sometimes such activities fail because there are too many competing goals, and each owner of a goal has their own reasons/rationale for the value and validity of what they are aiming for.
I live in the Antipodes and took years to learn why such a title is used for this geographical region. Wh y did ti take so long? i was not interested to know, so although i have a doctorate and travel the world much of the knowledge available to me is not 'interesting'/attractive and i neglect it.
We cannot ever 'tach others anything! we can only ever provide the contexts, environments and setting within which they begin to make their own decision about what to learn. Our goal as educators - in my opinion - is to make those contexts such that the people who entrust their lives/learning to us enter and continue in them with interest and curiosity, and enjoy the experience as they learn.
Regards
EL
 

On 15/08/2013, at 9:00 AM, PRACTITIONER-RESEARCHER automatic digest system <[log in to unmask]> wrote:

> There are 7 messages totaling 2243 lines in this issue.
> 
> Topics of the day:
> 
>  1. Researching Our Own Practice (7)
> 
> ----------------------------------------------------------------------
> 
> Date:    Wed, 14 Aug 2013 04:57:18 +0100
> From:    aga yamin <[log in to unmask]>
> Subject: Re: Researching Our Own Practice
> 
> Dear All
> 
> Why learning & development fail?  Please do comment. Your thoughts will provide substantial learning opportunities.
> 
> Re
> 
> ------------------------------
> 
> Date:    Wed, 14 Aug 2013 04:26:37 +0000
> From:    Angela James <[log in to unmask]>
> Subject: Re: Researching Our Own Practice
> 
> Dear Aga,
> A complex question to a complex issue. For me the crucial aspect is - do the recipients take ownership and responsibility for their own learning?
> So what do we need to consider in the light of this - were they engaged and were their views about the "development" process elicited, interrogated, etc?  Work from this stance onwards ...  more questions could be asked.
> Lately, I am averse to using the term development as it has such staccato links. I am using the term success.
> All the best
> Angela
> From: Practitioner-Researcher [mailto:[log in to unmask]] On Behalf Of aga yamin
> Sent: Wednesday, August 14, 2013 5:57 AM
> To: [log in to unmask]
> Subject: Re: Researching Our Own Practice
> 
> Dear All
> 
> Why learning & development fail?  Please do comment. Your thoughts will provide substantial learning opportunities.
> 
> Regards
> Aga
> 
> ------------------------------
> 
> Date:    Wed, 14 Aug 2013 08:21:49 +0100
> From:    Shelagh Hetreed <[log in to unmask]>
> Subject: Re: Researching Our Own Practice
> 
> Dear Aga and Angela,
> 
> As many of us do not know each other, could we just maybe add to our communication where in the world that we are?  Thank you.
> 
> I am Shelagh and I am in Bath UK.
> 
> 1. My grandson is 3 years old. He learns huge amounts every day.  He does this freely, without coercion, praise or reward.  I would describe this as intrinsic motivation.  When his mother wants to teach him something, he often resists, focusing on the aspect that he wants to learn instead.
> 
> As educators, do we have a compulsion to 'fill empty vessels' with what we 'need' our students to learn?
> Do we use a wide range of student centered learning methods to engage and motivate each student?
> How much do we value the 'process' of learning, giving time and attention to the 'journey'?
> How much do systems, targets and assessments encourage us as educators to focus our attention entirely on the outcome or product to judge 'development'?
> 
> 2. Angela, changing the term 'development' to 'success':
> I would add that perhaps we need to know what our criteria for success is before we start, otherwise, we may consider that we/ the student has failed when actually, their success has just not reached our criteria.
> 
> 3. An example: When learning to ride a bike, there are so many criteria to be met- balancing on a saddle, steering direction with the handle bars, co-ordinating our legs and feet to turn the pedals (in one direction only), co-ordinating our arms and hands to use the breaks... etc. etc. you get the picture.
> Each step along the way is progress/ development/ success.
> 
> So what is our ambition for the new cyclist?  Staying upright while moving forward, cycling safely along a lane, busy roads, city traffic, racing, off road mountain biking, the Olympics in Rio?
> 
> Where was the learning and the development in this example?  How much of the learning is intrinsic and how much extrinsic?  Of course formal learning isn't like that- but perhaps focusing on the incremental stages that are necessary for any learning to take place and analysing where there may be a barrier to further development, will help us seek alternative and imaginative ways to motivate every learner.
> 
> I am learning so much from close contact with the daily learning of my 2 small grandchildren. They astonish me with their capacity to learn new skills, they have huge ambitions and wonderful imaginations. I am terrified that going to school may 'knock this out' of them.  Isn't that a terrible fear?
> 
> Formerly I was an educator in mainstream and special schools and the mother of a two dyslexic/ dyspraxic daughters who the education system, in my opinion 'failed'.
> 
> Hope my comments help, if only to be challenged.
> 
> 
> 
> 
> 
> 
> 
> Date: Wed, 14 Aug 2013 04:26:37 +0000
> From: [log in to unmask]
> Subject: Re: Researching Our Own Practice
> To: [log in to unmask]
> 
> 
> 
> 
> 
> 
> 
> 
> 
> Dear Aga,
> A complex question to a complex issue. For me the crucial aspect is – do the recipients take ownership and responsibility for their own learning?
> 
> So what do we need to consider in the light of this – were they engaged and were their views about the “development” process elicited, interrogated, etc?  Work
> from this stance onwards …  more questions could be asked.
> Lately, I am averse to using the term development as it has such staccato links. I am using the term success.
> All the best
> Angela
> 
> 
> From: Practitioner-Researcher [mailto:[log in to unmask]]
> On Behalf Of aga yamin
> 
> Sent: Wednesday, August 14, 2013 5:57 AM
> 
> To: [log in to unmask]
> 
> Subject: Re: Researching Our Own Practice
> 
> 
> 
> 
> 
> Dear All
> 
> 
> 
> 
> 
> Why learning & development fail?  Please do comment. Your thoughts will provide substantial learning opportunities.
> 
> 
> 
> 
> 
> Regards
> 
> 
> Aga
> 
> 
> 
> 
> 
> 
> 
> ------------------------------
> 
> Date:    Wed, 14 Aug 2013 07:26:45 +0000
> From:    Angela James <[log in to unmask]>
> Subject: Re: Researching Our Own Practice
> 
> Angela James, University of KwaZulu-Natal , Durban, South Africa.
> 
> From: Practitioner-Researcher [mailto:[log in to unmask]] On Behalf Of Shelagh Hetreed
> Sent: Wednesday, August 14, 2013 9:22 AM
> To: [log in to unmask]
> Subject: Re: Researching Our Own Practice
> 
> Dear Aga and Angela,
> 
> As many of us do not know each other, could we just maybe add to our communication where in the world that we are?  Thank you.
> 
> I am Shelagh and I am in Bath UK.
> 
> 1. My grandson is 3 years old. He learns huge amounts every day.  He does this freely, without coercion, praise or reward.  I would describe this as intrinsic motivation.  When his mother wants to teach him something, he often resists, focusing on the aspect that he wants to learn instead.
> 
> As educators, do we have a compulsion to 'fill empty vessels' with what we 'need' our students to learn?
> Do we use a wide range of student centered learning methods to engage and motivate each student?
> How much do we value the 'process' of learning, giving time and attention to the 'journey'?
> How much do systems, targets and assessments encourage us as educators to focus our attention entirely on the outcome or product to judge 'development'?
> 
> 2. Angela, changing the term 'development' to 'success':
> I would add that perhaps we need to know what our criteria for success is before we start, otherwise, we may consider that we/ the student has failed when actually, their success has just not reached our criteria.
> 
> 3. An example: When learning to ride a bike, there are so many criteria to be met- balancing on a saddle, steering direction with the handle bars, co-ordinating our legs and feet to turn the pedals (in one direction only), co-ordinating our arms and hands to use the breaks... etc. etc. you get the picture.
> Each step along the way is progress/ development/ success.
> 
> So what is our ambition for the new cyclist?  Staying upright while moving forward, cycling safely along a lane, busy roads, city traffic, racing, off road mountain biking, the Olympics in Rio?
> 
> Where was the learning and the development in this example?  How much of the learning is intrinsic and how much extrinsic?  Of course formal learning isn't like that- but perhaps focusing on the incremental stages that are necessary for any learning to take place and analysing where there may be a barrier to further development, will help us seek alternative and imaginative ways to motivate every learner.
> 
> I am learning so much from close contact with the daily learning of my 2 small grandchildren. They astonish me with their capacity to learn new skills, they have huge ambitions and wonderful imaginations. I am terrified that going to school may 'knock this out' of them.  Isn't that a terrible fear?
> 
> Formerly I was an educator in mainstream and special schools and the mother of a two dyslexic/ dyspraxic daughters who the education system, in my opinion 'failed'.
> 
> Hope my comments help, if only to be challenged.
> 
> 
> 
> 
> 
> 
> 
> ________________________________
> Date: Wed, 14 Aug 2013 04:26:37 +0000
> From: [log in to unmask]<mailto:[log in to unmask]>
> Subject: Re: Researching Our Own Practice
> To: [log in to unmask]<mailto:[log in to unmask]>
> Dear Aga,
> A complex question to a complex issue. For me the crucial aspect is - do the recipients take ownership and responsibility for their own learning?
> So what do we need to consider in the light of this - were they engaged and were their views about the "development" process elicited, interrogated, etc?  Work from this stance onwards ...  more questions could be asked.
> Lately, I am averse to using the term development as it has such staccato links. I am using the term success.
> All the best
> Angela
> From: Practitioner-Researcher [mailto:[log in to unmask]] On Behalf Of aga yamin
> Sent: Wednesday, August 14, 2013 5:57 AM
> To: [log in to unmask]<mailto:[log in to unmask]>
> Subject: Re: Researching Our Own Practice
> 
> Dear All
> 
> Why learning & development fail?  Please do comment. Your thoughts will provide substantial learning opportunities.
> 
> Regards
> Aga
> 
> ------------------------------
> 
> Date:    Wed, 14 Aug 2013 08:25:28 +0100
> From:    Shelagh Hetreed <[log in to unmask]>
> Subject: Re: Researching Our Own Practice
> 
> Pleased to meet you Angela
> 
> Shelagh
> 
> 
> Date: Wed, 14 Aug 2013 07:26:45 +0000
> From: [log in to unmask]
> Subject: Re: Researching Our Own Practice
> To: [log in to unmask]
> 
> 
> 
> 
> 
> 
> 
> 
> 
> Angela James, University of KwaZulu-Natal , Durban, South Africa.
> 
> 
> 
> From: Practitioner-Researcher [mailto:[log in to unmask]]
> On Behalf Of Shelagh Hetreed
> 
> Sent: Wednesday, August 14, 2013 9:22 AM
> 
> To: [log in to unmask]
> 
> Subject: Re: Researching Our Own Practice
> 
> 
> 
> 
> Dear Aga and Angela,
> 
> 
> 
> As many of us do not know each other, could we just maybe add to our communication where in the world that we are?  Thank you.
> 
> 
> 
> I am Shelagh and I am in Bath UK.
> 
> 
> 
> 1. My grandson is 3 years old. He learns huge amounts every day.  He does this freely, without coercion, praise or reward.  I would describe this as intrinsic motivation.  When his mother wants to teach him something, he often resists, focusing on the aspect
> that he wants to learn instead.
> 
> 
> 
> As educators, do we have a compulsion to 'fill empty vessels' with what we 'need' our students to learn?
> 
> 
> Do we use a wide range of student centered learning methods to engage and motivate each student?
> 
> 
> How much do we value the 'process' of learning, giving time and attention to the 'journey'?
> 
> 
> How much do systems, targets and assessments encourage us as educators to focus our attention entirely on the outcome or product to judge 'development'?
> 
> 
> 
> 2. Angela, changing the term 'development' to 'success':
> 
> I would add that perhaps we need to know what our criteria for success is before we start, otherwise, we may consider that we/ the student has failed when actually, their success has just not reached our criteria.
> 
> 
> 
> 3. An example: When learning to ride a bike, there are so many criteria to be met- balancing on a saddle, steering direction with the handle bars, co-ordinating our legs and feet to turn the pedals (in one direction only), co-ordinating our arms and hands to
> use the breaks... etc. etc. you get the picture.
> 
> Each step along the way is progress/ development/ success.
> 
> 
> 
> So what is our ambition for the new cyclist?  Staying upright while moving forward, cycling safely along a lane, busy roads, city traffic, racing, off road mountain biking, the Olympics in Rio?
> 
> 
> 
> Where was the learning and the development in this example?  How much of the learning is intrinsic and how much extrinsic?  Of course formal learning isn't like that- but perhaps focusing on the incremental stages that are necessary for any learning to take
> place and analysing where there may be a barrier to further development, will help us seek alternative and imaginative ways to motivate every learner.
> 
> 
> 
> I am learning so much from close contact with the daily learning of my 2 small grandchildren. They astonish me with their capacity to learn new skills, they have huge ambitions and wonderful imaginations. I am terrified that going to school may 'knock this
> out' of them.  Isn't that a terrible fear?
> 
> 
> 
> Formerly I was an educator in mainstream and special schools and the mother of a two dyslexic/ dyspraxic daughters who the education system, in my opinion 'failed'.
> 
> 
> 
> Hope my comments help, if only to be challenged.
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> Date: Wed, 14 Aug 2013 04:26:37 +0000
> 
> From: [log in to unmask]
> 
> Subject: Re: Researching Our Own Practice
> 
> To: [log in to unmask]
> 
> Dear Aga,
> A complex question to a complex issue. For me the crucial aspect is – do the recipients take ownership and responsibility for their own learning?
> 
> So what do we need to consider in the light of this – were they engaged and were their views about the “development” process elicited, interrogated, etc?  Work
> from this stance onwards …  more questions could be asked.
> Lately, I am averse to using the term development as it has such staccato links. I am using the term success.
> All the best
> Angela
> 
> 
> From: Practitioner-Researcher [mailto:[log in to unmask]]
> On Behalf Of aga yamin
> 
> Sent: Wednesday, August 14, 2013 5:57 AM
> 
> To: [log in to unmask]
> 
> Subject: Re: Researching Our Own Practice
> 
> 
> 
> 
> 
> Dear All
> 
> 
> 
> 
> 
> Why learning & development fail?  Please do comment. Your thoughts will provide substantial learning opportunities.
> 
> 
> 
> 
> 
> Regards
> 
> 
> Aga
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> ------------------------------
> 
> Date:    Wed, 14 Aug 2013 08:27:47 +0000
> From:    Lawrence Martin Olivier <[log in to unmask]>
> Subject: Re: Researching Our Own Practice
> 
> Hi Aga
> 
> The why explanation depends on the where (context) and the what (content). In my country South Africa, for example, many fail Maths at schools and first year of studies at Universities. In Finland many pass Maths in schools and universities. Why the differences in learning?  Many factors can explain this. One key factors for me, is what a teacher needs to do "to get a licence" to teach. In Finland a teacher has high social status, a teacher needs a degree in the fields they teach and a Masters degree in Education! In South Africa teaching has a low social status. There are no private schools in Finland! In my country good schooling is now becoming "big corporate business"  and "privatised". In Finland the society, the political system values that every child will experience equal educational opportunity - every child freely receives the best education possible! This is not only about money resources, it is about how a society uses, spends the money. It is about educational influence, educational policy and practice - about EDUCATIONAL VALUES!  If you want to find out more about Finland schools there is a vast literature on the Internet.
> 
> Lawrence
> 
> From: Practitioner-Researcher [mailto:[log in to unmask]] On Behalf Of aga yamin
> Sent: 14 August 2013 05:57 AM
> To: [log in to unmask]
> Subject: Re: Researching Our Own Practice
> 
> Dear All
> 
> Why learning & development fail?  Please do comment. Your thoughts will provide substantial learning opportunities.
> 
> Regards
> Aga
> 
> 
> ________________________________
> 
> "This e-mail is subject to our Disclaimer, to view click http://www.dut.ac.za/disclaimer"
> 
> ------------------------------
> 
> Date:    Wed, 14 Aug 2013 19:54:36 +0100
> From:    aga yamin <[log in to unmask]>
> Subject: Re: Researching Our Own Practice
> 
> Dear Angela / Shelagh / Lawrence and AllAngela: Thanks
> for your response. True. It is a complex question. I do agree with you that ownership
> & responsibility play a crucial role in the success of learning & development.
> In e-learning or self-directed leanings, people do take the responsibilities of
> their own learning.
> However,  “Empathising” with learner,  directly contributes in designing and executing
> a learning process. Perhaps if you recall your own experience of formal learning from the age
> of 3 to date, At what stage, you started to take the ownership and responsibility
> of your own learning.  At what stage, you
> developed passion for every single subject, sense of responsibility, sufficient
> level of maturity and motives to achieve something that derived you to take the
> ownership and responsibility of your own learning?
> Since
> all learners are individuals, hence a wide range of learning strategies are
> employed, tested and experimented such as “Learner-focused or learner-centred”
> learning or “Differential learning” or routinely considering individual’s learning
> style in teaching & learning activities, with or without the expectations
> that learners will take the responsibilities of their own learning.
> Success
> is the accomplishment of one's
> goals. Development is a stage of a change process. In other words, success is
> the outcome and development is the process of achieving outcome. Perhaos both are not interchangeable.
> Shelagh.
> Thanks for your email: You raised many important and interesting questions. You commented: As
> educators, do we have a compulsion to 'fill empty vessels' with what we 'need'
> our students to learn?
> Answer
> is “Yes”. A three-year old does not wish to learn numbers “1,2,3,4,5,6” etc. Should
> we leave vessel empty?
> You commented: How much of the
> learning is intrinsic and how much extrinsic?
> As
> a general rule, A successful learning contains both elements equally. For
> example: if I have an intrinsic desire to learn a chemical equation, I will passionately
> explore: how to do it (Intrinsic). If information is available online   or my teachers 100% persuade me (Extrinsic) to
> learn chemical equation, I will learn effectively.
> You commented: Do we use a wide range of student centred
> learning methods to engage and motivate each student?
> I
> am sure many tutors are doing it. A survey perhaps is required to assess the
> success rate. If a success rate is exceptionally higher, it means it is an
> outstanding method.
> You commented: How much do we
> value the 'process' of learning, giving time and attention to the
> 'journey'?
> Value
> is independent to time and attention.  Values
> do not allow us to compromise.
> You commented: How much do systems,
> targets and assessments encourage us as educators to focus our attention
> entirely on the outcome or product to judge 'development'?
> Systems, targets and assessments are to regulate consistency
> and fairness. They do not interfere “ the way we employ learning &
> developmental activities”.  That's why  league tables tell us, who applied the right approaches in managing the learning process within the given systems, targets and assessments.
> You commented: I am terrified that
> going to school may 'knock this out' of them.  Isn't that a terrible fear?
> Initial assessment plays its role here.  A school teacher must hold the abilities to
> conduct initial assessment to differentiate learners and develop an appropriate
> learning & developmental strategies. I think, rather than fear, this is an
> opportunity for you children to be assessed externally and classified as the children with innate abilities to learn and develop. This is also an opportunity for educators to prepare children with exceptional innate abilities to produce leading results
> 
> Lawrence: I do agree with you that two key factors count
> i.e. social status of a teacher and education level to gain success in learning
> & development.
> No doubt, Finland is at the top of the schools’ league
> tables especially in Maths and science across the world. We need to see its
> impact on Finland’s scientific development, economic growth, environmental growth,
> social growth, employment rate and so on. Is Finland leading the world in all
> these parameters?   If answer is yes than it means learning &
> development is taking place in Finland effectively.
> Regards
> Aga
> 
> 
> 
> 
> ________________________________
> From: Shelagh Hetreed <[log in to unmask]>
> To: [log in to unmask]
> Sent: Wednesday, 14 August 2013, 8:25
> Subject: Re: Researching Our Own Practice
> 
> 
> 
> 
> Pleased to meet you Angela
> 
> Shelagh
> 
> 
> 
> 
> 
> ________________________________
> Date: Wed, 14 Aug 2013 07:26:45 +0000
> From: [log in to unmask]
> Subject: Re: Researching Our Own Practice
> To: [log in to unmask]
> 
> 
> Angela James, University of KwaZulu-Natal , Durban, South Africa.
> 
> From:Practitioner-Researcher [mailto:[log in to unmask]] On Behalf Of Shelagh Hetreed
> Sent: Wednesday, August 14, 2013 9:22 AM
> To: [log in to unmask]
> Subject: Re: Researching Our Own Practice
> 
> Dear Aga and Angela,
> 
> As many of us do not know each other, could we just maybe add to our communication where in the world that we are?  Thank you.
> 
> I am Shelagh and I am in Bath UK.
> 
> 1. My grandson is 3 years old. He learns huge amounts every day.  He does this freely, without coercion, praise or reward.  I would describe this as intrinsic motivation.  When his mother wants to teach him something, he often resists, focusing on the aspect
> that he wants to learn instead.
> 
> As educators, do we have a compulsion to 'fill empty vessels' with what we 'need' our students to learn?
> Do we use a wide range of student centered learning methods to engage and motivate each student?
> How much do we value the 'process' of learning, giving time and attention to the 'journey'?
> How much do systems, targets and assessments encourage us as educators to focus our attention entirely on the outcome or product to judge 'development'?
> 
> 2. Angela, changing the term 'development' to 'success':
> I would add that perhaps we need to know what our criteria for success is before we start, otherwise, we may consider that we/ the student has failed when actually, their success has just not reached our criteria.
> 
> 3. An example: When learning to ride a bike, there are so many criteria to be met- balancing on a saddle, steering direction with the handle bars, co-ordinating our legs and feet to turn the pedals (in one direction only), co-ordinating our arms and hands to
> use the breaks... etc. etc. you get the picture.
> Each step along the way is progress/ development/ success.
> 
> So what is our ambition for the new cyclist?  Staying upright while moving forward, cycling safely along a lane, busy roads, city traffic, racing, off road mountain biking, the Olympics in Rio?
> 
> Where was the learning and the development in this example?  How much of the learning is intrinsic and how much extrinsic?  Of course formal learning isn't like that- but perhaps focusing on the incremental stages that are necessary for any learning to take
> place and analysing where there may be a barrier to further development, will help us seek alternative and imaginative ways to motivate every learner.
> 
> I am learning so much from close contact with the daily learning of my 2 small grandchildren. They astonish me with their capacity to learn new skills, they have huge ambitions and wonderful imaginations. I am terrified that going to school may 'knock this
> out' of them.  Isn't that a terrible fear?
> 
> Formerly I was an educator in mainstream and special schools and the mother of a two dyslexic/ dyspraxic daughters who the education system, in my opinion 'failed'.
> 
> Hope my comments help, if only to be challenged.
> 
> 
> 
> 
> 
> 
> 
> 
> 
> ________________________________
> 
> Date: Wed, 14 Aug 2013 04:26:37 +0000
> From: [log in to unmask]
> Subject: Re: Researching Our Own Practice
> To: [log in to unmask]
> Dear Aga,
> A complex question to a complex issue. For me the crucial aspect is – do the recipients take ownership and responsibility for their own learning?
> So what do we need to consider in the light of this – were they engaged and were their views about the “development” process elicited, interrogated, etc?  Work from this stance onwards …  more questions could be asked.
> Lately, I am averse to using the term development as it has such staccato links. I am using the term success.
> All the best
> Angela
> From:Practitioner-Researcher [mailto:[log in to unmask]] On Behalf Of aga yamin
> Sent: Wednesday, August 14, 2013 5:57 AM
> To: [log in to unmask]
> Subject: Re: Researching Our Own Practice
> 
> Dear All
> 
> Why learning & development fail?  Please do comment. Your thoughts will provide substantial learning opportunities.
> 
> Regards
> Aga�
> 
> ------------------------------
> 
> End of PRACTITIONER-RESEARCHER Digest - 12 Aug 2013 to 14 Aug 2013 (#2013-54)
> *****************************************************************************