Peter asked the question
What
> do you think we should do?
Produce it, work very hard to make sure the account is aesthetically
pleasing, has ethical and epistemological value, makes sense, answers
questions that are being entertained in the media attention, has and
follows a certain logic, has a human-all-too-human
nature/essence/intention/connotation: Write it as well as you can and
push the button named send or submit:
From then on - It is our concern not your's - sit, relax, help an
oldlady cross the street or visit a very lonely elderly or an ill
person, volunteer, reflect, knowing you have done your best - let us
worried about the meanings of it
Alon
Quoting Peter Mellett <[log in to unmask]>:
> Dear All
>
> Jack wrote on 19 September 2006 under the heading
> 'A BEGINNING FOR THE 2006-7 PRACTITIONER-RESEARCHER E-SEMINAR'
> "... We have 123 subscribers on the list to begin the 2006-2007 Practitioner-
> Researcher e-seminar on the standards of judgement we use in evaluating the
> quality of the educational knowledge and educational theories we are
> creating as practitioner-researchers."
>
> Looking back to last year, I remember Jack opening the e-seminar for 2005
> with an invitation ". . . to a discussion on the contributions of our
> living educational theories and our evidence of our educational influences
> in our own learning and to the future of educational research . . ." with
> a further invitation ". . . to let each other know where our educational
> theories can be accessed and where we can see evidence of our educational
> influences in our own learning, the learning of others and in the learning
> and education of social formations."
>
> I see a common theme between the 2005 and 2006 seminar briefings that
> centres on standards of judgement.
>
> In 2005, Jack asked me to take on the role of reviewer as the archive of
> contributions filled. However, on 30 June at 'Re: Start of the Review
> Process' I stated:
> ". . . I have been perusing postings as they have been made over the past
> few weeks and must admit to noting that the exchanges have created within
> me a steadily growing sense of tension as I endeavour to hold on to the
> original stated theme of the e-seminar i.e. 'The nature of educational
> theories: what counts as evidence of educational influences in learning?'
> In an attempt to respond to that tension and to see if the process of
> review can be moved forward, I propose to go `back to basics´ and to
> undertake an action enquiry under Jack's usual sequential headings:
>
> 1. What is my concern ?
> 2. Why am I concerned?
> 3. What do I think I can do about it?
> 4. What kind of 'evidence' can I collect to help me make some judgements
> about what is happening?
> 5. How do I plan to collect such evidence?"
> 6. How shall I check that my judgement about what has happened is reasonably
> fair and accurate? ..."
>
> In an attempt to ground this enquiry in a practice that could be shared
> with seminar members, I decided to review a piece of work published on
> Jack´s website that is regarded as being a good-quality action research
> enquiry. I then asked the question "How can we review the work of Kathryn
> Yeaman and thereby develop standards of judgement which help us to
> understand the nature of educational theories and what counts as evidence
> of our educational influences in learning"?
>
> I received interest in this enquiry from Jack and Moira but, in the end,
> there was no other on-going engagement. I wrote a final posting on 07
> October 2005 at 'Making meanings from the archive' and concluded:
>
> "... Are we to make something of this archive, or are we to press eagerly on
> into the future, looking for the next opportunity to rehearse our familiar
> arguments amongst ourselves, without actually convincing anyone outside our
> immediate circle that we have made any sort of serious contribution to the
> wider debate."
>
> To me, it seems that we are failing to build on the past, or even to draw
> conclusions from the past.
>
> Alon Serper wrote the following contribution to the 2006 seminar on 12
> October under
> 'Re: What kind of lifeworld are we creating for each other here?'
> "... I am growing increasingly tired so I have to speak in order to stop
> being that exhausted as I read the entries ... It is just further
> highlighting and displaying the critique of academics and academia as
> detached ivory tower (possibly made of much cheaper material than ivory) of
> talkers/analysers, talking what Heidegger called 'idle talk' and what I
> myself, in my usual not messing about and saying what I think, call yakking
> of yakkers, rather than doers and deyakkers.
> So my contribution is as follows:
> Just produce an account, showing your living standards of judgement and
> make it public for assessment and re-evaluation: We'll decide and tell you
> if it is epistemological, clear and convincing, contributing (ethical) and
> educational."
>
> I would claim that Alon has coming to a similar conclusion as mine of last
> year: we need to share an enquiry that is grounded in practice. Otherwise,
> we are doomed to produce yet another megabyte or two of `idle talk´. What
> do you think we should do?
>
> Peter Mellett
> 19 October 2006
>
>
> Archive
>
> 20 June 2005
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0506&L=bera-practitioner-
> researcher&T=0&O=A&P=9355
>
> 21 June
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0506&L=bera-practitioner-
> researcher&T=0&O=A&P=10194
>
> 23 June
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0506&L=bera-practitioner-
> researcher&T=0&O=A&P=11674
>
> 24 June
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0506&L=bera-practitioner-
> researcher&T=0&O=A&P=12514
>
> 30 June ***
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0506&L=bera-practitioner-
> researcher&T=0&O=A&P=16122
>
> 4 July
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0507&L=bera-practitioner-
> researcher&T=0&O=A&P=3732
>
> 5 July
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0507&L=bera-practitioner-
> researcher&T=0&O=A&P=5427
>
> 15 July
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0507&L=bera-practitioner-
> researcher&T=0&O=A&P=15006
>
> 07 October ***
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0510&L=bera-practitioner-
> researcher&T=0&O=A&P=73
>
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