On 16 Apr 2008, at 12:09, Cathie Pearce wrote:
Thank
you - by way of an experiment have drafted a short response attached
here.... how have you managed to create a link direct to the page
rather than a doc attached like this here? sorry, I'll get
better at this one day!
Cathie
I think most participants will need to do what Cathie has done and attach
a .doc file to a posting in order to develop a point. I've access to a server
at both home and work so I can just create web files from the Save as Webpage
facility in the File menu of Word and put the files in my public_html folder
on a server which allows anyone to access them with the url.
Cathie - I like your point:
I ... can’t help thinking that despite our best
intentions we (as in human beings) are arguably at our most delusional when we
think we are doing
the ‘right’
thing...
My 'shocked' recognition of
this came in 1971 on watching video-tapes of myself teaching when I thought
I'd got enquiry learning going with my pupils when in fact I could see myself
giving the pupils 'their' questions and pre-structuring the learning resources
to answer these questions!
Since then I've stressed the
importance of processes of democratic evaluation for strengthening the
validity of one's beliefs about oneself and one's influence. I find this
process has deepened and extended my self-understanding. I use Habermas' four
criteria of social validity to help me to avoid being 'delusional' when I
think I'm doing the right thing - hence my questions to others in the
democratic forum of this e-space, about the validity of believing that flows
of life-affirming energy can distinguish educational research from social
science research and believing in the importance of legitimating new living
standards of judgment in the Academy, as active citizens who believe that we
are doing the 'right' thing.
Where you say that you take
Deleuze to be attempting to reposition our questions and understandings I'm
wondering what significance you think Deleuze's respositioning might have for
two of my questions.
The first is 'How do I improve
what I am doing?' in my educational relationships with my students. I ask this
question from a practical concern to enhance my educational influences in
their learning.
The second is 'How do I improve
what I am doing?' in my educational research as I seek to contribute to the
legitimation of new living standards of judgment in the Academy. I am thinking
of the standards of judgment that are used in the Academy to determine what
counts as educational knowledge.
I'd also be most interested in
understanding how Deleuze's ideas have helped to reposition your own questions
and understandings.
Love
Jack.
