Geisha writes:
"The main point of our talk was about šthinking Žas a flow of energy . Also on how we
have neglect that characterisitic in teaching. We keep teaching content and transmitting
that to our students like a concrete full dimension thing without considering the energy
involved."
Alan writes:
"I think, in practice, what may be easiest to convey in the classroom is this sense of what
it means both naturally and spiritually to 'love self as neighbourhood and neighbourhood
as self'. Jack videoed me attempting this in conversation last night, so hopefully he might
have a clip or two to share soon."
Dear Geisha, Alan and all,
I'm excited by the implications for educational knowledge of learning how to express and
communicate the energy-flowing and values-laden practical principles in our explanations
of our educational influences in our own learning and in the learning of others (and
perhaps in the socio-cultural formations in which we live and work).
You can view a 5:37 minute video clip from last night's conversation in the senior
common room of the University of Bath (2/03/09) of Alan explaining his ideas of loving
self as neighbourhood and neighbourhood as self at:
http://www.youtube.com/watch?v=2aDrAFkLci4
At 3:30 minutes onwards I think you will see a change in Alan's non-verbal
communication as he expresses his ideas with what I see as a loving dynamic energy. I
think this is a similar expression to the loving dynamic energy that Joan brought into her
original standard of judgment of 'spiritual resilience gained through connection with a
loving dynamic energy' (see http://www.actionresearch.net/walton.shtml)
If you have the time over the next few weeks I'd really appreciate your responses to a
multi-media presentation of mine in the Educational Journal of Living Theories. You can
download a word or pdf version of this from:
http://ejolts.net/node/80
What I'd really like to hear are your responses to pages 113-118 on the section:
Using multi-media representations to clarify and share meanings of the flows of energy in
embodied values and their expressions in explanations of educational influence in
learning.
Geisha - I'm hoping that this excites you as a way of including flows of life-circulating and
life-affirming energy in explanations of educational influences in learning. This is the
section that gets closest to justifying my claim that practitioner-researchers are engaged
in an epistemological transformation of educational knowledge through legitimating their
energy-flowing and values-laden living educational theories and living standards of
judgment from a perspective of inclusionality.
Love Jack
|