >the
>>> >notion of 'role', Alon, as I engage with interest in your writing on
>the
>>> >list
>>> >So if one adopts the role say of a researcher and also of a teacher
where
>>> >the
>>> >ontological values may be quite different - is this one outside of one
>>> inside
>>> >or a multiplicitous outside and inside, which is elected (ie as roles)
>>or
>>> >not?
>>> >
>>> >My doctoral thesis focuses on the tri-multiplicity of myself as a
>>> professional
>>> >educator - as teacher, mentor and researcher and how my ownontological
>>> values
>>> >conflate but sometimes, apparently at least, contradict one another.
>It
>>> is
>>> >a
>>> >self-study action research account of how I have come to be a research
>>> mentor.
>>> >
>>> >Now if my outside as a multiplicitous educator is constituted by my
inside
>>> >as
>>> >someone seeking to Nurture Courage to Be (after Tillich) and actualisation
>>> >(after Maslow)is my outside not also constituted by my interaction with
>>> the
>>> >outsides of the pupils, teacher researchers and others with whom I do
>>> research
>>> >('with' is a more accurate description than saying others I do research
>>> 'on')
>>> >and thence by interaction with their insides which are manifested as
>>> outsides?
>>> >
>>> >All this before breakfast on a Saturday morning!
>>> >Have a good weekend everyone,
>>> >Sarah
>>> >
>>> >Quoting Alon Serper <[log in to unmask]>:
>>> >
>>> >> The conclusions from my Ontological study is that the outside is in
>>the
>>> >> inside because the inside is all I have with no exist (huis clos).
>
>>The
>>> >> outside is because of the inside who is responsible for the outside.
>>> It
>>> >> is still me who is trying to go outside me to go inside. The inside
>>is
>>> >> perhaps not enough but is all I have.
>>> >>
>>> >> The ouside reflects on my inside as the inside reflects on itself.
>
>>But
>>> >> the outside cannor reflect on itself. The inside cannot escape itself.
>>> >>
>>> >> Alon
>>> >>
>>> >>
>>> >> On Fri, 29 Jul 2005 20:09:55 +0100, Sarah Fletcher
>>> >> <[log in to unmask]> wrote:
>>> >>
>>> >> >Hi Alon -
>>> >> >
>>> >> >I'm sure you know this. In case others aren't familar with it, I
thought
>>> >> I'd
>>> >> >send. I'd love to see Alon Rayner's depiction of this inside-outside
>>> in
>>> >> oils.
>>> >> >
>>> >> >One is inside
>>> >> >then outside what one has been inside
>>> >> >One feels empty
>>> >> >because there is nothing inside oneself
>>> >> >One tries to get inside oneself
>>> >> >that inside of the outside
>>> >> >once one tries to get oneself inside what
>>> >> >one is outside:
>>> >> >to eat and to be eaten
>>> >> >to have the outside inside and to be
>>> >> >inside the outside
>>> >> >
>>> >> >But this is not enough. One is trying to get
>>> >> >the inside of what one is outside inside, and to
>>> >> >get iside the outside. But one does not get
>>> >> >inside the outside by getting the outside inside
>>> >> >for;
>>> >> >although one is full inside of the inside of the outside
>>> >> >one is on the outside of one's own inside
>>> >> >and by getting inside the outside
>>> >> >while one is on the inside
>>> >> >even the inside of the outside is outside
>>> >> >and inside oneself there is still nothing
>>> >> >There never has been anything else
>>> >> >and there never will be
>>> >> >
>>> >> >Laing, R.D. (1972) 'Knots' Harmondsworth, Penguin Books, p. 83
>>> >> >
>>> >> >Thought for the week? Don't work too hard,
>>> >> >Warm regards,
>>> >> >Sarah
>>> >> >
>>> >> >http://www.TeacherResearch.net
>>> >> >
>>> >> >
>>> >> >
>>> >> >Quoting Alon Serper <[log in to unmask]>:
>>> >> >
>>> >> >> And another quote from Laing - The Bird of Paradise
>>> >> >>
>>> >> >> if this I that is the wherewith and whereby is not anything that
>>I
>>> know,
>>> >> >> then it is no thing - nothing.
>>> >> >>
>>> >>
>>>
>>>
>>> ___________________________________________________________
>>>
>>> Book yourself something to look forward to in 2005.
>>> Cheap flights - http://www.tiscali.co.uk/travel/flights/
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>>>
>>>
>>>
>
>
>___________________________________________________________
>
>Book yourself something to look forward to in 2005.
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___________________________________________________________
Book yourself something to look forward to in 2005.
Cheap flights - http://www.tiscali.co.uk/travel/flights/
Bargain holidays - http://www.tiscali.co.uk/travel/holidays/
|