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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