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Dear Aga, Thanks very much for your reply concerning educational influence on colleagues and their influence on us. (have I the right to try to influence another adult?) I will think carefully about it and write a reply soon. You raise some really interesting points. I am thinking about how far should Inservice training/professional development be based on a model of learning rather than teaching and to what extent should it be collegiate rather than individual. Can one formulate values in relation to colleagues as one can for learners? How can one practice influence in a setting where the social formation is hostile to your own values. In my school I believe there is a tension between performativity and creativity. I have found it so in practice. But the head says publicly there is no such tension and that the creative curriculum will automatically lead to higher SATS results. What am I to do? Has anyone else any thoughts? Cheers, Brendan --- On Thu, 6/1/11, aga yamin <[log in to unmask]> wrote: From: aga yamin <[log in to unmask]> Subject: Educational Influence To: [log in to unmask] Date: Thursday, 6 January, 2011, 10:58 Dear Brendan Please see my point of view below: Your question is: how do I influence colleagues (if at all) 1. Perhaps you can exert educational influence on colleagues in two ways: · By Exercising Innate Leadership Abilities · By Employing Designed Activities to educationally influence on others 2. and how do they influence me? · It depends on the degree and extent of your knowledge, understating and your perceived benefits of your new learning. 3. What is the nature of this influence and how can it help me understand the idea of professional development and Inservice Training? · In service training is one of the techniques of professional development. In-service training is a process and professional development is the outcome. · Nature of influences can be explained in many ways: Intensity of influence: i.e.: Some educational influences are temporary and some are permanent. In both cases, nature of influence is related to: what level and degree of knowledge you acquired and up to what degree and extent it managed to change your temporary or permanent behavior · Is Wenger's notion of the 'learning community' a valuable one here? Gaining or exerting educational influence is independent to media of learning. One can receive educational influence from an individual, nature, learning community, conventional class-rooms, self-managed learning and so on. Regards Aga From: BRENDAN CRONIN <[log in to unmask]> To: [log in to unmask] Sent: Tue, 4 January, 2011 12:49:03 Subject: Dear All, I want to look at the field of educational influence but in the sense of how do I influence colleagues (if at all) and how do they influence me? What is the nature of this influence and how can it help me understand the idea of professional development and Inservice Training? Is Wenger's notion of the 'learning community' a valuable one here? Or has this concept been surpassed? How can one try to understand the social formation in which one works in terms of professional development and one's own learning? Has anyone any thoughts on this? Cheers, Brendan