I do like Sarah's suggestion that we look at this BERA practitioner researcher list as a microcosm -
with a potential to communicate - and to improve things ... How far are participants
listening and taking heed of one another? How far are we having simultaneous
conversations that actually exclude rather than sharing ideas and 'growing on'.
This suggestion support's Pete's previous point:
6. How shall I check that my judgement about what has happened is reasonably
fair and accurate ?
If the collaborative enquiry outlined above develops to the point where it
produces its own archive by means of 4. and 5. above, then that archive will
implicitly contain judgements about what is happening i.e. to what extent
the enquiry is responding to the question posed. Validation of any such
judgements or claims will come about through contributors occupying other
‘galaxies’/strands adapting the process in order to themselves respond to
questions of the sort: “How can we review the contributions to the xxxxxxx
strand of this e-seminar and thereby develop standards of judgement which
help us to understand the nature of educational theories and what counts as
evidence of educational influences in learning”.
from his posting on Tue, 5 Jul 2005 16:54:01 +0100 at:
http://
www.jiscmail.ac.ukcgibinwebadminA2=ind0507&L=berapractitionerresearcher&T=0&F=&S=&X=0
2F26D680B6D057E45&Y=edsajw%40bath.ac.uk&P=5427
(you might have to copy and paste this url into the browser. I noticed that long urls only seem to
make active the first line)
With Jiscmail we can order the list in terms of authors contributions to the e-seminar and print
these off.
I'll do as Sarah suggests and reflect on my own responses and lack of response to see if I can
develop a better understanding of my living and inclusional educational standards of judgement in
a way that helps me to face and move beyond abuses that are disabiling to my well being and/or
life threatening, such as those we have just witnessed in London.
Love Jack.
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