Dear All -
In Jack’s latest posting at
http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0611&L=bera-practitioner-
researcher&T=0&O=A&X=2C8C5D36725A4D82EC&Y=p.e.mellett%40bath.ac.uk&P=4280
he speaks about living educational theory as:
“. . . an explanation created by an individual to explain their
educational influences in their own learning, in the learning of others and
in the learning of the social formations in which they live and work.”
Jack and I agreed (see http://www.youtube.com/watch?v=hoyM47Gj7hc )
that, while multiple readings are made of each individual posting (in
which we attempt to explain our educational influences), perhaps the
question is to ask if we can try to come together in a consensus that
confirms a shared experience as being a manifestation of a living standard
of judgement.
Jack continues in his posting:
“. . . I'd like to hear us sharing our stories of our educational
influences in our own learning and in the learning of others that are
grounded in our ways of being in the world that engage with the workings of
power, values and perception. I'd like to share stories that show how, in
clarifying the meanings of our embodied ontological values, in the course
of their emergence in what we are doing, we form the living epistemological
standards we use to explain to ourselves and others our educational
influences in learning.”
Jack uses the word ‘emergence’ with respect to the formation of
epistemological standards - I am interpreting that word as implying a
consensus arrived at through dialogue which constitutes a shared living
process. Rather than describing within the list things that are important
to the way we make meaning outside of the list, can we find a way to make
meaning within the process of the list itself i.e. get process from ‘out
there’ to ‘in here’?
I hear Susie speaking of there being a need for “. . . rising self
awareness in community with others”. I am wondering if the atmosphere of
the list (its ‘corporate life’) is moving towards a developmental stage
where we might meet with each other within a context of ‘relational
accountability’ (as distinct from making efforts to identify a new shared
vocabulary which extends the existing analytic forms of description).
By ‘rational accountability’ I am attempting to echo what I understand
Susie to be feeling after - something that may help us to reveal to each
other living standards of judgment at work as each strives to understand
the other. Have we reached the point where we might make a developmental
shift of perspective on what is already happening within the list that
allows for living process to become an internal integrated aspect of the
seminar? Perhaps the aim is to be able to say 'I now know that you know
that I know what you mean'.
- Pete
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