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Geisha, This question is very helpful........... Jack, A lot of people ask me this ......so it will be interesting to read your reply .....the stages and processes of validation......which we know you've developed over many years. Regards Brian From: geisha rebolledo <[log in to unmask]> To: [log in to unmask] Sent: Wednesday, 11 February, 2009 13:37:09 Subject: Re: Explaining our educational influences in learn... I enjoyed reading your paper, for me it is a revolutionary idea. However after sharing some of them with collegues in a meeting yesterday, one asked me how do you solve the problem of validity in this type of research ????? > Date: Wed, 11 Feb 2009 12:17:47 +0000 > From: [log in to unmask] > Subject: Re: Explaining our educational influences in learn... > To: [log in to unmask] > > I've been asked to lead the BERA Practitioner-researcher e-seminar on an epistemological > transformation in educational knowledge, from the 16-22 February on the new BERA web- > site. Whilst this is only open to BERA members I'm hoping that because of our shared > interest in practitioner-research you will help me to improve the clarity and invitational > quality of the introductory comments below. I'll be sending in my introductory comments > for posting, on the 13th February for posting on the new BERA web-site to begin the week > long seminar. The topic is closely related to the focus of our year long 2008-9 seminar so > do please let me have your suggestions for improving the introductory comments. Don't > hesitate to be 'robustly critical'. > > (Brian - I've tried to simplify the language of the first draft and put some of the urls into > the notes and references) > > "An Epistemological Transformation in Educational Knowledge > > A few words of introduction. > > The introductory ideas for this e-seminar are on pages 28-29 of Issue 105 of Research > Intelligence (November 2008) on an epistemological transformation in educational > knowledge. You can access Issue 105 at: > http://www.bera.ac.uk/blog/category/publications/ri/ > > My focus on the standards of judgment used in the Academy to legitimate the educational > knowledge in educational theories relates to a mistake made by some Academics about > the nature educational theory. This mistake has had serious consequences for > programmes of professional development. It led many academics to believe that the > practical principles used by educators to explain their educational influences in learning > were "at best pragmatic maxims having a first crude and superficial justification in > practice that in any rationally developed theory would be replaced by principles with > more fundamental, theoretical justification." (Hirst, 1983, p. 18). > > The mistake in ‘replacing’ the explanatory principles of educators by the principles from > the disciplines of education, is still within the habitus of higher education. The mistake > has a 2,500 year history and can be traced back to the language and logic of Aristotle. It > is a mistake that is both difficult to recognise and to rectify. I hope that this e-seminar > will help by making explicit the energy-flowing and values-laden practical principles that > educators use to explain their educational influences in learning. I am thinking of > explanations that draw insights from the theories of the disciplines of education, without > being reduced to the conceptual frameworks of any individual theory or any combination > of such theories. > > I use the term, living educational theories to distinguish these explanations from > explanations derived from theories in the traditional disciplines of education. > > I am hoping that this seminar will serve to widen the influence of living educational > theories in an epistemological transformation of educational knowledge. I believe that it > will draw attention to the educational knowledge created by practitioner-researchers who > see themselves as ‘creators of a body of professional knowledge’ (Saunders, 2009, p. 10). > I also believe that it will highlight forms of educational enquiry that are owned by > professionals in doing the job better and perhaps go beyond the provision of a tool-kit > (Pollard, 2009, p.10) in asking, researching and answering questions of the kind, ‘How do > I improve what I am doing?’ > > References and Notes > > 1) Hirst, P. (Ed.) (1983) Educational Theory and its Foundation Disciplines. London;RKP > 2) Pollard, A. (2009) in Hofkins, D. (2009) Eight letters starts with… P, Teaching: GTC > Magazine, Spring 2009. > 3) Saunders, L. (2009) in Hofkins, D. (2009) Eight letters starts with … P, Teaching: GTC > Magazine, Spring 2009. > 4) I think Biesta’s insights about educational responsibility might help in the recognition of > the mistake and support the need to go beyond a language of learning in the creation of > a new epistemology for educational knowledge: > “…education is not just about the transmission of knowledge, skills and values, but is > concerned with the individuality, subjectivity, or personhood of the student, with their > “coming into the world” as unique, singular beings.” (Beista, 2006, p. 27). Biesta, G. J. J. > (2006) Beyond Learning; Democratic Education for a Human Future. Boulder; Paradigm > Publishers. > 5) My educational research programme at the University of Bath between 1973-2009 has > focused on the nature of educational theory. You can access my 1988 Presidential Address > to BERA on How do we Improve Research-based Professionalism in Education?-A question > which includes action research, educational theory and the politics of educational > knowledge. at http://www.bera.ac.uk/blog/category/publications/presidents/ and my > paper on ‘Creating a living educational theory from questions of the kind, "How do I > improve my practice?'. Cambridge Journal of Education, Vol. 19, No.1,1989, pp. 41-52, > at: http://www.bera.ac.uk/blog/category/publications/presidents/ > 6) My latest 2008 publication on A Living Theory Methodology In Improving Practice And > Generating Educational Knowledge in Living Theories in the Educational Journal of Living > Theories, Vol. 1, No. 1, pp 103-126 , can be accessed from http://ejolts.net/node/80 > 7) Some 26 ‘living theory’ doctoral theses, completed over the past 12 years will be used > as evidence that new living standards of judgment for educational knowledge have been > legitimated in the Academy. You can access the theses at: > http://www.actionresearch.net/living.shtml " > > Love Jack. ________________________________ check out the rest of the Windows Live™. More than mail–Windows Live™ goes way beyond your inbox. More than messages