ood points , but how to proceed if the appeal and ethical consensus
cause conflict with your own values or if no such appeal is possible?
How do you approach a hostile ethics committee that assumes that
practitioner action research is nothing less than navel gazing? How
much can you change to accommodate through discourse your own values
before in sliding down the slippery slope to becoming living
contradiction between values and practice?
I also ask myself in loving critical reflection; Is the term a “living
contradiction” just nice words to cover up the fact that I could not
hold for what ever reasons my own personal values in actual practice. I
am extremely interested in the line that practitioners walk between
ethical practice both as to what the practitioner and institution deems
as ethical . Once that has been resolved the question of the values
that the parents hold in supporting the authority of the institution
they have given up so much for to give their child a better start in
life. (More so here in Japan where university education is so
expensive) The social context of expectations fostered in the
community as to what education should look like is firmly grounded in
traditional ( some would say state) values. Parents would not take
kindly to new ideas that may compromise their offspring’s chances in
the future.
Action research appears problematic as it challenges social normal
values and asks where do those values come from? Immediately the truth
of power raises its head. So perhaps the question I want answered is
that of How do practitioner engage, accommodate or conform with the
truth of power and is it at the cost of the power of truth?. By truth I
am thinking of your inner values and standards of discernment ..smile.
Love to all Je KAn
ting MATTHIAS MEIERS <[log in to unmask]>:
> Hello,
>
> Teacher action research is a collaborative form of participant
> inquiry. In my mind, this raises two questions: how are students
> invited into the action research process and how do they begin to
> problematize human relationships in the classroom or at school with a
> view to transforming them? Might it not be useful to start out with
> the understanding that living standards of judgment are articulated
> and shaped by the agents in a particular discourse community or
> social space. This articulation necessarily entails an appeal to a
> moral and ethical consensus.
>
> Greetings from Winnipeg,
> Matthias
>
> ------------------------------------------------------------------------------------------------------------------------------------------------------------------
>
> Jack and Sarah, could you update your links please:
>
> The address for Teaching Today for Tomorrow (online journal) has changed to
>
> http://www.7oaks.org/teaching_today_for_tomorrow_an_on_line_journal__70a4211e728e46eab78a20e81f9760f4.aspx
>
> ________________________________
>
> From: BERA Practitioner-Researcher on behalf of Rev Je Kan Adler-Collins
> Sent: Mon 10/9/2006 7:09 PM
> To: [log in to unmask]
> Subject: Re: What are living standards of judgement?
>
>
>
> Good morning from Japan, your posting made me smile and being mindful
> of Pip's timely note on simplicity I was struck by the connotations of
> your flower metaphor. I ask this with tongue in cheek; the process of
> planting a seed includes the concept that the seed will grow into the
> type of flower it came from, with little or no deviation from form. I
> ask myself;" So what is to stop the flower of expectation becoming a
> weed?". Some say a weed is a successful plant growing in the wrong
> place.. A rose in a wheat field is a weed for example or Another way of
> describing colonising education perhaps?
>
> If in a very Zen manner one then reflects on the question; "Do those we
> educate have the skills to see the weeds from the flowers in their
> gardens of knowledge?" More to the point it would seem that I am the
> gardener with the power to decide what seeds will be sown and with that
> there must be an agenda, be it recognised or covert. Because as a
> gardener I have the power and authority of state to weed your garden.
>
> In some ways I am reaching the conclusion that the "banking forms of
> education " are akin to choke weed and aggressive successful plant that
> as its name suggest chokes its host on which it supports itself to the
> eventual detriment of the host.
>
> Alan if you are there! What would the inclusional answer be to
> aggressive invasive seeds? Smile.
> Love to all, I am going to digest the rest of these amazing posts and
> keep my weed killer handy. smile.
> Je KAn
>
>
> Quoting polykarpos pantelidis <[log in to unmask]>:
>
>>
>>
>>
>> Polis
>> The information included in this e-mail is of a confidential nature
>> and is intended only for the addressee. If you are not the intended
>> addressee, any disclosure, copying or distribution by you is
>> prohibited and may be unlawful. Disclosure to any party other than
>> the addressee, whether inadvertently or otherwise is not intended to
>> waive privilege or confidentiality.
>>
>>
>> Date: Mon, 9 Oct 2006 17:58:18 +0100From:
>> [log in to unmask]: Re: What are living standards of
>> judgement?To: [log in to unmask]
>>
>>
>> Dear friends, I can see the struggle between influence and change.
>> How can I influence change? I feel that this is like trying to add 5
>> apples and 3 oranges. If you add them there will always be 5 apples
>> and 3 oranges. Influence and change are two concepts loosely related.
>> We cannot change anyone. Change is a normal process; you do not have
>> to force yourself to grow older it just happens, as a reslut of
>> looking after yourself. So there is not question about change, it
>> will happen, it always happens. The question is what kind of change
>> do we experience? I feel positive influence will result good changes,
>> while negative influences will lead to the opposite although not
>> always. If we battle to bring change we enter the danger of being
>> disrespectful, destroying human autonomy and we act in a non loving
>> way, using humans as means to an end. Change is alike a flower, you
>> plant the seed and water it (influence) and then you step back
>> enjoying observing the growth, the changing process. If we expect to
>> see change and we do not see any, it is because we approach change
>> with a hidden agenda.
>>
>>
>> Polis
>> The information included in this e-mail is of a confidential nature
>> and is intended only for the addressee. If you are not the intended
>> addressee, any disclosure, copying or distribution by you is
>> prohibited and may be unlawful. Disclosure to any party other than
>> the addressee, whether inadvertently or otherwise is not intended to
>> waive privilege or confidentiality.
>>
>>> Date: Mon, 9 Oct 2006 05:53:01 +0000> From:
>>> [log in to unmask]> Subject: Re: What are living standards of
>>> judgement?> To: [log in to unmask]> > Hi,
>>> Robyn. I do like the way you have expressed your insights about the
>>> > challenges of seeing new ideas and not being caught up with
>>> defending one's > own 'patch'. It's so difficult, isn't it? Openness
>>> to change, the ability to > see that there are other possibilities,
>>> do seem to offer healthy pathways to > greater understanding and
>>> therefore more ability to facilitate this openness > in others. I
>>> agree with you that propositional ways of explaining something > or
>>> oneself sometimes lack the appeal that can be found in seeing how
>>> one > behaves instead. It has often been the case for me that I have
>>> been > surprised by someone else's interpretation of what I have
>>> done, which wasn't > what I was expecting they might get out of it,
>>> only to find that a small > thing I did or said at a particular time
>>> has had a hug
>>> e impact on them. I > think, because of that experience, I have
>>> tried to become more and more > transparent in my dealings with
>>> people in their action research enquiries as > they seek to
>>> understand more about how they improve something. When you say:> >
>>> 'Actually I know really that what people notice and comment on is
>>> not about > what I say but what I do and their experience of it.
>>> This is what > influences and appears to have worth for others,'> >
>>> this really resonates with me. Here in my work with VSO in Beijing's
>>> central > office, I am an international volunteer, whose job it is
>>> to support the work > of the other colleagues particularly in terms
>>> of official VSO evaluation > processes and their own chosen Action
>>> Research enquiries. I was working with > a new national
>>> office-volunteer recently on his Action Research enquiry and >
>>> talking about the theory of AR because he'd asked for some
>>> background. When > he talked to me later, however, he was full of
>>> enthusiasm about the fact
>>> > that I had spent time with him on his own trying to help him
>>> improve his > English. What I had said about the AR enquiry process
>>> didn't seem to be the > most significant of what he had taken away
>>> from the meeting, although I'm > not suggesting it wasn't
>>> significant just becuse he didn't say anything. My > treatment of
>>> him, however, had clearly 'spoken' to him loudly and subsequent > to
>>> that initial meeting, he now comes and chats with me openly about
>>> his > life outside the office and what his plans are for the future.
>>> A timely > reminder about 'walking the talk'.> > You ask: 'How do we
>>> influence change?' I think this IS a big question, and I > don't
>>> claim to have AN answer to this. I can only say for my own part,
>>> that > the most positive influence of change facilitated by others
>>> with me, and by > me with others, has something to do with what
>>> you're saying about > open-endedness, a willingness to see other
>>> possibilities, and an enthusiasm > about the potential that each one
>>> of u
>>> s, as human beings, have for change > and development independently
>>> and together.> > I would love to know what other readers think about
>>> the ideas emerging here.> > Warmest regards,> > Moira> >
>>> <html><DIV>> <P><FONT face="Lucida Handwriting, Cursive"
>>> color=#ff0000 > size=5><STRONG><EM>Moira</EM></STRONG></FONT><FONT
>>> face="" color=#9900cc > size=5><STRONG><EM><FONT
>>> color=#ff0000> </FONT> <IMG height=12 >
>>> src'="http://graphics.hotmail.com/emsmile.gif" >
>>> width=12></EM></STRONG></FONT></P>> <P><STRONG><EM><FONT
>>> color=#0000ff>'Be the changes you want to see in the > world!'
>>> </FONT></EM></STRONG></P>> <P><FONT color=#ff9900
>>> size=2><STRONG>Mahatma > Gandhi.<BR></STRONG></FONT></P>>
>>> <P> </P></DIV></html>> > > > > >From: Robyn Pound
>>> <[log in to unmask]>> >Reply-To: BERA Practitioner-Researcher
>>> > ><[log in to unmask]>> >To:
>>> [log in to unmask]> >Subject: What are
>>> living standards of judgement?> >Date: Sun, 8 Oc
>>> t 2006 05:46:22 -0700> >> > BERA Practitioner Researchers.> > As
>>> always I am fascinated by the discussions stimulated by this forum.
>>> > >Reading the submissions my thinking spun to follow different
>>> ideas that > >seem to go around in circles somewhat.> >> > I
>>> recognise the living standards of judgement based on his personal >
>>> >values that Je Kan shares. They feel very familiar but are also
>>> different > >to my own. This is the first point. Values commonly
>>> recognisable as > >useful are so because they work. They therefore
>>> have relatability beyond > >ourselves (Bassey,1993?). We relate
>>> easily with each other in these > >circumstances and find
>>> opportunities for growing and making contributions > >when they are
>>> in place. On the other hand Je Kan´s life history and the >
>>> >ground from which he has formed his views of the world are his own
>>> and > >necessarily unique in the array of experiences that colour
>>> the nuances of > >meanings which make his standards and the ways
>>> that he li
>>> ves them feel > >different from my own. Thankfully we are not
>>> cardboard cut out clones of > >something defined by some higher
>>> authority as correct but are all striving > >towards finding ways of
>>> being that promote growth and contribution. It > >seems to me that
>>> the people I meet are doing> > that anyway (striving to make life
>>> better) whether they believe they are > >doing living theory
>>> research or not. The difference here is that we are > >trying to
>>> explain what we have come up with so as to extend the >
>>> >possibilities. The explanations are always incomplete because the
>>> > >circumstances and variables are so diverse.> >> > I also liked
>>> Brian´s questions because it is questions such as these > >that keep
>>> us on our toes and `bias, false consciousness, or even deception´ >
>>> >in question-provoking tension. Here my thinking spun off on many
>>> tangents > >about:> > · Do we living theorists always have
>>> access to critical friends > >who ask the kinds of questions that
>>> preve
>>> nt us from merely defending > >ourselves from the prospect of being
>>> found incomplete? Uncomfortable > >challenge can so easily lead to
>>> energy channelled into bolstering existing > >beliefs rather than
>>> openness to the prospect that there are things we do > >not yet
>>> know. This says lots about the qualities of relationship with the
>>> > >critical friend and self confidence within the researcher
>>> sufficient for > >withstanding critique.> > · The role of
>>> encouragement and focussing on positives seems to > >be in perpetual
>>> tension with identifying the negatives - the `living >
>>> >contradictions´. This is where the greatest learning occurs and
>>> new values > >eventually emerge in my experience but it seems to me
>>> to be one of the > >greatest skills in practice and in research to
>>> be able to effectively > >balance encouragement with challenge. It
>>> turns up in many ways but I have > >come back to thinking about it
>>> as `congruence´ in Rogerian terms. I have > >also been thinking
>>> about t
>>> he value of naivety in only looking on the bright > >side being in
>>> balance with being in touch with likely negative > >possibilities.
>>> This is a huge topic and I haven´t begun to explain myself!> > ·
>>> The role of life and learning as process without final >
>>> >concrete solutions allows for researchers to get it wrong but also
>>> requires > >a climate of tentativeness and openness to other views
>>> in shared searching > >for change. This is what we hope to promote
>>> for our learners or > >professional clients and it is in direct
>>> parallel with what we need for our > >own research journeys of
>>> discovery towards something better. It > >demonstrates the two
>>> meanings of living in living theory that I am aware > >of. Living
>>> as in the lived experience of those involved and living as in >
>>> >dynamic and changing. Are there other aspects to this living
>>> nature of > >living theory?> > · `It is OK for you... but
>>> how do other professionals judge the > >validity or worth of your
>>> enquir
>>> y for their solution?´ This is the big > >question isn´t it? How
>>> do we influence change? For me I am forever > >struggling to be able
>>> to explain in propositional statements about what it > >all means
>>> because I cannot help myself. Actually I know really that what >
>>> >people notice and comment on is not about what I say but what I do
>>> and > >their experience of it. This is what influences and appears
>>> to have worth > >for others. I believe that I would not be still
>>> enjoying my job and > >tackling new and difficult areas of it if I
>>> had not undertaken living > >theory action research which gave me a
>>> greater understanding and confidence > >in what I am doing because I
>>> identified the values that motivate me and > >clarified the living
>>> standards of judgement which help me identify new > >areas for
>>> exploration.> > I am interested to see if these ideas contribute
>>> anything to Je Kan's > >question about living standards of
>>> judgement.> >> > Robyn> > (health visitor working in Bath)> >
>>> > >> >> >---------------------------------> >Do you Yahoo!?> >
>>> Everyone is raving about the all-new Yahoo! Mail.
>>
>> Be one of the first to try Windows Live Mail.
>> _________________________________________________________________
>> Be one of the first to try Windows Live Mail.
>> http://ideas.live.com/programpage.aspx?versionId=5d21c51a-b161-4314-9b0e-4911fb2b2e6d
>
>
>
> Rev Je Kan Adler-Collins
> Assistant Professor of Nursing
> Fukuoka Prefectural University Faculty of Nursing
> Tagawa City
> Fukuoka Prefecture
> Japan
>
Rev Je Kan Adler-Collins
Assistant Professor of Nursing
Fukuoka Prefectural University Faculty of Nursing
Tagawa City
Fukuoka Prefecture
Japan
|
