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Please take me off this list Samia -----Original Message----- From: BERA Practitioner-Researcher [mailto:[log in to unmask]] On Behalf Of Susan Goff Sent: 21 أكتوبر, 2006 02:23 ص To: [log in to unmask] Subject: Re: What kind of lifeworld are we creating for each other here? Please can you take me off this list Thanks and good luck Susan On 21/10/06 12:27 AM, "Brian wakeman" <[log in to unmask]> wrote: > Hello Peter and All, > > Would it be worth enunciating some principles of > judgement...some criteria for the various levels of > value on international research? > > How would we recognise each of the levels in > practitioner research? > > > > > What of sharpness and relevance of questions? > > What of clarity of ethical principles? > > What of quality of data gathering? > > Of rigour of analysis > > Of awareness and discussion of the writing of others? > > What of practical change or improvements that have > taken place? > > What of understandings, theories that have been > generated? > > What of rich possibilities for other professionals to > generalise naturalistically to their situation? > > Of possibilities for others gaining insights, points > of entry into improving their own problems? > > Of relevance and significance to wider and deeper > local, national and international issues? > > Regards > > > Brian > > --- Peter Mellett <[log in to unmask]> wrote: > >> Dear All >> >> Jack wrote on 19 September 2006 under the heading >> 'A BEGINNING FOR THE 2006-7 PRACTITIONER-RESEARCHER >> E-SEMINAR' >> ³Š We have 123 subscribers on the list to begin the >> 2006-2007 Practitioner- >> Researcher e-seminar on the standards of judgement >> we use in evaluating the >> quality of the educational knowledge and educational >> theories we are >> creating as practitioner-researchers.² >> >> Looking back to last year, I remember Jack opening >> the e-seminar for 2005 >> with an invitation ". . . to a discussion on the >> contributions of our >> living educational theories and our evidence of our >> educational influences >> in our own learning and to the future of educational >> research . . ." with >> a further invitation ". . . to let each other know >> where our educational >> theories can be accessed and where we can see >> evidence of our educational >> influences in our own learning, the learning of >> others and in the learning >> and education of social formations." >> >> I see a common theme between the 2005 and 2006 >> seminar briefings that >> centres on standards of judgement. >> >> In 2005, Jack asked me to take on the role of >> reviewer as the archive of >> contributions filled. However, on 30 June at 'Re: >> Start of the Review >> Process' I stated: >> ³. . . I have been perusing postings as they have >> been made over the past >> few weeks and must admit to noting that the >> exchanges have created within >> me a steadily growing sense of tension as I >> endeavour to hold on to the >> original stated theme of the e-seminar i.e. 'The >> nature of educational >> theories: what counts as evidence of educational >> influences in learning?' >> In an attempt to respond to that tension and to see >> if the process of >> review can be moved forward, I propose to go Œback >> to basics¹ and to >> undertake an action enquiry under Jack's usual >> sequential headings: >> >> 1. What is my concern ? >> 2. Why am I concerned? >> 3. What do I think I can do about it? >> 4. What kind of 'evidence' can I collect to help me >> make some judgements >> about what is happening? >> 5. How do I plan to collect such evidence?² >> 6. How shall I check that my judgement about what >> has happened is reasonably >> fair and accurate? Š² >> >> In an attempt to ground this enquiry in a practice >> that could be shared >> with seminar members, I decided to review a piece of >> work published on >> Jack¹s website that is regarded as being a >> good-quality action research >> enquiry. I then asked the question ³How can we >> review the work of Kathryn >> Yeaman and thereby develop standards of judgement >> which help us to >> understand the nature of educational theories and >> what counts as evidence >> of our educational influences in learning²? >> >> I received interest in this enquiry from Jack and >> Moira but, in the end, >> there was no other on-going engagement. I wrote a >> final posting on 07 >> October 2005 at 'Making meanings from the archive' >> and concluded: >> >> ³Š Are we to make something of this archive, or are >> we to press eagerly on >> into the future, looking for the next opportunity to >> rehearse our familiar >> arguments amongst ourselves, without actually >> convincing anyone outside our >> immediate circle that we have made any sort of >> serious contribution to the >> wider debate.² >> >> To me, it seems that we are failing to build on the >> past, or even to draw >> conclusions from the past. >> >> Alon Serper wrote the following contribution to the >> 2006 seminar on 12 >> October under >> 'Re: What kind of lifeworld are we creating for each >> other here?' >> ³Š I am growing increasingly tired so I have to >> speak in order to stop >> being that exhausted as I read the entries Š It is >> just further >> highlighting and displaying the critique of >> academics and academia as >> detached ivory tower (possibly made of much cheaper >> material than ivory) of >> talkers/analysers, talking what Heidegger called >> 'idle talk' and what I >> myself, in my usual not messing about and saying >> what I think, call yakking >> of yakkers, rather than doers and deyakkers. >> So my contribution is as follows: >> Just produce an account, showing your living >> standards of judgement and >> make it public for assessment and re-evaluation: >> We'll decide and tell you >> if it is epistemological, clear and convincing, >> contributing (ethical) and >> educational.² >> >> I would claim that Alon has coming to a similar >> conclusion as mine of last >> year: we need to share an enquiry that is grounded >> in practice. Otherwise, >> we are doomed to produce yet another megabyte or two >> of Œidle talk¹. What >> do you think we should do? >> >> Peter Mellett >> 19 October 2006 >> >> >> Archive >> >> 20 June 2005 >> >> > http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0506&L=bera-practitioner- >> researcher&T=0&O=A&P=9355 >> >> 21 June >> > http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0506&L=bera-practitioner- >> researcher&T=0&O=A&P=10194 >> >> 23 June >> > http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0506&L=bera-practitioner- >> researcher&T=0&O=A&P=11674 >> >> 24 June >> > http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0506&L=bera-practitioner- >> researcher&T=0&O=A&P=12514 >> >> 30 June *** >> > http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0506&L=bera-practitioner- >> researcher&T=0&O=A&P=16122 >> >> 4 July >> > http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0507&L=bera-practitioner- >> researcher&T=0&O=A&P=3732 >> >> 5 July >> > http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0507&L=bera-practitioner- >> researcher&T=0&O=A&P=5427 >> >> 15 July >> > http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0507&L=bera-practitioner- >> researcher&T=0&O=A&P=15006 >> >> 07 October *** >> > http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0510&L=bera-practitioner- >> researcher&T=0&O=A&P=73 >> > > > Brian E. Wakeman > Education adviser > Dunstable > Beds >