Pip - It is not my personal environment. I personally am trying to
develop a self-care dialectical tool (that I introduced in my PhD). I
have personal choices that many do not. But I am incredibly worried
about Capitalist and propositional dehumanisation and objectification
for which I developed my tool as a way to do something active,
meaningful and constructive about.
I am now going to my Lapidus event on Cancer, HIV and AIDS and
therapeutic poetic writing that started the whole conversation.
Quoting Pip and Bruce <[log in to unmask]>:
> Hi again all
>
> Great conversation - Alon, I feel for you in the environment that you
> describe. Sometimes my own feels like trying to run through a swamp in
> the fog, but I still hold to Parker J Palmer's injunction to 'teach
> from a heart of love'. I think this commitment helps to transform
> practice, and reflects Scott Peck's thesis in /The Road Less
> Travelled/. He reckons that love is at least as much a matter of
> commitment and values as of 'warm fuzzy feelings' that can fade with
> time, or be repressed by the pressures of life.
>
> Je Kan, thanks so much for your penetrating and sincere response a few
> days back. I really benefited from reading it. For me, 'speaking for
> myself' as Bob Dick from Australia always says, the challenge of Living
> Educational Theories is that we are charged with stating our values,
> and then using sound forms of evidence to look at whether and how we
> are meeting our values in our own educational practice.
>
> I would agree with Andrew and Sara in their reflections on video. As
> I've said earlier in this forum, it was seeing myself on video that
> first brought me up with a possible conflict between my Freirean ideals
> of 'liberatory education' and the rather more dictatorial image that I
> saw on the video!
>
> And as far as Alon's point about stuff on the internet being there 'for
> ever and ever' is concerned, I found Foucault's response to such a
> challenge helpful. When he was confronted with a possible conflict
> between what he'd said at one point of his development and what he said
> later, Foucault wrote: l"Do not ask who I am and do not ask me to
> remain the same: leave it to our bureaucrats and our police to see that
> our papers are in order" (/The Archaeology of Knowledge, /1972:17). I
> am certainly aware that my practice has changed over time; I hope for
> the better. And it is through the influence of people such as the Bath
> group, Jack, Jean, Moira; Australian colleagues Bob Dick, Ernie
> Stringer, Yoland Wadsworth, Kiwi Eileen Piggot-Irvine...you
> contributors to this forum...that I continue to develop. So thanks for
> these enlightening and challenging conversations.
>
> Warm regards to all
>
> Pip
>
> On 21/05/2011 5:11 a.m., Salyers, Sara M wrote:
>> Andrew, thank you. I am working to develop this level of courage in
>> myself and my own practice. It's terrifying, feels like jumping
>> off a diving board - a reasonably low one but it is scary enough!
>> You provide the kind of encouragement that can only come from
>> someone who has already jumped from the highest diving board and I
>> appreciate it very much.
>>
>> love
>> Sara
>>
>>
>> "I have come to a frightening conclusion. I am the decisive element
>> in the classroom. It is my personal approach that creates the
>> climate. It is my daily mood that makes the weather... I can be a
>> tool of torture or an instrument of inspiration. I can humiliate or
>> humor, hurt or heal."
>> Haim Ginott
>> ________________________________________
>> From: Practitioner-Researcher
>> [[log in to unmask]] On Behalf Of Andrew Henon
>> [[log in to unmask]]
>> Sent: Friday, May 20, 2011 1:07 PM
>> To: [log in to unmask]
>> Subject: Vidio Mediation a reflective tool
>>
>> Dear Practitioner Research Collegues
>>
>> As our education in Britain is dragged kicking and screeming into
>> the 19th Century let alone the 21st I wish to send you my insights
>> and to signpost through my various lenses what I can, to help
>> clarify some of the discussions re the use of Vidio as a text for
>> documentation and recording of events and as a reflective
>> educational tool. I am as interested as I can be concerning the
>> ever developing palimset of intertextual content and an ever
>> changing organic 'words' based language but I am still interested
>> in non word based communication and none word based thoughts.
>>
>> In 1991 I was studying for my City and Guilds Further Adult
>> Education Teaching Certificate stage one at Yeovil College a
>> Tertiary Community College in Somerset England. The course had a
>> number of assignments and one of these was a ‘Micro Teaching
>> Session’ of 20 minutes in duration as a student I was expected to
>> plan and deliver the session and it would be observed and video
>> documented. The video was them made available to us as individuals
>> for our own observations and then shared collectively with the
>> group during a group session. This process was rigorous, robust and
>> substantial. What it achieved was a step change in awareness,
>> mindfulness and intense focus. It also provided for strong peer
>> review, critical debate and active reflection. It was one of the
>> most painful yet enlightening teaching and learning experiences I
>> have ever had. For me the process scrutinizes and interrogates
>> behavior and actions it moderates or heightens the focus and can
>> influence or adjust behavior either d
>> uring or after the event, it is a most powerful aid to insightful learning.
>> The assignment provides for an intensified focused environment
>> within which all the senses are heightened and adrenalin levels are
>> high, the pressure is intense however the benefits are multiple
>> and one gets a sense of how to control ones own responses and
>> behaviors and to then reflect more fully and informed than merely
>> text could provide alone. The digital and audio visual spatial age
>> now offers us many forms of text and intertextuality and things
>> are moving very fast indeed.
>> With the developments taking place in the technological digital
>> development of higher resolutions RED video capture cameras of
>> which High Definition is only a start we will enter a new era of
>> recording and documentation well beyond the visible spectrum
>> available to the human eye. Here we may begin to observe
>> ‘Inclusionality’ in action. I am not suggesting that we will be
>> able to smell, touch and live within virtual parameters of the
>> ‘Star Trek Holo Deck’ I will leave this to Terry Flaxton visiting
>> fellow at University of Bristol. You can click on the link below
>> for an insight into current and future developments.
>>
>> http://www.flaxton.btinternet.co.uk/vhwestterryflaxton.htm
>>
>> Video and mediation of any kind can and does influence environments
>> and behavior, reflection on media documented events can inform and
>> contribute towards changed behavior. The medium allows for us to
>> gain a huge amount of information that otherwise would not be
>> captured for interrogation or enquiry.
>> When I combine my own living educational experiences with the use
>> of video I am always surprised, sometimes shocked but all ways can
>> be held to account, self questioning or when shared held to account
>> by others. I have developed the courage to reflect at this level
>> but I do not expect others to take it to the extremes that I have
>> done through my enquiries. I can only recommend that it resonates
>> with me and the Socratic approach (Whose words were only ever
>> reported and documented second hand, or were they?) The tradition
>> of face to face and word of mouth is after all still the strongest
>> marketing tool.
>>
>> Andrew Henon
>>
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