Dear Sarah
I have been struggling myself, all my life, with the issue of 'n what right
do and can I suppose that my values, life philosophy and morality are [more]
moral, right and justified than others' morals and values, particularly those
with whose I value I disagree.
On what right can I teach my values? What makes them of greater quality and
value?
What makes me assume that others may be interested and helped by them?
I have chosen to embark on my values, pointing out that these are the ones
that work for me and that each individual constructs, lives and embarks on
the values and philosophy that works for him/her.
Ethics, for me, is truly individualistic, self-constructing and personal.
Even though, I would not enjoy being harmed or kiiled to fulfilled the ethics
of another. My ethics states that I need to be alive, untouched and unharmed.
Perhaps, I am a scum, but if it works for me and I see myself as leading
a good life for myself in this manner then it is fine for/by me.
I refuse to be defined as anything or to be assumed as anything. This is
what my work all about. I am just trying to be and lead the most fulfilling
existence/life for me. I am. This is it.
If you insist, my profession is ontologist and constructing critical psychologist
of the human subject, provided that it is up to me to define the esence of
these definitions and what they mean for me.
Alon
>-- Original Message --
>Date: Sat, 30 Jul 2005 15:07:32 +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]
>
>
>Dear Alon,
>
>Thank you for going this far - I understand now far more clearly than before.
>We do operate from a different values base so I'm wary of any generalisations.
>
>As a classroom teacher for over 20 years I tried deliberately not to stop
>at the
>presentation of my knowldge. I tried to take a moral lead in presenting
it
>in a
>format that was likely to be accessible and accessed, retained and acted
>on by
>children I taught. I hear your question (other email) and I agree Why?
>Should educational research necessarily be intended for other practitioners?
>
>I assume you're a practitioner in the sense of 'practising a worthwhile
life'
>rather than a practitioner in the sense of being a member of any profession.
>Is there an asepct of 'Practitioner' as in BERA-Practitioner_SIG in relation
>to
>your own research that I'm not (yet) appreciating, if so please assist me.
>
>Thanks for presenting your knowledge so I (and others) might reflect on
it,
>Sarah
>
>http://www.TeacherResearch.net
>
>
>
>Quoting [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/
>> >> Bargain holidays - http://www.tiscali.co.uk/travel/holidays/
>> >>
>> >>
>> >>
>>
>>
>> ___________________________________________________________
>>
>> 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/
>>
>>
>>
___________________________________________________________
Book yourself something to look forward to in 2005.
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