Please remove my name from this list.
Cheryl Black
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>
> From: Paul Murray <[log in to unmask]>
> Date: 2006/11/02 Thu AM 10:12:48 EST
> To: [log in to unmask]
> Subject: Re: What are living standards of judgement?
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> Salaam Alaikum
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> The recent postings from Lesley, Sarah, Je Kan, Mohsen, Pip, Namrata and
> Susie seem to contradict the trope of certainty held in the statement by
> Langer (2000) that the majority of teaching and learning approaches harbor
> mindlessness. It beggars belief to imagine that the teaching and learning
> strategies and curricula processes of these colleagues could 'harbor
> mindlessness' given the quality of their living practitioner research
> postings. What I'd suggest is that each of the postings from my colleagues
> suggests a living refutation of the propositional certainty held in Langer's
> (2000) words.
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> Well, this frames my purpose in writing this note. There is so much I could
> say about Susie's writing but this is all I have time to respond to for now.
> I like way Susie's writing carries inherently reflexive qualities that shout
> to me relational accountability as an Indigenous way of knowing. I like the
> way that Susie commits to relational responsibility and is implicitly
> holding herself accountable to a standard of judgement concerning the
> dialectics of manipulation and choice in this piece of her writing here,
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> Thus in my writing, while I see the two questions that you ask are
> inescapably there, I bracket them, if you like, by another larger question,
> which is to do with the experience that I want the reader either to have, or
> not to have - usually the latter to avoid a manipulative stance.
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> Where Jack Whitehead's innovation has influenced the growth of my own
> educational knowledge (prodigiously despite stiff resistance of my part)is
> getting me to chill to his patient practice of working with an educator with
> multimedia resources up to and beyond the point of getting a video clip that
> provides the 'living' visceral evidence of the claim in question - and then
> working with the educator to see how they are influencing the education of
> their own learning as they make public what has been held privately,
> propositionally, or tacitly.
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> Yaakub Murray
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