Hi again Moira, I might as well get hung for sheep as a lamb as they 
say, why is it with the exception of Alan, responses that have 
addressed my actual question have been sent by women. Is there a gender 
issue here?

I remember all those years ago at Bath where we often engaged in lively 
and differing debate. I did not realise how much I changed when I moved 
out to the east and was shown the in appropriateness of my white gaze.( 
thank you Paulus) How inclusional are we in this space with is many 
members who remain silent in the greater part to the dialogue of Bath 
University practitioners?  I know we share a strong bond but I fear 
that we may also being guilty of excluding the very voices we claim to 
be including, those of other practitioners.

Can you contact me off list as I have a request about Chinese 
educators, deepest love and respect
Je Kan


Quoting Moira Laidlaw <[log in to unmask]>:

>
>
>   I like what you're saying, JeKan! I was about to write my own 
> protest at the very 'Western', analytical requirements of some of the 
> postings about the issue of your video - which I haven't been able to 
> see, by the way. As I understand it, your insistence on watching 
> without external, pre-set criteria is necessarily part of the 
> experience itself. By coining it in analytically-specific parameters, 
> through standards of judgement developmental or not, your fear 
> (again, as I understand it) is that such coining may violate the very 
> experience itself. If that's what you're meaning, then I think I get 
> it.
>
>   It makes sense to me, in a way that sometimes, for example, issues 
> of faith, of culture, of life's mysteries make sense and are valuable 
> to me, without my necessarily being able to quantify or measure the 
> differences or justify them to others, or control them through prior, 
> interim or post analysis. Grasping a mystery, having faith, reaching 
> out to the cosmos and feeling its welcome inside and out, those may 
> not be quantifiable experiences, and their lying outside criteria not 
> meaning they lack value. Developing standards of judgement, even 
> developmental standards of judgement (my doctoral thesis was all 
> about this) doesn't mean that everything can be treated in the same 
> way, because human beings are capable of different forms of 
> knowledge. Putting it crudely, traditional Western thought seems full 
> of the desire to quantify experience thereby controlling it; Eastern 
> thought is conversely full of respect for what cannot be quantified 
> and what remains mysterious, finding ways to harmonise external and 
> internal forces, without the disabling attempts to dominate through 
> measurements. I am not suggesting one is superior or inferior. I am 
> saying that there are differences in human emphases, and that these 
> differences may not yield themselves to uniform ways of interpreting 
> them.
>
> I cannot pretend to understand everything that JeKan is offering in 
> his presentation of his lived experience. I can, however, sense that 
> his plea to 'go with the plea' may open doors to experience not 
> suspected from the view from outside.
>
>   With love and respect to all,
>
>   /MOIRA//   /
>
>   /'BE THE CHANGES YOU WANT TO SEE IN THE WORLD!' /
>
>   Mahatma Gandhi.
>
> -------------------------
> From: /Rev Je Kan Adler-Collins <[log in to unmask]>/
> Reply-To: /BERA Practitioner-Researcher 
> <[log in to unmask]>/
> To: [log in to unmask]
> Subject: /Re: insight to practice/
> Date: /Sat, 13 Jan 2007 05:09:24 +0000/
>> Hi Jack,
>>
>> I think we have had this discussion before and you raise some 
>> interesting issues that I feel have not been clearly debated. I am 
>> pleased with the responses my postings have generated, pleased in 
>> the sense that the engagements have provided me with considerable 
>> learning. They have caused me to ponder deeply on what I feel, on my 
>> values and direction I wish to walk as an educator. The range of 
>> responses has been interestingly quite limited. That in its self is 
>> very revealing. The overall theme being:, this is the game, this is 
>> the rules, to join our club , play our game by our rules. I 
>> completely agree with such a position except for one simple but 
>> important point. I do not like, understand or want to play tennis, 
>> if I did I would sign up for a tennis forum. The problem as I 
>> remember you teaching me is that metaphors can some not serve you 
>> well, excuse the word serve, smile. Please excuse me if sound a tad 
>> confused but I have received advice from people I respect as 
>> scholars as to t
>> he invitation Jack has extended to me. Jack,I do not feel particular 
>> extended too, I made no claim to be educational, I offered an 
>> insight to my practice as a different to see if some values I hold 
>> could be convey through images. In that I was only partially 
>> successful, I had hoped that some educators would be able to see the 
>> love of the space without its cage of words. For example: “Here is a 
>> video of me expressing love and compassion as monk in my mountain in 
>> Japan.?Such wording or use of words in my ontology can and do 
>> violate my space. If I used the above sentence the violation would 
>> be to the others who are expressing their love in the space, their 
>> commitment to their Gods, Buddha, selves ,other. It would be a 
>> violation of the space itself as I can not even start to understand 
>> the full breath of love that the universe holds. In a very real 
>> sense to my ontology, I am aware of the vastness, connectedness of 
>> the mystery. My words would just get in the way and taint my 
>> connection
>> . My temple is at a top of a mountain and it takes commitment, 
>> effort time and money to get there. Such values were in the space, 
>> did I to say that? If I did what changes would such knowledge make 
>> to your feeling? I think that as you assess the cognitive elements 
>> you would then add a framework of values to it. My point which seems 
>> to have been missed in the out lining of conditionsis that ; I 
>> offered the clip as an invitation to be in the space of my practice. 
>> My practice is not tennis but it I still my practice, it is not 
>> hidden as Alon suggest but offered through a different values base 
>> which I see as openness. What new knowledge can be gained from 
>> remaining safely in the game? In the Eisner(1993) sense what new 
>> boundaries can be explored? What new sea can be swam in. What new 
>> skies can be flown in? I opened the door to my practice through 
>> loving invitation embedded in the creating of a visual space. Some 
>> entered the space a shared my world through the filters of their own 
>> understanding, some stayed outside and told me the conditions 
>> required by me to leave my world and enter there world so that they 
>> could understand my world through the rules of their own. Jack, come 
>> on, is that not classical Burstein (2000), Lyotard (1984)? By this 
>> very medium of communication I am showing that even as I do not 
>> agree with the game of tennis, I am prepared to stand on the 
>> sidelines meet you half way and listen to the other things I value, 
>> the individuals , heart, ethics, compassion and humanity. I am not 
>> you, nor am I formed in the image of you, I am however reflected in 
>> you as you are in me through our web of connectedness. Why can we 
>> not celebrate our differences in respectful appreciation of the 
>> other? Is not the very history of action research is that it would 
>> not conform to the gate holders?
>> ideas and values but lived in the dynamic flux of the unexplored. If 
>> this is forgotten and practitioners become world class tennis 
>> players what of the rest of the world? Images of Citizen Cain spring 
>> to mind..UGH.
>>
>> I have a sense of sadness in me as I listen, my sadness is my own 
>> issue but I have reviewed the postings in the archives and it uses 
>> language of inclusionality, of world leading, of seeking and hearing 
>> the other, of along sidedness, the sense of othering, webs of 
>> connectedness, love at work. All beautiful concepts and proven in 
>> the living accounts of scholars. If you and others articulate the 
>> way in which you wish to be communicated with, then in the future I 
>> will make every effort to use the medium of your choice.
>> Love and respect
>> Je Kan
>>
>>
>> BERNSTEIN, B. (2000) Pedagogy, Symbolic Control and Identity, Lanham 
>> MD:, Rowman & Littlefield Publishers Inc.
>> EISNER, E. (1993) Forms of Representation and the Future of 
>> Educational Research. . Presidential Address at the American 
>> Educational Research Association.
>> FREIRE, P. (1970) Pedagogy of the oppressed, New York, Seabury Press.
>> FREIRE, P. & MACEDO, D. (1987) Literacy: Reading the word and the 
>> world, South Hadley, MA, Bergin & Garvey.
>> LYOTARD, F. (1984) The Post Modern Condition: A Report on Knowledge. 
>> Manchester, Manchester University Press.
>>
>>
>>
>>
>> Quoting Jack Whitehead <[log in to unmask]>:
>>
>>>
>>> On 12 Jan 2007, at 12:42, Alan Rayner wrote:
>>>
>>>> Linguistic totalitarianism (preservation of favoured codes in the 
>>>> struggle for influence)is potentially stultifying (e.g. what I 
>>>> regard as the 'Dalekization' of scientific language) as with any 
>>>> other hegemonic practice that produces monoculture. Perhaps 
>>>> acceptance of diverse forms of expression, and a willingness to 
>>>> work with them in a spirit of creative curiosity, enquiry and 
>>>> compassion, is a hallmark of living (evolutionary) educational 
>>>> 'standards' and 'practice'.
>>>>
>>>> This is not to say that authors should ignore their audience and 
>>>> not bother to attune their transmission with their potential 
>>>> reception; more that there is a need for more qualities of 
>>>> patience and allowance and respect and enjoyment in all directions 
>>>> if truly creative, appreciative conversation is to be possible. 
>>>> When a totalitarian audience meets a totalitarian communicator, 
>>>> the result is dictatorship. Know-what-I-mean?
>>>
>>> Dear All - at the plenary of the First World Congress on Action
>>> Learning, Action Research and Process Management in 1990, Colin Henry
>>> made an impressive contribution entitled 'If Action Research were
>>> Tennis'. He argued that if we are playing a game we need to know the
>>> rules that constitute the game. Without understanding these rules we
>>> can't begin to understand what constitutes a world class/leading game
>>> of tennis. I believe that educational research and the evaluation of
>>> the quality of contributions to educational knowledge do require some
>>> criteria/rules/standards so that we can recognise which 'game' we are
>>> playing. It might be helpful to start exploring carefully with each
>>> other how we recognise that we are contributing to a forum on
>>> educational research. For example, Alan suggests that an acceptance
>>> of diverse forms of expression and a willingness to work them in a
>>> spirit of curiosity, enquiry and compassion, is a hallmark of living
>>> (evolutionary) educational 'standards' and 'practice'. I agree with
>>> these qualities as being those that help to constitute living
>>> (evolutionary) educational standards, practice and theory. However,
>>> before I can recognise something as educational, I need to see that
>>> learning has emerged from the expression of acceptance, enquiry and
>>> compassion. So, for me, learning is one of the minimum requirements
>>> in my recognition of something as educational. For me to recognise
>>> something as educational research that is contributing to educational
>>> theory I need to see evidence-based explanations of learning. I'm
>>> curious to hear if you think that learning is a minimum requirement
>>> in your recognition of something as educational? Do you have other
>>> minimum (necessary) requirements in your recognition of something as
>>> educational?
>>>
>>> Love Jack.
>>>
>>>
>>>
>>
>>
>>
>> Rev Je Kan Adler-Collins
>> Assistant Professor of Nursing
>> Fukuoka Prefectural University Faculty of Nursing
>> Tagawa City
>> Fukuoka Prefecture
>> Japan
>
> -------------------------
> FREE pop-up blocking with the new MSN Toolbar MSN Toolbar[1] Get it now!
>
> Links:
> ------
> [1] http://g.msn.com/8HMAEN/2755??PS=47575
>



Rev Je Kan Adler-Collins
Assistant Professor of Nursing
Fukuoka Prefectural University Faculty of Nursing
Tagawa City
Fukuoka Prefecture
Japan