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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