Dear Susie,
Whatever is heartfelt, like the running of the tap!
Best
Alan
--On 07 November 2006 08:43 +1100 Susan Goff <[log in to unmask]> wrote:
> Thank you very much for sharing your writing with us. Do you want any
> particular kind of response? Susie
>
>
> On 7/11/06 12:26 AM, "Alan Rayner" <[log in to unmask]> wrote:
>
>> Dear All,
>>
>> I have been following this flow with interest!
>>
>> I'm attaching some pieces of writing that may be relevant. I feel special
>> affinity with what Susie has been saying.
>>
>> The pieces are as follows:
>>
>> 1. A copy of the article Jack mentioned, published in Philosophica 73
>> (2004) 51-70, which refutes and transcends neo-Darwinian views of
>> evolution.
>>
>> 2. Two draft chapters from a book I am writing, based on my final year
>> course, 'Life, Environment and People - How to Evolve Good
>> Neighbourhood'. You may be especially interested in 'Beyond Objectivity'
>>
>> 3. A 'dangerous poem' called 'A Natural Inclusion?'
>>
>> 4. An abstract of the presentation I am due to provide at the next
>> 'Unhooked Thinking' conference from 9-11 May 2007 (see
>> www.unhookedthinking.com).
>>
>>
>> I hope you will find these relevant and maybe enjoyable.
>>
>>
>> Best
>>
>> Alan
>>
>>
>> --On 06 November 2006 10:02 +0000 Jack Whitehead <[log in to unmask]>
>> wrote:
>>
>>> I like Susie's point about method and about working and playing
>>> together:
>>>
>>> "I am not offering a "method" but simply saying that I feel ready to do
>>> such work (and play) with you. I would want our method to come into
>>> being with us."
>>>
>>> As well as our method coming into being with us, I am also wondering if
>>> our understandings of our living standards of judgment can also come
>>> into being with us as i~we explore the implications of Pete's posting
>>> on relational accountability?
>>>
>>> I tend to add 'dynamic' to relational accountability, to stress the
>>> living nature of educational process and standards of judgment and my
>>> commitment to inclusionality, following Alan, as a relationally dynamic
>>> awareness of space and boundaries. What I would like you to hold me to
>>> account for, in my accounts of my research, is for enhancing the flow
>>> of love, hope, care, respect, trust, integrity, compassion and
>>> educational knowledge in the contexts in which I work and live.
>>>
>>> I thought I'd start my contribution to this thread of relational
>>> accountability with my concern/interest in enhancing the flow of values
>>> and understandings that carry hope (following Mohsen) for sustaining
>>> humanity. I'm contextualising my actions in my tutoring of a masters
>>> programme, in my supervision of doctoral research programmes and in a
>>> workshop I am organising for the Ontario College of Teachers in Toronto
>>> on the 20/21 November on their publications on 'Living The Standards'.
>>> You can follow my tutoring and supervision and the accounts of
>>> practitioner-researchers from the left hand menu of
>>> http://www.actionresearch.net . I would appreciate your help in
>>> strenghtening my relationally dynamic accountability to living as fully
>>> as I can the above values together with any further values that you
>>> could share with me and that I could include within my enquiry as I
>>> seek to enable the embodied knowledge of educators and other
>>> practitioner-researchers to be legitimated in the flow of knowledge
>>> from the Academy.
>>>
>>> I have a long standing engagement with the ideas on standards from the
>>> Ontario College of Teachers (OCT) and in 1998 with Jacqueline Delong I
>>> argued for the need to continuously regenerate standards of practice
>>> (see the Ontario Action Researcher Paper at: http://
>>> www.nipissingu.ca/oar/archive-Vol1-V113E.htm ) and more recently, in
>>> the 2006 publication have focused on living inclusional values in
>>> educational standards of practice and judgement (see http://
>>> www.nipissingu.ca/oar/new_issue-V821E.htm ).
>>>
>>> What I like about the OCT ethical standards of trust, care, integrity
>>> and respect (see the ethical standards and standards of practice
>>> poster at: http://www.jackwhitehead.com/tuesdayma/octstandards.pdf ) is
>>> that I can relate to them as ontological values that relate to those
>>> that give meaning and purpose to my existence (not only in my
>>> professional practice in education, but in my life). What I would like
>>> to do over the course of the 2006-7 seminar is to explore their
>>> meanings in the course of their emergence and clarification in my
>>> practice. In this process of clarification I imagine that I will be
>>> formed the living epistemological standards I use in my practitioner
>>> research to evaluate the validity of my contributions to educational
>>> knowledge and theory and hence contributing to the theme of the
>>> e-seminar. I am using 'educational' in its widest sense to mean
>>> valued learning throughout life and I believe that there is a distinct
>>> and direct connection between my ontology and epistemology.
>>>
>>> As I work at supporting the development of standards of practice and
>>> judgment for sustaining humanity I am aware of a tension between
>>> imposing any existing framework in 'Living The Standards' and using
>>> existing ideas and frameworks in generating one's own standards, as I
>>> think we are working on here. I know we are all living and working
>>> within social systems that have power to influence what we do. I
>>> imagine most of us have experienced this power as coercive at times,
>>> in imposing inappropriate standards on our lives and work, and as
>>> being supportive at times.
>>>
>>> What I would like to be held accountable for is in supporting an
>>> educational process in which individuals are encouraged to generate
>>> their own standards of practice and judgment while recognising the
>>> realities of power relations that might be serving the interests of
>>> hope in sustaining humanity and those that are serving other interests.
>>> Looking forward to sharing your own educational journeys in this thread
>>> on relational accountability.
>>>
>>> Love Jack.
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>
>>
>>
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