I'm writing this note to begin our 2008-9 BERA Practitioner-Research SIG
e-seminar from the BERA conference at Heriot-Watt University in Edinburgh as
the Practitioner-Researcher day is about to start. Je Kan, Annie, Jean,
Marie and I are making contributions to the poster session this afternoon
and I've already highlighted the educational significance of Moira's and Je
Kan's contributions to the August 08 issue of Research Intelligence (No.
104, pp. 16-18).  I'll be video-taping Jane's contribution later this
morning on 'How Do I Create My Living Educational Theories of Practice?' 
and looking forward to participating in the session with Jean and Maria in
support. Je Kan is also making presentations on 'Community health care
education as a means of social change: Establishing a system of volunteer
terminal care in a rural community in Japan', and with his partner Ohmi from
Fukuoka University on 'Healing narratives: stories from the real world'.

My main reason for opening this 2008-9 e-seminar with the contributions by
Moira and Je Kan to Issue 104 of Research Intelligence (attached) is that I
think the contributions mark a highly significant and original contribution
to educational knowledge because Research Intelligence has been made
available on the web. Its availability in an e-format has permitted the
inclusion of live url links to video, as well as hyperlinks, to communicate
meanings of the flows of energy with values in explanations of educational
influence. I'm hoping that you will read Moira's brief paper with its live
links to accounts of practitioner-researchers from China's Experimental
Centre for Educational Action Research in Foreign Languages Teaching at
Ningxia Teachers University, to a short video-clip from one of her
classrooms, to the details of the Educational Journal of Living Theories
(EJOLTS) and, perhaps most importantly, to clips of the work of Branko
Bognor in Croatia.  The references in both Moira's and Je Kan's papers open
up the possibility of direct access to their living educational theories in
their doctoral theses as well as to Margaret's doctorate from her research
programme at Dublin City University (Je Kan builds on Margaret's idea for a
pedagogy of the unique). The excitement I'm feeling is because I'm seeing
that Moira's and Je Kan's responses to previous contributions in RI, started
by Pip, are providing strong evidence for the epistemology transformation
that Pip recognised.  I'm hoping that everyone will read and respond to the
attached contributions to RI from Moira and Je Kan and that we shall
continue to share our explanations of educational influence from our
practitioner-research in both this e-seminar and in developing our
contributions for BERA 09 in Manchester.  You can access issues of Research
Intelligence from http://bera.ac.uk/publications/ri.php .

Love Jack.