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Content-Type: application/pdf; name="Call for ERSC 5th Edition 2014.pdf"
Content-Transfer-Encoding: base64
Content-Disposition: attachment; filename="Call for ERSC 5th Edition
	 2014.pdf"; modification-date="Thu, 21 Aug 2013 16:16:55 +0200"

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--____TLAOYRZVZCMWDTAYBUTQ____--
=========================================================================
Date:         Tue, 27 Aug 2013 09:11:46 -0700
Reply-To:     Practitioner-Researcher <[log in to unmask]>
Sender:       Practitioner-Researcher <[log in to unmask]>
From:         cynthia cozette <[log in to unmask]>
Subject:      Re: Researching Our Own Practice
In-Reply-To:  <FC9D32A5C25440F0B5D44C6929CB7883@Peacethread>
MIME-Version: 1.0
Content-Type: multipart/alternative;
              boundary="-748019302-1784958067-1377619906=:78047"
Message-ID:  <[log in to unmask]>

---748019302-1784958067-1377619906=:78047
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8-27-13=0ADear Helen and Pip:=0AHelen please e-mail us your new website.=C2=
=A0Your new venture=C2=A0sounds exciting.=0APip thank you for mentioning th=
e essay by Henry Giroux "The War Against Teachers as=0APublic Intellectuals=
 during Dark Times."=0AI found=C2=A0the=C2=A0 article to be very truthful c=
oncernng the teacher's vulnerable position in modern=0Atimes and passed the=
 article along to my other teacher colleagues in Philadelphia.=0AJust an as=
ide, Henry Giroux graduated with his Ph.D. from Carnegie Mellon University=
=0Ain Pittsburgh, Pennsylvania, USA=C2=A0in 1977.=0AI graduated from Carneg=
ie-Mellon University=C2=A0in 1975 with a BFA in Music.=0AI would have to ch=
eck his dates of attendance to find out if we possibly crossed paths.=0AI d=
id live in the graduate student dorms for 1 year because the undergraduate =
dorms were full.=0AI believe his dissertation is titled "The Mouse That Roa=
red" where he analyzed the=C2=A0affect of the=0ADisney corportation on pare=
nt and children's worldview.=C2=A0 =0ACynthia=0A=C2=A0=0A=C2=A0=0A =0A=0A__=
______________________________=0A From: Helen O'Connor <[log in to unmask]
OM>=0ATo: [log in to unmask] =0ASent: Tuesday, August 2=
0, 2013 12:04 PM=0ASubject: Re: Researching Our Own Practice=0A  =0A=0A=0AD=
ear Pip, =0AThank you for sharing some of my story. We are launching a new =
website on =0A1st Sept, to coincide with the school opening, I think the pr=
evious link I sent =0Awill still work, if not I will send a new one. =0AThe=
 more =E2=80=98hits=E2=80=99 the better and thank you for your message! =0A=
Helen =0A=0AFrom: Xtra  =0ASent: Tuesday, August 20, 2013 12:58 AM =0ATo: P=
[log in to unmask]  =0ASubject: Re: Researching Our Own =
Practice =0A Hi Helen and others =0A=0AI found this a most uplifting reply =
to some of the dreadful situations =0Aencountered by folk on the list, most=
 recently Cynthia. I couldn't even begin to =0Aimagine how to counter what =
Cynthia's up against, although I'd shared a rather =0Apassionate and contro=
versial essay by Henry Giroux (google "The War Against =0ATeachers as Publi=
c Intellectuals in Dark Times" if interested - it's on a =0AUS-based site c=
alled 'truth-out'.) =0A=0AWhat I really liked in Helen's post is the percep=
tive observation of ways =0Ato circumvent the restrictions of the local cou=
ncil, by identifying =0Apossibilities for government funding at national le=
vel, and then putting so much =0Atime and energy into making a new reality.=
 I wish you and your team all the best =0Ain this Helen! As this is a 'publ=
ic' list I hope you don't mind, but I shared a =0Alittle of your story on t=
he HETL Linked-In group by way of encouraging folk to =0Alook for similar p=
ossibilities in their own situations. You might find a raft of =0Ahits on t=
he Swanage website! =0A=0AHaving said that, a caution: I used to be Researc=
h Manager for a Maori =0Auniversity that did just this. Te Wananga o Aotear=
oa was so effective in =0Aattracting students who'd not experienced prior e=
ducational success, and =0Aenrolling and graduating (in the main) them thro=
ugh programmes, that they blew =0Athe government's budget for such work. In=
stead of congratulating them for their =0Atremendous work, the then governm=
ent took an axe to them. Under the guise of =0Acriticism for financial mism=
anagement and/or nepotism and/or shonky quality =0Astandards - largely with=
out foundation, as subsequent inquiries showed - they =0Asucceeded in slowi=
ng the institution's progress and forcing them under Crown =0Amanagement fo=
r a number of years. I'm not even sure they're free of it yet. So =0Ayes, t=
he possibilities for 'alternative' thinking exist and can be very =0Asucces=
sful, but one must always be alert for attempts to constrain or mould the =
=0Acreative work of such organisations. =0A=0AWarm regards =0A=0APip =0A=0A=
On 19/08/2013, at 8:54 PM, Helen O'Connor <[log in to unmask]> =0Awrote:=
=0A=0A =0AHi, =0A>=0A>My name is Helen and I live in Swanage, Dorset, in th=
e UK. Where I live  is a beautiful place, a natural World Heritage site, th=
e Isle of =0APurbeck. =0A>I follow these threads from time to time but have=
 not contributed before.  However, I felt that you might find the situation=
 I am in interesting, in  light of some of the comments made by other contr=
ibutors in this  conversation. =0A>=0A>I am a teacher, mother of three daug=
hters and active member of the  community. For the last four years I have b=
een vice-chair of a community group  called Education Swanage. The group wa=
s originally established to campaign  against the closure of the local Midd=
le School, which was the only provision  of secondary education within 10 m=
iles of our town. Swanage is situated on a  peninsula and is often overlook=
ed in terms of community facilities, so when  Dorset County Council reviewe=
d education and decided to close the school, a  group of us felt that we ha=
d to protest, hence Education Swanage was  formed. =0A>=0A>Unfortunately ou=
r campaign failed and the school closed in July. However,  there is a happy=
 ending as from 2010 Education Swanage transformed from a  campaign group i=
nto a project group and we proposed to open our own school.  Coincidentally=
 (and controversially) the newly elected coalition government  introduced a=
 =E2=80=98free school=E2=80=99 policy just at the time when Education Swana=
ge=E2=80=99s  campaign to save the middle school failed. The free school po=
licy enabled  proposer groups to put forward plans to open new schools, fre=
e of county  council control and funded by the government. Although this po=
licy did not sit  comfortably with my own political perspective, I knew tha=
t it was a lifeline  for us in the context we were in. We spent hours and h=
ours of our time, all  working as volunteers, (alongside our day jobs and f=
amily commitments) to  propose a new secondary =E2=80=98free=E2=80=99 schoo=
l for Swanage. We were successful as in  October 2010 we heard that our fre=
e
 school plans had been accepted.  =0A>=0A>Since then we have been working t=
owards opening The Swanage School =E2=80=93 our  doors open in temporary ac=
commodation in September! At the same time our brand  new building, on the =
site of the closed middle school (it is a long story for  me to tell you ho=
w we secured that site!) is being built. See this link for  more informatio=
n about the school www.http://www.educationswanage.co.uk/ =0A>=0A>Our schoo=
l is going to be small, but a little gem which will transform  the lives of=
 our children and the vibrancy of our town. It will have a human  scale eth=
os as we are partnered by the Human Scale Education Movement who are  worki=
ng to promote relationships and smaller school communities as the  springbo=
ard for effective learning, see this link for more information about  human=
 scale education and its director James Wetz http://www.hse.org.uk/hse/ =0A=
>=0A>There is a lot more I could say, but I don=E2=80=99t want to keep you!=
 I just  wanted to try and say that it is possible, despite the odds, to ma=
ke  transformations happen and change the communities in which we live, whi=
lst  growing and developing ourselves and building positive relationships w=
ith  others in the process. =0A>=0A>Finally, I am studying for a profession=
al doctorate in practical theology  with the Cambridge Theological Federati=
on, accredited through Anglia Ruskin  University.  =0A>My research focuses =
on how the values of Education Swanage have  influenced the founding of the=
 new school. I am using a living theory  methodology (with helpful advice f=
rom Jack Whitehead) with insights from  practical theology as a critical to=
ol.  =0A>Although I am agnostic I have a deep interest in theology. Practic=
al  theology enables me to explore how values are central in giving meaning=
 and  significance to our lives (in a sense they are =E2=80=98sacred=E2=80=
=99 =E2=80=93 see the work of  Ruard Ganzevoort http://www.ia-pt.org/wp-con=
tent/uploads/2011/11/presidentialaddress2009.pdf).  Values evoke awe and pa=
ssion and lead us to take action. My research is  theological in the sense =
that I am speaking about how, as members of our  little community in Dorset=
, we are =E2=80=98tracing=E2=80=99 a sacred path by creating a  =E2=80=98li=
ving educational theory=E2=80=99 =E2=80=93 an explanation of how our values=
 are significant  and meaningful in influencing and inspiring us to transfo=
rm the way we live  and the communities we live in. =0A>=0A>I do hope some =
of this makes sense, please do let me know if you have any  questions or wo=
uld like to have a further conversation about any of =0Athis. =0A>Best wish=
es, =0A>Helen O=E2=80=99Connor =0A>=0A>From: cynthia cozette  =0A>Sent: Mon=
day, August 19, 2013 2:34 AM =0A>To: [log in to unmask]
  =0A>Subject: Re: Researching Our Own Practice =0A> 8-18-13 =0A>Dear Joy, =
Jack  and Everyone: =0A>Greetings to all in Liverpool(the home of the Beatl=
es) and  to the global community of researchers. =0A>I was also  feeling ve=
ry disillusioned about my current teaching predicament.  =0A>I too have bee=
n  inspired after reading some of your comments. =0A>My questions are  how =
do I improve my practice as a teacher in an environment that is breeding  u=
nhealthy transformation? What do I do as a researcher when unhealthy  trans=
formation is forced upon me? =0A>=C2=A0 =0A>I was one of  3,800 educators (=
all counselors, nurses, assistant principals, music teachers,  special educ=
ation teacher aides, cafeteria and bus aides and some art and  physical edu=
cation teachers) laid off this past summer in the School District  of Phila=
delphia, Pennsylvania, USA public schools. I recently received a call  back=
 to teaching notice and will be one of 1,000 educators called back to  serv=
ice in September, 2013 from the layoff group of educators. I teach general =
 vocal music at a middle school Grades 5 through 8. The students at my scho=
ol  are selected by a lottery system. The majority of the students score ei=
ghty  percent or higher on their standardized achievement test scores in  m=
athematics, reading and science.  =0A>=C2=A0 =0A>Almost every  other day th=
ere are public protests in the City of Philadelphia by concerned  parents, =
students, teachers and educators.=C2=A0 Many local parents are threatening =
to  place their children in home study programs in September, 2013. Many pa=
rents  say they are planning to leave the school district with their childr=
en because  they feel school safety is an issue with so little adult staff =
to supervisor  students because of the massive layoff.  =0A>=C2=A0 =0A>The =
teachers  themselves are even concerned about school safety and some are no=
w on hunger  strikes. Local and state politicians are battling back and for=
th over who will  pay badly needed funds of 304 million dollars to support =
the school district..  Some politicians are demanding the teachers take a t=
hirteen percent pay  reduction to help find school funding.=C2=A0 The schoo=
l superintendent has suspended seniority rights for teachers  and is callin=
g laid-off teachers back for work in September, 2013 according to  his choi=
ce of teachers based on their skills and expertise. Performance  ratings ar=
e soon scheduled to change for teachers=E2=80=A6teacher performance will be=
  tied to student scores on state standardized achievement tests. If an  ad=
ministrator gives a teacher a good rating and the students test scores are =
 low, the principal may receive a poor rating. Teachers most likely will be=
  given more non-instructional duties, office duty, hall patrol, longer
 hours  etc. which means almost no time for teacher collaboration. =0A>=C2=
=A0 =0A>How do I improve  my practice in world of education that has develo=
ped into chaos? =0A>Suggestions are  welcomed. =0A>Cynthia Cozette  Lee, Ed=
.D. =0A>Middle School Teacher =E2=80=93  Philadelphia , Pennsylvania USA =
=0A> =0A>=0A>=0A>________________________________=0A>From: Joy Mounter <joy=
[log in to unmask]>=0A>To: [log in to unmask] =0A>Sent: Su=
nday, August 18,  2013 1:02 PM=0A>Subject: Re:  Researching Our Own Practic=
e=0A> =0A>=0A>=0A>Hello Everyone,  =0A>My name is Joy and I have been readi=
ng with interest the comments flowing  between the group, but haven't contr=
ibuted before. I am a Head teacher of a  primary school in Somerset, Englan=
d (children aged 4-11 years old). The last  academic year was very stressfu=
l and I found myself feeling disillusioned and  very tired. Reading your co=
nversation has re ignited the spark of learning I  thought extinguished, th=
ank you! =0A>=0A>I am interested in children as learners, from an early age=
, excited and  challenged to forge their own path and find their own passio=
ns. If we can  educate a generation to think of themselves as learners/ res=
earchers of life,  a deep understanding of themselves as a person, as a lea=
rner and as a fluid  connector to others knowledge, ideas and explorations =
cannot we create an  ideology of continual research beyond boundaries and t=
ime and space.  =0A>=0A>The Internet as a tool for forging links and connec=
tions is amazing.  Children have the confidence and innate belief in the co=
ncept of 'one world'  through ICT. Current and new friendships cross bounda=
ries, information is  shared trustingly and they are excited by the prospec=
ts and do not see any  limits.  =0A>=0A>This is the tool I want to utilise =
as part of our curriculum, a space  where the research and passions of my c=
hildren can connect with other learners  regardless of age, or location. A =
platform to share, make connections and push  boundaries of belief, knowled=
ge and expectations. A way to spread influence  and truly realise the part =
we all play in a world community.  =0A>=0A>This may then change the challen=
ge of transformation we currently face.  Part of the issue at the moment is=
 connecting to people, changing beliefs in  education as it has traditional=
ly been taught. Could we encourage a natural  belief in exploration, the id=
ea of transformation will be part of the internal  belief of daily life?=C2=
=A0  =0A>=0A>Rambling ideas, but I do enjoy sharing your thoughts.  =0A>=0A=
>Joy  =0A>=0A>Joy   =0A>-----Original  Message-----=0A>From: Joan Walton <w=
[log in to unmask]>=0A>To: =0A  PRACTITIONER-RESEARCHER <PRACTITIONER-RESEAR=
[log in to unmask]>=0A>Sent: =0A  Sun, 18 Aug 2013 9:57=0A>Subject: Re: Re=
searching Our Own Practice=0A>=0A>=0A>Dear Aga =0A>Your passionate commitme=
nt to sustainable development shines  through what you write.; as does your=
 frustration that it is such a =E2=80=98big task=E2=80=99  , and there is a=
pparently little sign of progress.=C2=A0=C2=A0=C2=A0  =0A>You say:=C2=A0 =
=E2=80=9CThe challenge here is =E2=80=98What I want to transform?=E2=80=99 =
 this is a question that needs extensive and substantial knowledge of  sust=
ainable development before we start exploring it=E2=80=9D. =0A>I would like=
 to suggest that the answer to =E2=80=98what do I want to  transform?=E2=80=
=9D=C2=A0 would produce many different answers from many different  people;=
 and that each of these responses may be equally valid.=C2=A0 My  interest,=
 similar to Sara=E2=80=99s I think, is the process of transformation  itsel=
f.=C2=A0 And I think here the key word is =E2=80=98process=E2=80=99.=C2=A0=
=C2=A0=C2=A0  For me, there is a spiritual dimension to this=C2=A0 =E2=80=
=93 by =E2=80=98spiritual=E2=80=99, I am  not talking about anything specif=
ically religious, but I do think that  everyone can access a source of wisd=
om deep within themselves, if they give  themselves the time,=C2=A0 space a=
nd stillness to connect with that.=C2=A0  Within that context, I then think=
 it is important for people to be =E2=80=98true to  themselves=E2=80=99;=C2=
=A0=C2=A0 with the important proviso of course, that in being  true to them=
selves, they are not acting in a way that prevents any other  person also b=
eing true to themselves; indeed I would hope that they would be  encouragin=
g others to
 do the same.=C2=A0 This, I would suggest, is the kind of  =E2=80=98ethos=
=E2=80=99 we need for transformative practice.  =0A>The problem is that we =
often get put off continuing to talk to each  other, because of the languag=
e, and the different meanings we put to the same  words.=C2=A0 For example,=
 I  introduced the word =E2=80=98spiritual=E2=80=99 in what I wrote.=C2=A0 =
Many people do not like  that term, and may be put off listening to what I =
say because of that.=C2=A0  Other people are wary about using this term, or=
 others that are meaningful to  them, because they fear that others will =
=E2=80=98judge=E2=80=99 them in some way for doing  so.=C2=A0 The important=
 thing about =E2=80=98deep listening=E2=80=99 and engaging in  cooperative =
inquiry is that we learn about where the other person is coming  from beyon=
d the words, and if we each genuinely have the wellbeing of all  people on =
the planet as our priority, we need to find a way to dialogue  together, wh=
atever our stated beliefs and perspectives.=C2=A0  =0A>Andy Henon wrote:=C2=
=A0  =0A>=E2=80=9CI  believe that provided an individual is empowered to ma=
ke informed choices and  is aware of alternatives beyond whatever education=
al models, systems and  authoritative views they are exposed to, thriving s=
ocieties can prevail=E2=80=A6=E2=80=A6. It  is not the end objective that m=
atters, it is the process, the journey, the  ever changing world of knowled=
ge creation?=C2=A0=C2=A0 Living and sharing of  life?=E2=80=9D =0A>This  fo=
r me is another way of describing the nature of the process I am trying to =
 describe.=C2=A0=C2=A0  =0A>The  important thing here for you, Aga, is that=
 you do what you can to develop your  own knowledge of sustainable developm=
ent.=C2=A0 Perhaps the next stage then is  thinking about how you can bring=
 together a few people with a similar interest  in a group to engage in a c=
o-operative inquiry, with an agreed question that  you are all interested i=
n following?=C2=A0 You could do this by inviting  people who live close to =
you who can meet in person; or you could set up an  internet-based inquiry.=
=C2=A0 The increasingly sophisticated advances in  technology make all kind=
s of global connections and explorations possible =E2=80=93  and they are i=
ncreasing in number and kind.=C2=A0 Even Facebook pages are  being used as =
a means of people sharing together the kinds of things they see  as importa=
nt for making a positive difference in the world.=C2=A0=C2=A0  =0A>Jack  Wh=
itehead=E2=80=99s idea of =E2=80=98living theory=E2=80=99 is indeed a good =
method for those  interested in engaging in a transformative process, and r=
esearching their  practice in ways that have transformative outcomes; the m=
any living theory  theses on his website are testimony to that. However the=
re are also other ways  of thinking about and researching the process of co=
nnecting individual  transformation and global transformation.=C2=A0 In 200=
1, I organised a  conference New Paradigms in Education: Values, Relationsh=
ips,  Transformation, and even at that time, people were sharing transforma=
tive  experiences, and the processes that had led to them.=C2=A0 The core c=
hallenge  now, I think, is how to connect the growing number of individuals=
 and groups  who can relate to this idea of =E2=80=98transformation startin=
g with self=E2=80=99, and  research ways in which we can get beyond the spe=
cific language and ideas we  each promote in our own worlds, to agree share=
d objectives, and work
 more  effectively together to achieve global change.  =0A>It  is a long, a=
rduous journey and requires much patience, and an acceptance of  whatever t=
ranspires as a result.=C2=A0=C2=A0 The Buddhist philosophy includes  the id=
ea of =E2=80=98non-attachment to outcomes=E2=80=99, and I try to keep that =
in mind, hard  though it is.  =0A>Best  wishes, =0A>Joan =0A> =0A>=0A>=0A>=
=0A>On 18 August 2013 05:16, aga yamin <[log in to unmask]> wrote:=0A>=0A=
>Dear Joana, Sara and All =0A>>Joana:Thanks for  producing excellent acount=
. You commeneted: The big question is, what kind of research do we need =E2=
=80=A6.. I  would suggest that what is required is a transformation of thin=
king and  action =0A>>=C2=A0 =0A>>Transformation is big word and requires e=
xtensive understanding  of current situation before we transform into a des=
ired scenario.  =0A>>=C2=A0 =0A>>I think Jack Whitehead=E2=80=99 living the=
ory philosophy &  research method are good enough to transform current prac=
tices into desired  practices. =C2=A0It focuses on =E2=80=9Cvalues=E2=80=9D=
 and the question such  as =E2=80=9CHow do I improve my  practice?=E2=80=9D=
=C2=A0 Or more elaborately, =E2=80=9CHow  do I improve what I am doing for =
personal and social benefit? Both  questions itself are directly leading to=
wards Transformation. Our values  drive the research and the research proce=
ss.  =0A>>=C2=A0 =0A>>One can use any authenticated qualitative or quantita=
tive  methods or philosophies. The challenge here is =E2=80=9CWhat I want t=
o transform?=E2=80=9D  this is a question that needs extensive and substant=
ial knowledge of  sustainable development before we start exploring it.  =
=0A>>=C2=A0 =0A>>We all depend on one biosphere for sustaining our lives.  =
Yet each community, each country, strives for survival and prosperity with =
 little regard for its impact on others. Some consume the Earth's resources=
  at a rate that would leave little for future generations. Others, many mo=
re  in number, consume far too little and live with the prospect of hunger,=
  squalor, disease, early death, social & economic inequalities.  =0A>>=C2=
=A0 =0A>>Sara: For institute of Transformations: what are you  planning to =
tansform?  =0A>>=C2=A0 =0A>>Regards =0A>>Aga =0A>> =0A>>=0A>>From: "Salyers=
,  Sara M" <[log in to unmask]>=0A>>To: [log in to unmask]
C.UK =0A>>Sent: Saturday, 17 August 2013, 23:55 =0A>>=0A>>Subject: Re: Rese=
arching Our Own  Practice=0A>> =0A>>=0A>>I think this is beautifully expres=
sed, Joan. I find myself moved =0A    and inspired simply by the question o=
f how 'transformation one person at a =0A    time can become transformation=
 one group at a time'. Oddly enough, I've been =0A    working on developing=
 and launching an 'Institute for Transformational =0A    Studies' with a lo=
t of input and insight from David Adams, who I believe is =0A    also on th=
is list, and the support of a couple of stateside colleagues. The =0A    me=
chanics of transformation amaze and humble me and, from my own experience, =
=0A    there is no doubt that this world shifting process is founded in wha=
t you =0A    describe as those "fluid interconnections" between human being=
s.=0A>>Much =0A    love=0A>>Sara=0A>>=0A>>Sent from my iPad=0A>>=0A>>On 17 =
Aug 2013, at 17:49, "Joan =0A    Walton" <[log in to unmask]<mailto:waltonj=
@HOPE.AC.UK>> wrote:=0A>>=0A>>=0A>>Dear Lawrence, =0A    Aga and All=0A>>=
=0A>>It is interesting to me that the subject of this email =0A    chain is=
 =E2=80=98researching our own practice=E2=80=99; and there is a return to t=
he =0A    subject of research when Aga says:=C2=A0 =E2=80=9CWe need to rese=
arch how can we =0A    integrate human ethics, economic, environmental and =
social factors into our =0A    curriculums and how can we teach from parent=
s and professionals (who missed =0A    out sustainable education) to presen=
t and new generations to eliminate =0A    inequalities and create sustainab=
le growths to prolong earth =0A    resources.=E2=80=9D=0A>>=0A>>The big que=
stion is, what kind of research do we need if =0A    we are to address thes=
e and other questions that so urgently need addressing =0A    if we are to =
deal with the many crises that currently threaten human =0A    wellbeing, a=
nd possibly human existence?=0A>>=0A>>I would suggest that what is =0A    r=
equired is a transformation of thinking and action if the kind of elitism =
=0A    described by Lawrence, and the worldview that supports it, is to be =
=0A    eradicated, and replaced by a more equitable society.=C2=A0 However =
=0A    history=C2=A0 shows us that there is no =E2=80=98objectively designe=
d=E2=80=99 structure or =0A    system than in itself will create such chang=
e. A recent colloquium at =0A    Liverpool Hope University entitled =E2=80=
=98Researching Our Own Practice=E2=80=99=C2=A0 was =0A    organised on the =
principle that the world will only be transformed one =0A    person at a ti=
me; that each of us can only change ourselves, not others; and =0A    that =
each person, through taking responsibility for researching their=C2=A0 =0A =
   life and practice,=C2=A0 can through their own transformative experience=
s =0A    and learning, make a contribution to the global transformation tha=
t is =0A    required.=0A>>=0A>>I too like Ken Wilber=E2=80=99s Integral The=
ory, but I think we are =0A    each are influenced in very different ways b=
y different theories, world =0A    views and life experiences, and we each =
need to find our own way, and our =0A    own influences,=C2=A0 in working o=
ut what we want to be and what we want to =0A    do.=C2=A0 What is importan=
t, I suggest, is how each of us create our own =0A    unique ways of connec=
ting our inner lives =E2=80=93 (worldview, values, spiritual =0A    influen=
ces, feelings, etc ) =E2=80=93 to action that makes some kind of contributi=
on =0A    to addressing the kind of=C2=A0 global crises identified by Aga, =
albeit at a =0A    local level.=0A>>=0A>>We then need to explore how=C2=A0 =
we can work together, =0A    i. e. research through=C2=A0 a =E2=80=98co-ope=
rative inquiry=E2=80=99, to discover how the =0A    learning and knowledge =
that each of us develop in our own unique and =0A    creative ways, can be =
shared with others in a systematic way that is of =0A    mutual benefit.=C2=
=A0 My experience of co-operative inquiry is that it not =0A    only allows=
 me to share my experience, but in listening deeply to each =0A    other, t=
here is a transformational shift in our understanding of ourselves =0A    a=
s well as of others.=C2=A0 The =E2=80=98shift in consciousness=E2=80=99 cre=
ated through =0A    this process really can be significant.=C2=A0 How then =
to =E2=80=98upscale=E2=80=99 further, =0A    so that that group learning ca=
n have wider influence?=0A>>=0A>>I do not know =0A    the answer to this.=
=C2=A0 I think in =E2=80=98researching our own practice=E2=80=99, we =0A   =
 need=C2=A0 to connect the transformative experiences an individual has (we=
 =0A    know quite a lot about different ways in which that can happen), wi=
th =0A    transformation at a global level.=C2=A0 Transformation one person=
 at a time =0A    needs to become transformation one group at a time, perha=
ps with the =0A    intention that these groups become=C2=A0 bigger in size.=
=C2=A0 We then need =0A    to discover ways in which such groups can connec=
t with others having similar =0A    values and global intentions (albeit ha=
ving got to where they are using =0A    different starting points and metho=
ds).=C2=A0 I know many people, from many =0A    diverse backgrounds and int=
erests,=C2=A0 who believe that if we can discover =0A    how to achieve thi=
s, we will reach some kind of =E2=80=98tipping point=E2=80=99, which will =
=0A    result in=C2=A0 sufficient numbers of people whose commitment=C2=A0 =
to (for =0A    example) =E2=80=9Celiminate inequalities and create sustaina=
ble growths to prolong =0A    earth resources=E2=80=9D=C2=A0 is so strong t=
hat national / global structures will =0A    be changed to enable that to h=
appen.=0A>>=0A>>In other words, when =0A    =E2=80=98researching our own pr=
actice=E2=80=99, I think we need to be researching the =0A    processes tha=
t will facilitate the dynamic process of creating fluid =0A    interconnect=
ions between individual =E2=80=98journeys=E2=80=99=C2=A0 and a global =E2=
=80=98shift =0A    =E2=80=99.=0A>>=0A>>Best wishes,=0A>>=0A>>Joan=0A>>=0A>>=
=0A>>On 17 August 2013 12:03, =0A    Lawrence Martin Olivier <[log in to unmask]
ac.za<mailto:[log in to unmask]>> wrote:=0A>>Hi Aga=0A>>=0A>>I =0A    total=
ly agree with these ideas. I find Ken Wilber's Integral Theory/ =0A    Para=
digm (his integral map / 4 perspectives / 2 paths objective and =0A    subj=
ective / individual and collective etc.) a useful pedagogical tool to =0A  =
  address the kind of holistic curriculum you are suggesting. It is possibl=
e =0A    and not that difficult, to include an Integral holistic approach i=
n the =0A    teaching of any Discipline / Subject / Field. I make wide use =
of "Integral =0A    holistic thinking" in my training of Tutors from all Di=
sciplines.The New =0A    Economics Foundation (UK) for example, view the sc=
ience of Economics from a =0A    perspective that "people and planet matter=
s" - not just economic growth in =0A    the GDP!!=0A>>=0A>>Lawrence=0A>>___=
_____________________________=0A>>From: =0A    Practitioner-Researcher [PRA=
[log in to unmask]<mailto:PRACTITIONER-RESEARCHER@JISCMAIL=
.AC.UK>] on behalf of  aga yamin [[log in to unmask]<mailto:agayamin@YAHO=
O.CO.UK>]=0A>>Sent: 17 August 2013 12:10 =0A    PM=0A>>=0A>>To: PRACTITIONE=
[log in to unmask]<mailto:[log in to unmask]>=
=0A>>Subject: Re: =0A    Researching Our Own Practice=0A>>=0A>>Dear Lawrenc=
e=0A>>=0A>>Discussions and =0A    practices on ethnicity, religion, colour =
etc.=C2=A0 indicate, we are far =0A    behind from a civilised sustainable =
society. The society where human =0A    equality is intrinsic and genetic a=
nd people are focusing: how to revive =0A    planet resources, enhance econ=
omic, social and environmental growths to =0A    enjoy the benefits of exce=
ptionally literate, civil and a harmonised =0A    society. We need to resea=
rch how can we integrate human ethics, economic, =0A    environmental and s=
ocial factors into our curriculums and how can we teach =0A    from parents=
 and professionals ( who missed out sustainable education)=C2=A0 =0A    to =
present and new generations to eliminate inequalities and create =0A    sus=
tainable growths=0A>>to prolong earth resources. We need to redefine =0A   =
 learning & development to create sustainable =0A    education.=0A>>=0A>>Ag=
a=0A>>From: Lawrence Martin Olivier <[log in to unmask]<mailto:lawrence@DUT=
.AC.ZA>>=0A>>To: [log in to unmask]<mailto:PRACTITIONER=
[log in to unmask]>=0A>>Sent: =0A    Saturday, 17 August 2013, 6:57=
=0A>>Subject: Re: Researching Our Own =0A    Practice=0A>>=0A>>Hi Aga=0A>>=
=0A>>After making my=C2=A0 earlier comments I read =0A    a report in my lo=
cal newspaper about a Headmaster of one of our elite =0A    schools arguing=
 that his elite school should "be proud of their elite =0A    status". I fi=
nd this a concern and a problem in my South African =0A    post-apartheid s=
ociety (apartheid was abolished in 1994) where currently =0A    "the top 20=
%, 10 million people receive 75% of total income, 3,7 million are =0A    wh=
ite and 6,3 million are black"! The Headmaster goes on to say "we need top =
=0A    class schools ....=C2=A0 they are beacons of light=C2=A0 ...=C2=A0 p=
rivate =0A    schools are producing top mathematicians and scientists and h=
ad past pupils =0A    who were contributing tangibly to the country's GDP"!=
 He makes no mention of =0A    the massive inequality going on in his own s=
ociety and in the global society =0A    or that continually expanding the G=
DP in the ways we are doing is not =0A    sustainable on one planet!=C2=A0 =
- these kinds of elite schools are surely =0A    not "beacons of light"!!=
=0A>>=0A>>Lawrence=0A>>From: Practitioner-Researcher =0A    [PRACTITIONER-R=
[log in to unmask]<mailto:[log in to unmask]>] on=
 behalf of  aga yamin [[log in to unmask]<mailto:[log in to unmask]>]=
=0A>>Sent: 14 August 2013 08:54 =0A    PM=0A>>To: PRACTITIONER-RESEARCHER@J=
ISCMAIL.AC.UK<mailto:[log in to unmask]>=0A>>Subject: R=
e: =0A    Researching Our Own Practice=0A>>=0A>>Dear Angela / Shelagh / Law=
rence and =0A    All=0A>>Angela: Thanks for your response. True. It is a co=
mplex question. I =0A    do agree with you that ownership & responsibility =
play a crucial role in =0A    the success of learning & development. In e-l=
earning or self-directed =0A    leanings, people do take the responsibiliti=
es of their own =0A    learning.=0A>>However,=C2=A0 =E2=80=9CEmpathising=E2=
=80=9D with learner,=C2=A0 directly =0A    contributes in designing and exe=
cuting a learning process. Perhaps if you =0A    recall your own experience=
 of formal learning from the age of 3 to date, At =0A    what stage, you st=
arted to take the ownership and responsibility of your own =0A    learning.=
=C2=A0 At what stage, you developed passion for every single =0A    subject=
, sense of responsibility, sufficient level of maturity and motives =0A    =
to achieve something that derived you to take the ownership and =0A    resp=
onsibility of your own learning?=0A>>Since all learners are individuals, =
=0A    hence a wide range of learning strategies are employed, tested and =
=0A    experimented such as =E2=80=9CLearner-focused or learner-centred=E2=
=80=9D learning or =0A    =E2=80=9CDifferential learning=E2=80=9D or routin=
ely considering individual=E2=80=99s learning style =0A    in teaching & le=
arning activities, with or without the expectations that =0A    learners wi=
ll take the responsibilities of their own learning.=0A>>Success is =0A    t=
he accomplishment of one's goals. Development is a stage of a change =0A   =
 process. In other words, success is the outcome and development is the =0A=
    process of achieving outcome.. Perhaos both are not =0A    interchangea=
ble.=0A>>Shelagh. Thanks for your email: You raised many =0A    important a=
nd interesting questions. You commented: As educators, do we have =0A    a =
compulsion to 'fill empty vessels' with what we 'need' our students to =0A =
   learn?=0A>>Answer is =E2=80=9CYes=E2=80=9D. A three-year old does not wi=
sh to learn numbers =0A    =E2=80=9C1,2,3,4,5,6=E2=80=9D etc. Should we lea=
ve vessel empty?=0A>>You commented: How much =0A    of the learning is intr=
insic and how much extrinsic?=0A>>As a general rule, A =0A    successful le=
arning contains both elements equally. For example: if I have =0A    an int=
rinsic desire to learn a chemical equation, I will passionately =0A    expl=
ore: how to do it (Intrinsic). If information is available online=C2=A0 =0A=
    or my teachers 100% persuade me (Extrinsic) to learn chemical equation,=
 I =0A    will learn effectively.=0A>>You commented: Do we use a wide range=
 of student =0A    centred learning methods to engage and motivate each stu=
dent?=0A>>I am sure =0A    many tutors are doing it. A survey perhaps is re=
quired to assess the success =0A    rate. If a success rate is exceptionall=
y higher, it means it is an =0A    outstanding method.=0A>>You commented: H=
ow much do we value the 'process' of =0A    learning, giving time and atten=
tion to the 'journey'?=0A>>Value is =0A    independent to time and attentio=
n.=C2=A0 Values do not allow us to =0A    compromise.=0A>>You commented: Ho=
w much do systems, targets and assessments =0A    encourage us as educators=
 to focus our attention entirely on the outcome or =0A    product to judge =
'development'?=0A>>Systems, targets and assessments are to =0A    regulate =
consistency and fairness. They do not interfere =E2=80=9C the way we employ=
 =0A    learning & developmental activities=E2=80=9D.=C2=A0 That's why=C2=
=A0 league =0A    tables tell us, who applied the right approaches in manag=
ing the learning =0A    process within the given systems, targets and asses=
sments.=0A>>You commented: =0A    I am terrified that going to school may '=
knock this out' of them.=C2=A0 =0A    Isn't that a terrible fear?=0A>>Initi=
al assessment plays its role here.=C2=A0 =0A    A school teacher must hold =
the abilities to conduct initial assessment to =0A    differentiate learner=
s and develop an appropriate learning & =0A    developmental strategies. I =
think, rather than fear, this is an opportunity =0A    for you children to =
be assessed externally and classified as the children =0A    with innate ab=
ilities to learn and develop. This is also an opportunity for =0A    educat=
ors to prepare children with exceptional innate abilities to produce =0A   =
 leading results=0A>>=0A>>Lawrence: I do agree with you that two key factor=
s =0A    count i.e. social status of a teacher and education level to gain =
success in =0A    learning & development.=0A>>No doubt, Finland is at the t=
op of the =0A    schools=E2=80=99 league tables especially in Maths and sci=
ence across the world. We =0A    need to see its impact on Finland=E2=80=99=
s scientific development, economic growth, =0A    environmental growth, soc=
ial growth, employment rate and so on. Is Finland =0A    leading the world =
in all these parameters?=C2=A0 If answer is yes than it =0A    means learni=
ng & development is taking place in Finland =0A    effectively.=0A>>Regards=
=0A>>Aga=0A>>=0A>>=0A>>=0A>>From: Shelagh Hetreed <[log in to unmask]<mail=
to:[log in to unmask]>>=0A>>To: [log in to unmask]<mai=
lto:[log in to unmask]>=0A>>Sent: =0A    Wednesday, 14 =
August 2013, 8:25=0A>>Subject: Re: Researching Our Own =0A    Practice=0A>>=
=0A>>Pleased to meet you =0A    Angela=0A>>=0A>>Shelagh=0A>>=0A>>=0A>>=0A>>=
Date: Wed, 14 Aug 2013 07:26:45 =0A    +0000=0A>>From: Jamesa1@UKZN.AC..ZA<=
mailto:[log in to unmask]>=0A>>Subject: Re: Researching Our Own =0A    Prac=
tice=0A>>To: [log in to unmask]<mailto:PRACTITIONER-RES=
[log in to unmask]>=0A>>=0A>>Angela =0A    James, University of KwaZulu=
-Natal , Durban, South Africa.=0A>>=0A>>From: =0A    Practitioner-Researche=
r [mailto:[log in to unmask]<mailto:PRACTITIONER-RESEAR=
[log in to unmask]>] On Behalf Of  Shelagh Hetreed=0A>>Sent: Wednesday, Au=
gust 14, 2013 9:22 AM=0A>>To: [log in to unmask]<mailto=
:[log in to unmask]>=0A>>Subject: Re: =0A    Researchin=
g Our Own Practice=0A>>=0A>>Dear Aga and Angela,=0A>>=0A>>As many of =0A   =
 us do not know each other, could we just maybe add to our communication =
=0A    where in the world that we are?=C2=A0 Thank you.=0A>>=0A>>I am Shela=
gh and I =0A    am in Bath UK.=0A>>=0A>>1. My grandson is 3 years old. He l=
earns huge amounts =0A    every day.=C2=A0 He does this freely, without coe=
rcion, praise or =0A    reward.=C2=A0 I would describe this as intrinsic mo=
tivation.=C2=A0 When his =0A    mother wants to teach him something, he oft=
en resists, focusing on the =0A    aspect that he wants to learn instead.=
=0A>>=0A>>As educators, do we have a =0A    compulsion to 'fill empty vesse=
ls' with what we 'need' our students to =0A    learn?=0A>>Do we use a wide =
range of student centered learning methods to =0A    engage and motivate ea=
ch student?=0A>>How much do we value the 'process' of =0A    learning, givi=
ng time and attention to the 'journey'?=0A>>How much do =0A    systems, tar=
gets and assessments encourage us as educators to focus our =0A    attentio=
n entirely on the outcome or product to judge =0A    'development'?=0A>>=0A=
>>2. Angela, changing the term 'development' to =0A    'success':=0A>>I wou=
ld add that perhaps we need to know what our criteria for =0A    success is=
 before we start, otherwise, we may consider that we/ the student =0A    ha=
s failed when actually, their success has just not reached our =0A    crite=
ria.=0A>>=0A>>3. An example: When learning to ride a bike, there are so =0A=
    many criteria to be met- balancing on a saddle, steering direction with=
 the =0A    handle bars, co-ordinating our legs and feet to turn the pedals=
 (in one =0A    direction only), co-ordinating our arms and hands to use th=
e breaks... etc.. =0A    etc. you get the picture.=0A>>Each step along the =
way is progress/ =0A    development/ success.=0A>>=0A>>So what is our ambit=
ion for the new =0A    cyclist?=C2=A0 Staying upright while moving forward,=
 cycling safely along a =0A    lane, busy roads, city traffic, racing, off =
road mountain biking, the =0A    Olympics in Rio?=0A>>=0A>>Where was the le=
arning and the development in this =0A    example?=C2=A0 How much of the le=
arning is intrinsic and how much =0A    extrinsic?=C2=A0 Of course formal l=
earning isn't like that- but perhaps =0A    focusing on the incremental sta=
ges that are necessary for any learning to =0A    take place and analysing =
where there may be a barrier to further =0A    development, will help us se=
ek alternative and imaginative ways to motivate =0A    every learner.=0A>>=
=0A>>I am learning so much from close contact with the =0A    daily learnin=
g of my 2 small grandchildren. They astonish me with their =0A    capacity =
to learn new skills, they have huge ambitions and wonderful =0A    imaginat=
ions. I am terrified that going to school may 'knock this out' of =0A    th=
em.=C2=A0 Isn't that a terrible fear?=0A>>=0A>>Formerly I was an educator i=
n =0A    mainstream and special schools and the mother of a two dyslexic/ d=
yspraxic =0A    daughters who the education system, in my opinion 'failed'.=
=0A>>=0A>>Hope my =0A    comments help, if only to be =0A    challenged.=0A=
>>=0A>>=0A>>=0A>>=0A>>=0A>>=0A>>=0A>>Date: Wed, 14 Aug 2013 04:26:37 =0A   =
 +0000=0A>>From: [log in to unmask]<mailto:[log in to unmask]>=0A>>Subject:=
 Re: Researching Our Own =0A    Practice=0A>>To: mailto:PRACTITIONER-RESEAR=
[log in to unmask]>>Dear Aga,=0A>>A =0A    complex question to a comple=
x issue. For me the crucial aspect is =E2=80=93 do the =0A    recipients ta=
ke ownership and responsibility for their own learning?=0A>>So =0A    what =
do we need to consider in the light of this =E2=80=93 were they engaged and=
 =0A    were their views about the =E2=80=9Cdevelopment=E2=80=9D process el=
icited, interrogated, =0A    etc?=C2=A0 Work from this stance onwards =E2=
=80=A6=C2=A0 more questions could be =0A    asked.=0A>>Lately, I am averse =
to using the term development as it has such =0A    staccato links. I am us=
ing the term success.=0A>>All the =0A    best=0A>>Angela=0A>>From: Practiti=
oner-Researcher [mailto:[log in to unmask]] On Behalf O=
f aga  yamin=0A>>Sent: Wednesday, August 14, 2013 5:57 AM=0A>>To: mailto:PR=
[log in to unmask]>>Subject: Re: =0A    Researching Ou=
r Own Practice=0A>>=0A>>Dear All=0A>>=0A>>Why learning & =0A    development=
 fail?=C2=A0 Please do comment. Your thoughts will provide =0A    substanti=
al learning =0A    opportunities.=0A>>=0A>>Regards=0A>>Aga=0A>>=0A>>=0A>>=
=0A>>=0A>>=0A>>"This e-mail is =0A    subject to our Disclaimer, to view cl=
ick http://www.dut.ac.za/disclaimer"=0A>>=0A>>=0A>>=0A>>___________________=
_____________=0A>>=0A>>"This =0A    e-mail is subject to our Disclaimer, to=
 view click http://www.dut.ac.za/disclaimer"=0A>>=0A>>=0A>>=0A>>--=0A>>Dr =
=0A    Joan Walton=0A>>Faculty of Education=0A>>Liverpool Hope University=
=0A>>Hope =0A    Park=0A>>Liverpool=0A>>L16 9JD=0A>>=0A>>Email: waltonj@hop=
e.ac.uk<mailto:[log in to unmask]>=0A>>=0A>>=0A>>=0A>>[http://www.hope.ac.u=
k/media/liverpoolhope/contentassets/images/slideshow/media,6740,en.jpg]=0A>=
>=0A>>www.hope..ac.uk<http://www.hope.ac.uk/>=0A>>=0A>>Liverpool Hope Unive=
rsity =0A    has=0A>>=0A>>*=C2=A0 92% of students in employment or further =
study after six =0A    months of graduation, on average over the last five =
years=0A>>*=C2=A0 Awarded =0A    61% of graduates a First or 2:1 Honours de=
gree in 2012=0A>>*=C2=A0 Entry =0A    points at an average of 311 in 2012=
=0A>>*=C2=A0 Invested =C2=A342 million in =0A    buildings and equipment ov=
er the past five years=0A>>*=C2=A0 The best =0A    retention rate of the ni=
ne new universities in the North =0A    West.=0A>>=0A>>******=0A>>=0A>>Live=
rpool Hope University accepts no =0A    responsibility for this email, its =
contents and any loss or damage=C2=A0 =0A    arising in any way from the re=
ceipt or=0A>>use of this email and its =0A    attachments=0A>>=0A>>=0A>>=0A=
>>=0A>>=0A>>=0A>=0A>=0A>-- =0A>=0A>Dr Joan Walton=0A>Faculty of Education=
=0A>Liverpool Hope =0A  University=0A>Hope Park=0A>Liverpool =0A>L16 9JD =
=0A>=0A>Email: [log in to unmask]> =0A>=0A>=0A> =0A>=0A>=0A>www.hope.ac.=
uk=0A>=0A>Liverpool Hope University has=0A> =0A>=09* 92% of students in emp=
loyment or  further study after six months of graduation, on average over t=
he last five  years =0A>=09* Awarded 61% of graduates a First or  2:1 Honou=
rs degree in 2012 =0A>=09* Entry points at an average of 311 in  2012 =0A>=
=09* Invested =C2=A342 million in buildings and  equipment over the past fi=
ve years =0A>=09* The best retention rate of the nine  new universities in =
the North West.  =0A>****** =0A>=0A>Liverpool Hope University accepts no re=
sponsibility for this email, =0A  its contents and any loss or damage=C2=A0=
 arising in any way from the receipt =0A  or=0A>use of this email and its a=
ttachments =0A>=0A>=0A>=0A>=0A>
---748019302-1784958067-1377619906=:78047
Content-Type: text/html; charset=utf-8
Content-Transfer-Encoding: quoted-printable

<html><body><div style=3D"color:#000; background-color:#fff; font-family:ti=
mes new roman, new york, times, serif;font-size:12pt"><div><span>8-27-13</s=
pan></div><div><span>Dear Helen and Pip:</span></div><div><span>Helen pleas=
e e-mail us your new website.&nbsp;Your new venture&nbsp;sounds exciting.</=
span></div><div><span>Pip thank you for mentioning the essay by Henry Girou=
x "The War Against Teachers as</span></div><div><span>Public Intellectuals =
during Dark Times."</span></div><div><span>I found&nbsp;the&nbsp; article t=
o be very truthful concernng the teacher's vulnerable position in modern</s=
pan></div><div><span>times and passed the article along to my other teacher=
 colleagues in Philadelphia.</span></div><div><span>Just an aside, Henry Gi=
roux graduated with his Ph.D. from Carnegie Mellon University</span></div><=
div><span>in Pittsburgh, Pennsylvania, USA&nbsp;in 1977.</span></div><div><=
span>I graduated from Carnegie-Mellon University&nbsp;in 1975 with a
 BFA in Music.</span></div><div><span>I would have to check his dates of at=
tendance to find out if we possibly crossed paths.</span></div><div><span>I=
 did live in the graduate student dorms for 1 year because the undergraduat=
e dorms were full.</span></div><div><span>I believe his dissertation is tit=
led "The Mouse That Roared" where he analyzed the&nbsp;affect of the</span>=
</div><div><span>Disney corportation on parent and children's worldview.&nb=
sp; </span></div><div><span>Cynthia</span></div><div><span></span>&nbsp;</d=
iv><div><span></span>&nbsp;</div><div><br></div>  <div style=3D"font-family=
: times new roman, new york, times, serif; font-size: 12pt;"> <div style=3D=
"font-family: times new roman, new york, times, serif; font-size: 12pt;"> <=
div dir=3D"ltr"> <div style=3D"margin: 5px 0px; padding: 0px; border: 1px s=
olid rgb(204, 204, 204); height: 0px; line-height: 0; font-size: 0px;" clas=
s=3D"hr" contentEditable=3D"false" readonly=3D"true"></div>  <font size=3D"=
2"
 face=3D"Arial"> <b><span style=3D"font-weight: bold;">From:</span></b> Hel=
en O'Connor &lt;[log in to unmask]&gt;<br> <b><span style=3D"font-weight=
: bold;">To:</span></b> [log in to unmask] <br> <b><spa=
n style=3D"font-weight: bold;">Sent:</span></b> Tuesday, August 20, 2013 12=
:04 PM<br> <b><span style=3D"font-weight: bold;">Subject:</span></b> Re: Re=
searching Our Own Practice<br> </font> </div> <div class=3D"y_msg_container=
"><br><div id=3D"yiv7203585383">=0A =0A<div dir=3D"ltr">=0A<div dir=3D"ltr"=
>=0A<div style=3D'color: rgb(0, 0, 0); font-family: "Calibri"; font-size: 1=
2pt;'>=0A<div>Dear Pip,</div>=0A<div>Thank you for sharing some of my story=
. We are launching a new website on =0A1st Sept, to coincide with the schoo=
l opening, I think the previous link I sent =0Awill still work, if not I wi=
ll send a new one.</div>=0A<div>The more =E2=80=98hits=E2=80=99 the better =
and thank you for your message!</div>=0A<div>Helen</div>=0A<div style=3D'co=
lor: rgb(0, 0, 0); font-family: "Calibri"; font-size: small; font-style: no=
rmal; font-weight: normal; text-decoration: none; display: inline;'>=0A<div=
 style=3D"font: 10pt/normal tahoma; font-size-adjust: none; font-stretch: n=
ormal;">=0A<div>&nbsp;</div>=0A<div style=3D"background: rgb(245, 245, 245)=
;">=0A<div><b>From:</b> <a title=3D"[log in to unmask]" href=3D"mailto:fer=
[log in to unmask]" rel=3D"nofollow" target=3D"_blank" ymailto=3D"mailto:ferg=
[log in to unmask]">Xtra</a> </div>=0A<div><b>Sent:</b> Tuesday, August 20, 20=
13 12:58 AM</div>=0A<div><b>To:</b> <a title=3D"PRACTITIONER-RESEARCHER@JIS=
CMAIL.AC.UK" href=3D"mailto:[log in to unmask]" rel=3D"=
nofollow" target=3D"_blank" ymailto=3D"mailto:PRACTITIONER-RESEARCHER@JISCM=
AIL.AC.UK">[log in to unmask]</a> =0A</div>=0A<div><b>S=
ubject:</b> Re: Researching Our Own Practice</div></div></div>=0A<div>&nbsp=
;</div></div>=0A<div style=3D'color: rgb(0, 0, 0); font-family: "Calibri"; =
font-size: small; font-style: normal; font-weight: normal; text-decoration:=
 none; display: inline;'>=0A<div>Hi Helen and others</div>=0A<div>&nbsp;</d=
iv>=0A<div>I found this a most uplifting reply to some of the dreadful situ=
ations =0Aencountered by folk on the list, most recently Cynthia. I couldn'=
t even begin to =0Aimagine how to counter what Cynthia's up against, althou=
gh I'd shared a rather =0Apassionate and controversial essay by Henry Girou=
x (google "The War Against =0ATeachers as Public Intellectuals in Dark Time=
s" if interested - it's on a =0AUS-based site called 'truth-out'.)</div>=0A=
<div>&nbsp;</div>=0A<div>What I really liked in Helen's post is the percept=
ive observation of ways =0Ato circumvent the restrictions of the local coun=
cil, by identifying =0Apossibilities for government funding at national lev=
el, and then putting so much =0Atime and energy into making a new reality. =
I wish you and your team all the best =0Ain this Helen! As this is a 'publi=
c' list I hope you don't mind, but I shared a =0Alittle of your story on th=
e HETL Linked-In group by way of encouraging folk to =0Alook for similar po=
ssibilities in their own situations. You might find a raft of =0Ahits on th=
e Swanage website!</div>=0A<div>&nbsp;</div>=0A<div>Having said that, a cau=
tion: I used to be Research Manager for a Maori =0Auniversity that did just=
 this. Te Wananga o Aotearoa was so effective in =0Aattracting students who=
'd not experienced prior educational success, and =0Aenrolling and graduati=
ng (in the main) them through programmes, that they blew =0Athe government'=
s budget for such work. Instead of congratulating them for their =0Atremend=
ous work, the then government took an axe to them. Under the guise of =0Acr=
iticism for financial mismanagement and/or nepotism and/or shonky quality =
=0Astandards - largely without foundation, as subsequent inquiries showed -=
 they =0Asucceeded in slowing the institution's progress and forcing them u=
nder Crown =0Amanagement for a number of years. I'm not even sure they're f=
ree of it yet. So =0Ayes, the possibilities for 'alternative' thinking exis=
t and can be very =0Asuccessful, but one must always be alert for attempts =
to constrain or mould the =0Acreative work of such organisations.</div>=0A<=
div>&nbsp;</div>=0A<div>Warm regards</div>=0A<div>&nbsp;</div>=0A<div>Pip</=
div>=0A<div><br>On 19/08/2013, at 8:54 PM, Helen O'Connor &lt;<a href=3D"ma=
ilto:[log in to unmask]" rel=3D"nofollow" target=3D"_blank" ymailto=3D"m=
ailto:[log in to unmask]">[log in to unmask]</a>&gt; =0Awrote:<br><br=
></div>=0A<blockquote type=3D"cite">=0A  <div>=0A  <div dir=3D"ltr">=0A  <d=
iv style=3D'color: rgb(0, 0, 0); font-family: "Calibri"; font-size: 12pt;'>=
=0A  <div>Hi,</div>=0A  <div>&nbsp;</div>=0A  <div>My name is Helen and I l=
ive in Swanage, Dorset, in the UK. Where I live =0A  is a beautiful place, =
a natural World Heritage site, the Isle of =0APurbeck.</div>=0A  <div>I fol=
low these threads from time to time but have not contributed before. =0A  H=
owever, I felt that you might find the situation I am in interesting, in =
=0A  light of some of the comments made by other contributors in this =0A  =
conversation.</div>=0A  <div>&nbsp;</div>=0A  <div>I am a teacher, mother o=
f three daughters and active member of the =0A  community. For the last fou=
r years I have been vice-chair of a community group =0A  called Education S=
wanage. The group was originally established to campaign =0A  against the c=
losure of the local Middle School, which was the only provision =0A  of sec=
ondary education within 10 miles of our town. Swanage is situated on a =0A =
 peninsula and is often overlooked in terms of community facilities, so whe=
n =0A  Dorset County Council reviewed education and decided to close the sc=
hool, a =0A  group of us felt that we had to protest, hence Education Swana=
ge was =0A  formed.</div>=0A  <div>&nbsp;</div>=0A  <div>Unfortunately our =
campaign failed and the school closed in July. However, =0A  there is a hap=
py ending as from 2010 Education Swanage transformed from a =0A  campaign g=
roup into a project group and we proposed to open our own school. =0A  Coin=
cidentally (and controversially) the newly elected coalition government =0A=
  introduced a =E2=80=98free school=E2=80=99 policy just at the time when E=
ducation Swanage=E2=80=99s =0A  campaign to save the middle school failed. =
The free school policy enabled =0A  proposer groups to put forward plans to=
 open new schools, free of county =0A  council control and funded by the go=
vernment. Although this policy did not sit =0A  comfortably with my own pol=
itical perspective, I knew that it was a lifeline =0A  for us in the contex=
t we were in. We spent hours and hours of our time, all =0A  working as vol=
unteers, (alongside our day jobs and family commitments) to =0A  propose a =
new secondary =E2=80=98free=E2=80=99 school for Swanage. We were successful=
 as in =0A  October 2010 we heard that our free school plans had been accep=
ted. </div>=0A  <div>&nbsp;</div>=0A  <div>Since then we have been working =
towards opening The Swanage School =E2=80=93 our =0A  doors open in tempora=
ry accommodation in September! At the same time our brand =0A  new building=
, on the site of the closed middle school (it is a long story for =0A  me t=
o tell you how we secured that site!) is being built. See this link for =0A=
  more information about the school www.<a title=3D"http://www.educationswa=
nage.co.uk/" href=3D"http://www.educationswanage.co.uk/" rel=3D"nofollow" t=
arget=3D"_blank">http://www.educationswanage.co.uk/</a></div>=0A  <div>&nbs=
p;</div>=0A  <div>Our school is going to be small, but a little gem which w=
ill transform =0A  the lives of our children and the vibrancy of our town. =
It will have a human =0A  scale ethos as we are partnered by the Human Scal=
e Education Movement who are =0A  working to promote relationships and smal=
ler school communities as the =0A  springboard for effective learning, see =
this link for more information about =0A  human scale education and its dir=
ector James Wetz <a title=3D"http://www.hse.org.uk/hse/" href=3D"http://www=
.hse.org.uk/hse/" rel=3D"nofollow" target=3D"_blank">http://www.hse.org.uk/=
hse/</a></div>=0A  <div>&nbsp;</div>=0A  <div>There is a lot more I could s=
ay, but I don=E2=80=99t want to keep you! I just =0A  wanted to try and say=
 that it is possible, despite the odds, to make =0A  transformations happen=
 and change the communities in which we live, whilst =0A  growing and devel=
oping ourselves and building positive relationships with =0A  others in the=
 process.</div>=0A  <div>&nbsp;</div>=0A  <div>Finally, I am studying for a=
 professional doctorate in practical theology =0A  with the Cambridge Theol=
ogical Federation, accredited through Anglia Ruskin =0A  University. </div>=
=0A  <div>My research focuses on how the values of Education Swanage have =
=0A  influenced the founding of the new school. I am using a living theory =
=0A  methodology (with helpful advice from Jack Whitehead) with insights fr=
om =0A  practical theology as a critical tool. </div>=0A  <div>Although I a=
m agnostic I have a deep interest in theology. Practical =0A  theology enab=
les me to explore how values are central in giving meaning and =0A  signifi=
cance to our lives (in a sense they are =E2=80=98sacred=E2=80=99 =E2=80=93 =
see the work of =0A  Ruard Ganzevoort <a title=3D"http://www.ia-pt.org/wp-c=
ontent/uploads/2011/11/presidentialaddress2009.pdf" href=3D"http://www.ia-p=
t.org/wp-content/uploads/2011/11/presidentialaddress2009.pdf" rel=3D"nofoll=
ow" target=3D"_blank">http://www.ia-pt.org/wp-content/uploads/2011/11/presi=
dentialaddress2009.pdf</a>). =0A  Values evoke awe and passion and lead us =
to take action. My research is =0A  theological in the sense that I am spea=
king about how, as members of our =0A  little community in Dorset, we are =
=E2=80=98tracing=E2=80=99 a sacred path by creating a =0A  =E2=80=98living =
educational theory=E2=80=99 =E2=80=93 an explanation of how our values are =
significant =0A  and meaningful in influencing and inspiring us to transfor=
m the way we live =0A  and the communities we live in.</div>=0A  <div>&nbsp=
;</div>=0A  <div>I do hope some of this makes sense, please do let me know =
if you have any =0A  questions or would like to have a further conversation=
 about any of =0Athis.</div>=0A  <div>Best wishes,</div>=0A  <div>Helen O=
=E2=80=99Connor</div>=0A  <div style=3D'color: rgb(0, 0, 0); font-family: "=
Calibri"; font-size: small; font-style: normal; font-weight: normal; text-d=
ecoration: none; display: inline;'>=0A  <div style=3D"font: 10pt/normal tah=
oma; font-size-adjust: none; font-stretch: normal;">=0A  <div>&nbsp;</div>=
=0A  <div style=3D"background: rgb(245, 245, 245);">=0A  <div><b>From:</b> =
<a title=3D"[log in to unmask]" href=3D"mailto:[log in to unmask]" rel=3D=
"nofollow" target=3D"_blank" ymailto=3D"mailto:[log in to unmask]">cynthia=
 cozette</a> </div>=0A  <div><b>Sent:</b> Monday, August 19, 2013 2:34 AM</=
div>=0A  <div><b>To:</b> <a title=3D"[log in to unmask]
" href=3D"mailto:[log in to unmask]" rel=3D"nofollow" t=
arget=3D"_blank" ymailto=3D"mailto:[log in to unmask]">=
[log in to unmask]</a> =0A  </div>=0A  <div><b>Subject:=
</b> Re: Researching Our Own Practice</div></div></div>=0A  <div>&nbsp;</di=
v></div>=0A  <div style=3D'color: rgb(0, 0, 0); font-family: "Calibri"; fon=
t-size: small; font-style: normal; font-weight: normal; text-decoration: no=
ne; display: inline;'>=0A  <div style=3D"color: rgb(0, 0, 0); font-family: =
times new roman, new york, times, serif; font-size: 12pt; background-color:=
 rgb(255, 255, 255);"><span>=0A  <div style=3D"margin: 0in 0in 0pt;" class=
=3D"yiv7203585383MsoNormal">8-18-13</div>=0A  <div style=3D"margin: 0in 0in=
 0pt;" class=3D"yiv7203585383MsoNormal">Dear Joy, Jack =0A  and Everyone:</=
div>=0A  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNorma=
l">=0A Greetings to all in Liverpool(the home of the Beatles) and =0A  to t=
he global community of researchers.<var id=3D"yiv7203585383yui-ie-cursor"><=
/var><var id=3D"yiv7203585383yui-ie-cursor"></var></div> =0A  <div style=3D=
"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">I was also =0A  fee=
ling very disillusioned about my current teaching predicament. </div>=0A  <=
div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">I too h=
ave been =0A  inspired after reading some of your comments.</div>=0A  <div =
style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">My question=
s are =0A  how do I improve my practice as a teacher in an environment that=
 is breeding =0A  unhealthy transformation? What do I do as a researcher wh=
en unhealthy =0A  transformation is forced upon me?</div>=0A  <div style=3D=
"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">=0A &nbsp;</div>=0A=
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">I wa=
s one of =0A  3,800 educators (all counselors, nurses, assistant principals=
, music teachers, =0A  special education teacher aides, cafeteria and bus a=
ides and some art and =0A  physical education teachers) laid off this past =
summer in the School District =0A  of Philadelphia, Pennsylvania, USA publi=
c schools. I recently received a call =0A  back to teaching notice and will=
 be one of 1,000 educators called back to =0A  service in September, 2013 f=
rom the layoff group of educators. I teach general =0A  vocal music at a mi=
ddle school Grades 5 through 8. The students at my school =0A  are selected=
 by a lottery system. The majority of the students score eighty =0A  percen=
t or higher on their standardized achievement test scores in =0A  mathemati=
cs, reading and science. </div>=0A  <div style=3D"margin: 0in 0in 0pt;" cla=
ss=3D"yiv7203585383MsoNormal">=0A &nbsp;</div>=0A  <div style=3D"margin: 0i=
n 0in 0pt;" class=3D"yiv7203585383MsoNormal">Almost every =0A  other day th=
ere are public protests in the City of=0A Philadelphia by concerned =0A  pa=
rents, students, teachers and educators.<span>&nbsp; </span>Many local pare=
nts are threatening to =0A  place their children in home study programs in =
September, 2013. Many parents =0A  say they are planning to leave the schoo=
l district with their children because =0A  they feel school safety is an i=
ssue with so little adult staff to supervisor =0A  students because of the =
massive layoff. </div>=0A  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv=
7203585383MsoNormal">=0A &nbsp;</div>=0A  <div style=3D"margin: 0in 0in 0pt=
;" class=3D"yiv7203585383MsoNormal">The teachers =0A  themselves are even c=
oncerned about school safety and some are now on hunger =0A  strikes. Local=
 and state politicians are battling back and forth over who will =0A  pay b=
adly needed funds of 304 million dollars to support the school district.. =
=0A  Some politicians are demanding the teachers take a thirteen percent pa=
y =0A  reduction to help find school funding.<span>&nbsp; =0A  </span>The s=
chool superintendent has suspended seniority rights for teachers =0A  and i=
s calling laid-off teachers back for work in September, 2013 according to =
=0A  his choice of teachers based on their skills and expertise. Performanc=
e =0A  ratings are soon scheduled to change for teachers=E2=80=A6teacher pe=
rformance will be =0A  tied to student scores on state standardized achieve=
ment tests. If an =0A  administrator gives a teacher a good rating and the =
students test scores are =0A  low, the principal may receive a poor rating.=
 Teachers most likely will be =0A  given more non-instructional duties, off=
ice duty, hall patrol, longer hours =0A  etc. which means almost no time fo=
r teacher collaboration.</div>=0A  <div style=3D"margin: 0in 0in 0pt;" clas=
s=3D"yiv7203585383MsoNormal">=0A &nbsp;</div>=0A  <div style=3D"margin: 0in=
 0in 0pt;" class=3D"yiv7203585383MsoNormal">How do I improve =0A  my practi=
ce in world of education that has developed into chaos?</div>=0A  <div styl=
e=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">Suggestions are=
 =0A  welcomed.</div>=0A  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7=
203585383MsoNormal">Cynthia Cozette =0A  Lee, Ed.D.</div>=0A  <div style=3D=
"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">Middle School Teach=
er =E2=80=93 =0A  Philadelphia ,=0A Pennsylvania=0A USA</div> =0A  <div>&nb=
sp;</div></span>=0A  <div>&nbsp;</div>=0A  <div style=3D"font-family: times=
 new roman, new york, times, serif; font-size: 12pt;">=0A  <div style=3D"fo=
nt-family: times new roman, new york, times, serif; font-size: 12pt;">=0A  =
<div dir=3D"ltr">=0A  <div style=3D"margin: 5px 0px; padding: 0px; border: =
1px solid rgb(204, 204, 204); height: 0px; line-height: 0; font-size: 0px;"=
 class=3D"yiv7203585383hr"></div><font size=3D"2" face=3D"Arial"><b><span s=
tyle=3D"font-weight: bold;">From:</span></b> Joy Mounter &lt;<a href=3D"mai=
lto:[log in to unmask]" rel=3D"nofollow" target=3D"_blank" ymailto=3D"mailt=
o:[log in to unmask]">[log in to unmask]</a>&gt;<br><b><span style=3D"font-=
weight: bold;">To:</span></b> <a href=3D"mailto:PRACTITIONER-RESEARCHER@JIS=
CMAIL.AC.UK" rel=3D"nofollow" target=3D"_blank" ymailto=3D"mailto:PRACTITIO=
[log in to unmask]">[log in to unmask]</a> =
=0A  <br><b><span style=3D"font-weight: bold;">Sent:</span></b> Sunday, Aug=
ust 18, =0A  2013 1:02 PM<br><b><span style=3D"font-weight: bold;">Subject:=
</span></b> Re: =0A  Researching Our Own Practice<br></font></div>=0A  <div=
 class=3D"yiv7203585383y_msg_container">=0A  <div>&nbsp;</div>=0A  <div id=
=3D"yiv7203585383"><font color=3D"black" size=3D"2" face=3D"arial">=0A  <di=
v>Hello Everyone, </div>=0A  <div>My name is Joy and I have been reading wi=
th interest the comments flowing =0A  between the group, but haven't contri=
buted before. I am a Head teacher of a =0A  primary school in Somerset, Eng=
land (children aged 4-11 years old). The last =0A  academic year was very s=
tressful and I found myself feeling disillusioned and =0A  very tired. Read=
ing your conversation has re ignited the spark of learning I =0A  thought e=
xtinguished, thank you!</div>=0A  <div>&nbsp;</div>=0A  <div>I am intereste=
d in children as learners, from an early age, excited and =0A  challenged t=
o forge their own path and find their own passions. If we can =0A  educate =
a generation to think of themselves as learners/ researchers of life, =0A  =
a deep understanding of themselves as a person, as a learner and as a fluid=
 =0A  connector to others knowledge, ideas and explorations cannot we creat=
e an =0A  ideology of continual research beyond boundaries and time and spa=
ce. </div>=0A  <div>&nbsp;</div>=0A  <div>The Internet as a tool for forgin=
g links and connections is amazing. =0A  Children have the confidence and i=
nnate belief in the concept of 'one world' =0A  through ICT. Current and ne=
w friendships cross boundaries, information is =0A  shared trustingly and t=
hey are excited by the prospects and do not see any =0A  limits. </div>=0A =
 <div>&nbsp;</div>=0A  <div>This is the tool I want to utilise as part of o=
ur curriculum, a space =0A  where the research and passions of my children =
can connect with other learners =0A  regardless of age, or location. A plat=
form to share, make connections and push =0A  boundaries of belief, knowled=
ge and expectations. A way to spread influence =0A  and truly realise the p=
art we all play in a world community. </div>=0A  <div>&nbsp;</div>=0A  <div=
>This may then change the challenge of transformation we currently face. =
=0A  Part of the issue at the moment is connecting to people, changing beli=
efs in =0A  education as it has traditionally been taught. Could we encoura=
ge a natural =0A  belief in exploration, the idea of transformation will be=
 part of the internal =0A  belief of daily life?&nbsp; </div>=0A  <div>&nbs=
p;</div>=0A  <div>Rambling ideas, but I do enjoy sharing your thoughts. </d=
iv>=0A  <div>&nbsp;</div>=0A  <div>Joy </div>=0A  <div>&nbsp;</div>=0A  <di=
v>Joy</div>=0A  <div></div>=0A  <div></div>=0A  <div style=3D"color: black;=
 font-family: arial, helvetica; font-size: 10pt;">-----Original =0A  Messag=
e-----<br>From: Joan Walton &lt;<a href=3D"mailto:[log in to unmask]" rel=
=3D"nofollow" target=3D"_blank" ymailto=3D"mailto:[log in to unmask]">walto=
[log in to unmask]</a>&gt;<br>To: =0A  PRACTITIONER-RESEARCHER &lt;<a href=3D"ma=
ilto:[log in to unmask]" rel=3D"nofollow" target=3D"_bl=
ank" ymailto=3D"mailto:[log in to unmask]">PRACTITIONER=
[log in to unmask]</a>&gt;<br>Sent: =0A  Sun, 18 Aug 2013 9:57<br>S=
ubject: Re: Researching Our Own Practice<br><br>=0A  <div id=3D"yiv72035853=
83AOLMsgPart_1_1f508078-ab23-445a-8ba6-7118253ebefd">=0A  <div dir=3D"ltr">=
=0A  <div style=3D"font-size: small;" class=3D"yiv7203585383gmail_default">=
=0A  <div><span>Dear Aga</span></div>=0A  <div><span>Your passionate commit=
ment to sustainable development shines =0A  through what you write.; as doe=
s your frustration that it is such a =E2=80=98big task=E2=80=99 =0A  , and =
there is apparently little sign of progress.&nbsp;&nbsp;&nbsp; =0A  </span>=
</div>=0A  <div><span>You say:&nbsp; =E2=80=9CThe challenge here is =E2=80=
=98What I want to transform?=E2=80=99 =0A  this is a question that needs ex=
tensive and substantial knowledge of =0A  sustainable development before we=
 start exploring it=E2=80=9D.</span></div>=0A  <div><span>I would like to s=
uggest that the answer to =E2=80=98what do I want to =0A  transform?=E2=80=
=9D&nbsp; would produce many different answers from many different =0A  peo=
ple; and that each of these responses may be equally valid.&nbsp; My =0A  i=
nterest, similar to Sara=E2=80=99s I think, is the process of transformatio=
n =0A  itself.&nbsp; And I think here the key word is =E2=80=98process=E2=
=80=99.&nbsp;&nbsp;&nbsp; =0A  For me, there is a spiritual dimension to th=
is&nbsp; =E2=80=93 by =E2=80=98spiritual=E2=80=99, I am =0A  not talking ab=
out anything specifically religious, but I do think that =0A  everyone can =
access a source of wisdom deep within themselves, if they give =0A  themsel=
ves the time,&nbsp; space and stillness to connect with that.&nbsp; =0A  Wi=
thin that context, I then think it is important for people to be =E2=80=98t=
rue to =0A  themselves=E2=80=99;&nbsp;&nbsp; with the important proviso of =
course, that in being =0A  true to themselves, they are not acting in a way=
 that prevents any other =0A  person also being true to themselves; indeed =
I would hope that they would be =0A  encouraging others to do the same.&nbs=
p; This, I would suggest, is the kind of =0A  =E2=80=98ethos=E2=80=99 we ne=
ed for transformative practice. </span></div>=0A  <div><span>The problem is=
 that we often get put off continuing to talk to each =0A  other, because o=
f the language, and the different meanings we put to the same =0A  words.&n=
bsp; For example, </span><span style=3D"line-height: 115%; font-family: ari=
al, sans-serif; font-size: 10pt;">I =0A  introduced the word =E2=80=98spiri=
tual=E2=80=99 in what I wrote.&nbsp; Many people do not like =0A  that term=
, and may be put off listening to what I say because of that.&nbsp; =0A  Ot=
her people are wary about using this term, or others that are meaningful to=
 =0A  them, because they fear that others will =E2=80=98judge=E2=80=99 them=
 in some way for doing =0A  so.&nbsp; The important thing about =E2=80=98de=
ep listening=E2=80=99 and engaging in =0A  cooperative inquiry is that we l=
earn about where the other person is coming =0A  from beyond the words, and=
 if we each genuinely have the wellbeing of all =0A  people on the planet a=
s our priority, we need to find a way to dialogue =0A  together, whatever o=
ur stated beliefs and perspectives.&nbsp; =0A  </span><span></span></div>=
=0A  <div><span>Andy Henon wrote:&nbsp; </span></div>=0A  <div><span style=
=3D"line-height: 115%; font-family: arial, sans-serif; font-size: 10pt;">=
=E2=80=9CI =0A  believe that provided an individual is empowered to make in=
formed choices and =0A  is aware of alternatives beyond whatever educationa=
l models, systems and =0A  authoritative views they are exposed to, thrivin=
g societies can prevail=E2=80=A6=E2=80=A6. It =0A  is not the end objective=
 that matters, it is the process, the journey, the =0A  ever changing world=
 of knowledge creation?&nbsp;&nbsp; Living and sharing of =0A  life?</span>=
=E2=80=9D</div>=0A  <div><span style=3D"line-height: 115%; font-family: ari=
al, sans-serif; font-size: 10pt;">This =0A  for me is another way of descri=
bing the nature of the process I am trying to =0A  describe.&nbsp;&nbsp; </=
span></div>=0A  <div><span style=3D"line-height: 115%; font-family: arial, =
sans-serif; font-size: 10pt;">The =0A  important thing here for you, Aga, i=
s that you do what you can to develop your =0A  own knowledge of sustainabl=
e development.&nbsp; Perhaps the next stage then is =0A  thinking about how=
 you can bring together a few people with a similar interest =0A  in a grou=
p to engage in a co-operative inquiry, with an agreed question that =0A  yo=
u are all interested in following?&nbsp; You could do this by inviting =0A =
 people who live close to you who can meet in person; or you could set up a=
n =0A  internet-based inquiry.&nbsp; The increasingly sophisticated advance=
s in =0A  technology make all kinds of global connections and explorations =
possible =E2=80=93 =0A  and they are increasing in number and kind.&nbsp; E=
ven Facebook pages are =0A  being used as a means of people sharing togethe=
r the kinds of things they see =0A  as important for making a positive diff=
erence in the world.&nbsp;&nbsp; =0A  </span></div>=0A  <div><span style=3D=
"line-height: 115%; font-family: arial, sans-serif; font-size: 10pt;">Jack =
=0A  Whitehead=E2=80=99s idea of =E2=80=98living theory=E2=80=99 is indeed =
a good method for those =0A  interested in engaging in a transformative pro=
cess, and researching their =0A  practice in ways that have transformative =
outcomes; the many living theory =0A  theses on his website are testimony t=
o that. However there are also other ways =0A  of thinking about and resear=
ching the process of connecting individual =0A  transformation and global t=
ransformation.&nbsp; In 2001, I organised a =0A  conference <i>New Paradigm=
s in Education: Values, Relationships, =0A  Transformation</i>, and even at=
 that time, people were sharing transformative =0A  experiences, and the pr=
ocesses that had led to them.&nbsp; The core challenge =0A  now, I think, i=
s how to connect the growing number of individuals and groups =0A  who can =
relate to this idea of =E2=80=98transformation starting with self=E2=80=99,=
 and =0A  research ways in which we can get beyond the specific language an=
d ideas we =0A  each promote in our own worlds, to agree shared objectives,=
 and work more =0A  effectively together to achieve global change. </span><=
/div>=0A  <div><span style=3D"line-height: 115%; font-family: arial, sans-s=
erif; font-size: 10pt;">It =0A  is a long, arduous journey and requires muc=
h patience, and an acceptance of =0A  whatever transpires as a result.&nbsp=
;&nbsp; The Buddhist philosophy includes =0A  the idea of =E2=80=98non-atta=
chment to outcomes=E2=80=99, and I try to keep that in mind, hard =0A  thou=
gh it is. </span></div>=0A  <div><span style=3D"line-height: 115%; font-fam=
ily: arial, sans-serif; font-size: 10pt;">Best =0A  wishes,</span></div>=0A=
  <div><span style=3D"line-height: 115%; font-family: arial, sans-serif; fo=
nt-size: 10pt;">Joan =0A  </span><br></div></div></div>=0A  <div class=3D"y=
iv7203585383gmail_extra"><br><br>=0A  <div class=3D"yiv7203585383gmail_quot=
e">On 18 August 2013 05:16, aga yamin <span dir=3D"ltr">&lt;<a href=3D"" re=
l=3D"nofollow">[log in to unmask]</a>&gt;</span> wrote:<br>=0A  <blockquo=
te style=3D"margin: 0px 0px 0px 0.8ex; padding-left: 1ex; border-left-color=
: rgb(204, 204, 204); border-left-width: 1px; border-left-style: solid;" cl=
ass=3D"yiv7203585383gmail_quote">=0A    <div>=0A    <div style=3D"font-fami=
ly: arial, helvetica, sans-serif; font-size: 12pt;"><span>=0A    <div style=
=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><span><font face=
=3D"Calibri">Dear Joana, Sara and All</font></span></div>=0A    <div style=
=3D"margin: 0in 0in 0pt; font-family: calibri; font-size: 16px; font-style:=
 normal; background-color: transparent;" class=3D"yiv7203585383MsoNormal"><=
span><font face=3D"Calibri">Joana:</font></span><span><font face=3D"Calibri=
">Thanks for =0A    producing excellent acount. You commeneted: </font></sp=
an><span><font face=3D"Calibri"><i>The big question is, what kind of resear=
ch do we need =E2=80=A6.. I =0A    would suggest that what is required is a=
 transformation of thinking and =0A    action<u></u><u></u><u></u></i></fon=
t></span></div>=0A    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv72035=
85383MsoNormal"><span><u></u><font face=3D"Calibri"></font><u></u></span>&n=
bsp;</div>=0A    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383=
MsoNormal"><span><font face=3D"Calibri">Transformation is big word and requ=
ires extensive understanding =0A    of current situation before we transfor=
m into a desired scenario. =0A    <u></u><u></u></font></span></div>=0A    =
<div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><span>=
<u></u><font face=3D"Calibri"></font><u></u></span>&nbsp;</div>=0A    <div =
style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><font face=
=3D"Calibri"><span>I think Jack Whitehead=E2=80=99 living theory philosophy=
 &amp; =0A    research method are good enough to transform current practice=
s into desired =0A    practices. <span>&nbsp;</span>It focuses on =E2=80=9C=
values=E2=80=9D and the question such =0A    as =E2=80=9C</span><i><span>Ho=
w do I improve my =0A    practice?</span></i><span>=E2=80=9D<span>&nbsp; </=
span>Or more elaborately, =E2=80=9C<i>How =0A    do I improve what I am doi=
ng for personal and social benefit? </i><span>Both =0A    questions itself =
are directly leading towards Transformation<i>. Our values =0A    drive the=
 research and the research process. =0A    <u></u><u></u></i></span></span>=
</font></div>=0A    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585=
383MsoNormal"><i><span><u></u><font face=3D"Calibri"></font><u></u></span><=
/i>&nbsp;</div>=0A    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv72035=
85383MsoNormal"><span><font face=3D"Calibri">One can use any authenticated =
qualitative or quantitative =0A    methods or philosophies. The challenge h=
ere is =E2=80=9CWhat I want to transform?=E2=80=9D =0A    this is a questio=
n that needs extensive and substantial knowledge of =0A    sustainable deve=
lopment before we start exploring it. =0A    <u></u><u></u></font></span></=
div>=0A    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNor=
mal"><span><u></u><font face=3D"Calibri"></font><u></u></span>&nbsp;</div>=
=0A    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"=
><font face=3D"Calibri"><span>We all depend on one biosphere for sustaining=
 our lives. =0A    Yet each community, each country, strives for survival a=
nd prosperity with =0A    little regard for its impact on others. Some cons=
ume the Earth's resources =0A    at a rate that would leave little for futu=
re generations. Others, many more =0A    in number, consume far too little =
and live with the prospect of hunger, =0A    squalor, disease, early death,=
 social &amp; economic inequalities. =0A    </span></font></div>=0A    <div=
 style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><font face=
=3D"Calibri"><span><var></var></span></font>&nbsp;</div>=0A    <div style=
=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><font face=3D"Ca=
libri"><span>Sara: For institute of Transformations: what are you =0A    pl=
anning to tansform? </span></font></div>=0A    <div style=3D"margin: 0in 0i=
n 0pt;" class=3D"yiv7203585383MsoNormal"><font face=3D"Calibri"><span></spa=
n></font>&nbsp;</div>=0A    <div style=3D"margin: 0in 0in 0pt;" class=3D"yi=
v7203585383MsoNormal"><span><font face=3D"Calibri">Regards<u></u><u></u></f=
ont></span></div>=0A    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv720=
3585383MsoNormal"><span><font face=3D"Calibri">Aga<u></u><u></u></font></sp=
an></div>=0A    <div>&nbsp;</div></span></div>=0A    <div>&nbsp;</div>=0A  =
  <div style=3D"font-family: arial, helvetica, sans-serif; font-size: 12pt;=
">=0A    <div style=3D"font-family: times new roman, new york, times, serif=
; font-size: 12pt;">=0A    <div dir=3D"ltr">=0A    <div style=3D"margin: 5p=
x 0px; padding: 0px; border: 1px solid rgb(204, 204, 204); line-height: 0; =
font-size: 0px; min-height: 0px;"></div><font face=3D"Arial"><b><span style=
=3D"font-weight: bold;">From:</span></b> "Salyers, =0A    Sara M" &lt;<a hr=
ef=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;<br><b><span style=3D"f=
ont-weight: bold;">To:</span></b> <a href=3D"" rel=3D"nofollow">PRACTITIONE=
[log in to unmask]</a> <br><b><span style=3D"font-weight: bold;">S=
ent:</span></b> Saturday, 17 August 2013, 23:55 =0A    <div>=0A    <div cla=
ss=3D"yiv7203585383h5"><br><b><span style=3D"font-weight: bold;">Subject:</=
span></b> Re: Researching Our Own =0A    Practice<br></div></div></font></d=
iv>=0A    <div>=0A    <div class=3D"yiv7203585383h5">=0A    <div><br>I thin=
k this is beautifully expressed, Joan. I find myself moved =0A    and inspi=
red simply by the question of how 'transformation one person at a =0A    ti=
me can become transformation one group at a time'. Oddly enough, I've been =
=0A    working on developing and launching an 'Institute for Transformation=
al =0A    Studies' with a lot of input and insight from David Adams, who I =
believe is =0A    also on this list, and the support of a couple of statesi=
de colleagues. The =0A    mechanics of transformation amaze and humble me a=
nd, from my own experience, =0A    there is no doubt that this world shifti=
ng process is founded in what you =0A    describe as those "fluid interconn=
ections" between human beings.<br>Much =0A    love<br>Sara<br><br>Sent from=
 my iPad<br><br>On 17 Aug 2013, at 17:49, "Joan =0A    Walton" &lt;<a href=
=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D=
"nofollow">[log in to unmask]</a>&gt;&gt; wrote:<br><br><br>Dear Lawrence, =
=0A    Aga and All<br><br>It is interesting to me that the subject of this =
email =0A    chain is =E2=80=98researching our own practice=E2=80=99; and t=
here is a return to the =0A    subject of research when Aga says:&nbsp; =E2=
=80=9CWe need to research how can we =0A    integrate human ethics, economi=
c, environmental and social factors into our =0A    curriculums and how can=
 we teach from parents and professionals (who missed =0A    out sustainable=
 education) to present and new generations to eliminate =0A    inequalities=
 and create sustainable growths to prolong earth =0A    resources.=E2=80=9D=
<br><br>The big question is, what kind of research do we need if =0A    we =
are to address these and other questions that so urgently need addressing =
=0A    if we are to deal with the many crises that currently threaten human=
 =0A    wellbeing, and possibly human existence?<br><br>I would suggest tha=
t what is =0A    required is a transformation of thinking and action if the=
 kind of elitism =0A    described by Lawrence, and the worldview that suppo=
rts it, is to be =0A    eradicated, and replaced by a more equitable societ=
y.&nbsp; However =0A    history&nbsp; shows us that there is no =E2=80=98ob=
jectively designed=E2=80=99 structure or =0A    system than in itself will =
create such change. A recent colloquium at =0A    Liverpool Hope University=
 entitled =E2=80=98Researching Our Own Practice=E2=80=99&nbsp; was =0A    o=
rganised on the principle that the world will only be transformed one =0A  =
  person at a time; that each of us can only change ourselves, not others; =
and =0A    that each person, through taking responsibility for researching =
their&nbsp; =0A    life and practice,&nbsp; can through their own transform=
ative experiences =0A    and learning, make a contribution to the global tr=
ansformation that is =0A    required.<br><br>I too like Ken Wilber=E2=80=99=
s Integral Theory, but I think we are =0A    each are influenced in very di=
fferent ways by different theories, world =0A    views and life experiences=
, and we each need to find our own way, and our =0A    own influences,&nbsp=
; in working out what we want to be and what we want to =0A    do.&nbsp; Wh=
at is important, I suggest, is how each of us create our own =0A    unique =
ways of connecting our inner lives =E2=80=93 (worldview, values, spiritual =
=0A    influences, feelings, etc ) =E2=80=93 to action that makes some kind=
 of contribution =0A    to addressing the kind of&nbsp; global crises ident=
ified by Aga, albeit at a =0A    local level.<br><br>We then need to explor=
e how&nbsp; we can work together, =0A    i. e. research through&nbsp; a =E2=
=80=98co-operative inquiry=E2=80=99, to discover how the =0A    learning an=
d knowledge that each of us develop in our own unique and =0A    creative w=
ays, can be shared with others in a systematic way that is of =0A    mutual=
 benefit.&nbsp; My experience of co-operative inquiry is that it not =0A   =
 only allows me to share my experience, but in listening deeply to each =0A=
    other, there is a transformational shift in our understanding of oursel=
ves =0A    as well as of others.&nbsp; The =E2=80=98shift in consciousness=
=E2=80=99 created through =0A    this process really can be significant.&nb=
sp; How then to =E2=80=98upscale=E2=80=99 further, =0A    so that that grou=
p learning can have wider influence?<br><br>I do not know =0A    the answer=
 to this.&nbsp; I think in =E2=80=98researching our own practice=E2=80=99, =
we =0A    need&nbsp; to connect the transformative experiences an individua=
l has (we =0A    know quite a lot about different ways in which that can ha=
ppen), with =0A    transformation at a global level.&nbsp; Transformation o=
ne person at a time =0A    needs to become transformation one group at a ti=
me, perhaps with the =0A    intention that these groups become&nbsp; bigger=
 in size.&nbsp; We then need =0A    to discover ways in which such groups c=
an connect with others having similar =0A    values and global intentions (=
albeit having got to where they are using =0A    different starting points =
and methods).&nbsp; I know many people, from many =0A    diverse background=
s and interests,&nbsp; who believe that if we can discover =0A    how to ac=
hieve this, we will reach some kind of =E2=80=98tipping point=E2=80=99, whi=
ch will =0A    result in&nbsp; sufficient numbers of people whose commitmen=
t&nbsp; to (for =0A    example) =E2=80=9Celiminate inequalities and create =
sustainable growths to prolong =0A    earth resources=E2=80=9D&nbsp; is so =
strong that national / global structures will =0A    be changed to enable t=
hat to happen.<br><br>In other words, when =0A    =E2=80=98researching our =
own practice=E2=80=99, I think we need to be researching the =0A    process=
es that will facilitate the dynamic process of creating fluid =0A    interc=
onnections between individual =E2=80=98journeys=E2=80=99&nbsp; and a global=
 =E2=80=98shift =0A    =E2=80=99.<br><br>Best wishes,<br><br>Joan<br><br><b=
r>On 17 August 2013 12:03, =0A    Lawrence Martin Olivier &lt;<a href=3D"" =
rel=3D"nofollow">[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D"nofol=
low">[log in to unmask]</a>&gt;&gt; wrote:<br>Hi Aga<br><br>I =0A    totall=
y agree with these ideas. I find Ken Wilber's Integral Theory/ =0A    Parad=
igm (his integral map / 4 perspectives / 2 paths objective and =0A    subje=
ctive / individual and collective etc.) a useful pedagogical tool to =0A   =
 address the kind of holistic curriculum you are suggesting. It is possible=
 =0A    and not that difficult, to include an Integral holistic approach in=
 the =0A    teaching of any Discipline / Subject / Field. I make wide use o=
f "Integral =0A    holistic thinking" in my training of Tutors from all Dis=
ciplines.The New =0A    Economics Foundation (UK) for example, view the sci=
ence of Economics from a =0A    perspective that "people and planet matters=
" - not just economic growth in =0A    the GDP!!<br><br>Lawrence<br>_______=
_________________________<br>From: =0A    Practitioner-Researcher [<a href=
=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt;mailto=
:<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&g=
t;] on behalf of =0A    aga yamin [<a href=3D"" rel=3D"nofollow">agayamin@Y=
AHOO.CO.UK</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">[log in to unmask]
</a>&gt;]<br>Sent: 17 August 2013 12:10 =0A    PM<br><br>To: <a href=3D"" r=
el=3D"nofollow">[log in to unmask]</a>&lt;mailto:<a hre=
f=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;<br>S=
ubject: Re: =0A    Researching Our Own Practice<br><br>Dear Lawrence<br><br=
>Discussions and =0A    practices on ethnicity, religion, colour etc.&nbsp;=
 indicate, we are far =0A    behind from a civilised sustainable society. T=
he society where human =0A    equality is intrinsic and genetic and people =
are focusing: how to revive =0A    planet resources, enhance economic, soci=
al and environmental growths to =0A    enjoy the benefits of exceptionally =
literate, civil and a harmonised =0A    society. We need to research how ca=
n we integrate human ethics, economic, =0A    environmental and social fact=
ors into our curriculums and how can we teach =0A    from parents and profe=
ssionals ( who missed out sustainable education)&nbsp; =0A    to present an=
d new generations to eliminate inequalities and create =0A    sustainable g=
rowths<br>to prolong earth resources. We need to redefine =0A    learning &=
amp; development to create sustainable =0A    education.<br><br>Aga<br>From=
: Lawrence Martin Olivier &lt;<a href=3D"" rel=3D"nofollow">[log in to unmask]
.ZA</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;&=
gt;<br>To: <a href=3D"" rel=3D"nofollow">[log in to unmask]
C.UK</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">PRACTITIONER-RESEARCHER@JI=
SCMAIL.AC.UK</a>&gt;<br>Sent: =0A    Saturday, 17 August 2013, 6:57<br>Subj=
ect: Re: Researching Our Own =0A    Practice<br><br>Hi Aga<br><br>After mak=
ing my&nbsp; earlier comments I read =0A    a report in my local newspaper =
about a Headmaster of one of our elite =0A    schools arguing that his elit=
e school should "be proud of their elite =0A    status". I find this a conc=
ern and a problem in my South African =0A    post-apartheid society (aparth=
eid was abolished in 1994) where currently =0A    "the top 20%, 10 million =
people receive 75% of total income, 3,7 million are =0A    white and 6,3 mi=
llion are black"! The Headmaster goes on to say "we need top =0A    class s=
chools ....&nbsp; they are beacons of light&nbsp; ...&nbsp; private =0A    =
schools are producing top mathematicians and scientists and had past pupils=
 =0A    who were contributing tangibly to the country's GDP"! He makes no m=
ention of =0A    the massive inequality going on in his own society and in =
the global society =0A    or that continually expanding the GDP in the ways=
 we are doing is not =0A    sustainable on one planet!&nbsp; - these kinds =
of elite schools are surely =0A    not "beacons of light"!!<br><br>Lawrence=
<br>From: Practitioner-Researcher =0A    [<a href=3D"" rel=3D"nofollow">PRA=
[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D"nofol=
low">[log in to unmask]</a>&gt;] on behalf of =0A    ag=
a yamin [<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt;mailto:<=
a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;]<br>Sent: 14 Augu=
st 2013 08:54 =0A    PM<br>To: <a href=3D"" rel=3D"nofollow">PRACTITIONER-R=
[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">PRACTI=
[log in to unmask]</a>&gt;<br>Subject: Re: =0A    Researching=
 Our Own Practice<br><br>Dear Angela / Shelagh / Lawrence and =0A    All<br=
>Angela: Thanks for your response. True. It is a complex question. I =0A   =
 do agree with you that ownership &amp; responsibility play a crucial role =
in =0A    the success of learning &amp; development. In e-learning or self-=
directed =0A    leanings, people do take the responsibilities of their own =
=0A    learning.<br>However,&nbsp; =E2=80=9CEmpathising=E2=80=9D with learn=
er,&nbsp; directly =0A    contributes in designing and executing a learning=
 process. Perhaps if you =0A    recall your own experience of formal learni=
ng from the age of 3 to date, At =0A    what stage, you started to take the=
 ownership and responsibility of your own =0A    learning.&nbsp; At what st=
age, you developed passion for every single =0A    subject, sense of respon=
sibility, sufficient level of maturity and motives =0A    to achieve someth=
ing that derived you to take the ownership and =0A    responsibility of you=
r own learning?<br>Since all learners are individuals, =0A    hence a wide =
range of learning strategies are employed, tested and =0A    experimented s=
uch as =E2=80=9CLearner-focused or learner-centred=E2=80=9D learning or =0A=
    =E2=80=9CDifferential learning=E2=80=9D or routinely considering indivi=
dual=E2=80=99s learning style =0A    in teaching &amp; learning activities,=
 with or without the expectations that =0A    learners will take the respon=
sibilities of their own learning.<br>Success is =0A    the accomplishment o=
f one's goals. Development is a stage of a change =0A    process. In other =
words, success is the outcome and development is the =0A    process of achi=
eving outcome.. Perhaos both are not =0A    interchangeable.<br>Shelagh. Th=
anks for your email: You raised many =0A    important and interesting quest=
ions. You commented: As educators, do we have =0A    a compulsion to 'fill =
empty vessels' with what we 'need' our students to =0A    learn?<br>Answer =
is =E2=80=9CYes=E2=80=9D. A three-year old does not wish to learn numbers =
=0A    =E2=80=9C1,2,3,4,5,6=E2=80=9D etc. Should we leave vessel empty?<br>=
You commented: How much =0A    of the learning is intrinsic and how much ex=
trinsic?<br>As a general rule, A =0A    successful learning contains both e=
lements equally. For example: if I have =0A    an intrinsic desire to learn=
 a chemical equation, I will passionately =0A    explore: how to do it (Int=
rinsic). If information is available online&nbsp; =0A    or my teachers 100=
% persuade me (Extrinsic) to learn chemical equation, I =0A    will learn e=
ffectively.<br>You commented: Do we use a wide range of student =0A    cent=
red learning methods to engage and motivate each student?<br>I am sure =0A =
   many tutors are doing it. A survey perhaps is required to assess the suc=
cess =0A    rate. If a success rate is exceptionally higher, it means it is=
 an =0A    outstanding method.<br>You commented: How much do we value the '=
process' of =0A    learning, giving time and attention to the 'journey'?<br=
>Value is =0A    independent to time and attention.&nbsp; Values do not all=
ow us to =0A    compromise.<br>You commented: How much do systems, targets =
and assessments =0A    encourage us as educators to focus our attention ent=
irely on the outcome or =0A    product to judge 'development'?<br>Systems, =
targets and assessments are to =0A    regulate consistency and fairness. Th=
ey do not interfere =E2=80=9C the way we employ =0A    learning &amp; devel=
opmental activities=E2=80=9D.&nbsp; That's why&nbsp; league =0A    tables t=
ell us, who applied the right approaches in managing the learning =0A    pr=
ocess within the given systems, targets and assessments.<br>You commented: =
=0A    I am terrified that going to school may 'knock this out' of them.&nb=
sp; =0A    Isn't that a terrible fear?<br>Initial assessment plays its role=
 here.&nbsp; =0A    A school teacher must hold the abilities to conduct ini=
tial assessment to =0A    differentiate learners and develop an appropriate=
 learning &amp; =0A    developmental strategies. I think, rather than fear,=
 this is an opportunity =0A    for you children to be assessed externally a=
nd classified as the children =0A    with innate abilities to learn and dev=
elop. This is also an opportunity for =0A    educators to prepare children =
with exceptional innate abilities to produce =0A    leading results<br><br>=
Lawrence: I do agree with you that two key factors =0A    count i.e. social=
 status of a teacher and education level to gain success in =0A    learning=
 &amp; development.<br>No doubt, Finland is at the top of the =0A    school=
s=E2=80=99 league tables especially in Maths and science across the world. =
We =0A    need to see its impact on Finland=E2=80=99s scientific developmen=
t, economic growth, =0A    environmental growth, social growth, employment =
rate and so on. Is Finland =0A    leading the world in all these parameters=
?&nbsp; If answer is yes than it =0A    means learning &amp; development is=
 taking place in Finland =0A    effectively.<br>Regards<br>Aga<br><br><br><=
br>From: Shelagh Hetreed &lt;<a href=3D"" rel=3D"nofollow">[log in to unmask]
.UK</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;=
&gt;<br>To: <a href=3D"" rel=3D"nofollow">[log in to unmask]
AC.UK</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">PRACTITIONER-RESEARCHER@J=
ISCMAIL.AC.UK</a>&gt;<br>Sent: =0A    Wednesday, 14 August 2013, 8:25<br>Su=
bject: Re: Researching Our Own =0A    Practice<br><br>Pleased to meet you =
=0A    Angela<br><br>Shelagh<br><br><br><br>Date: Wed, 14 Aug 2013 07:26:45=
 =0A    +0000<br>From: <a href=3D"" rel=3D"nofollow">Jamesa1@UKZN.AC..ZA</a=
>&lt;mailto:<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;<br>Sub=
ject: Re: Researching Our Own =0A    Practice<br>To: <a href=3D"" rel=3D"no=
follow">[log in to unmask]</a>&lt;mailto:<a href=3D"" r=
el=3D"nofollow">[log in to unmask]</a>&gt;<br><br>Angel=
a =0A    James, University of KwaZulu-Natal , Durban, South Africa.<br><br>=
From: =0A    Practitioner-Researcher [mailto:<a href=3D"" rel=3D"nofollow">=
[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D"no=
follow">[log in to unmask]</a>&gt;] On Behalf Of =0A   =
 Shelagh Hetreed<br>Sent: Wednesday, August 14, 2013 9:22 AM<br>To: <a href=
=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt;mailto=
:<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&g=
t;<br>Subject: Re: =0A    Researching Our Own Practice<br><br>Dear Aga and =
Angela,<br><br>As many of =0A    us do not know each other, could we just m=
aybe add to our communication =0A    where in the world that we are?&nbsp; =
Thank you.<br><br>I am Shelagh and I =0A    am in Bath UK.<br><br>1. My gra=
ndson is 3 years old. He learns huge amounts =0A    every day.&nbsp; He doe=
s this freely, without coercion, praise or =0A    reward.&nbsp; I would des=
cribe this as intrinsic motivation.&nbsp; When his =0A    mother wants to t=
each him something, he often resists, focusing on the =0A    aspect that he=
 wants to learn instead.<br><br>As educators, do we have a =0A    compulsio=
n to 'fill empty vessels' with what we 'need' our students to =0A    learn?=
<br>Do we use a wide range of student centered learning methods to =0A    e=
ngage and motivate each student?<br>How much do we value the 'process' of =
=0A    learning, giving time and attention to the 'journey'?<br>How much do=
 =0A    systems, targets and assessments encourage us as educators to focus=
 our =0A    attention entirely on the outcome or product to judge =0A    'd=
evelopment'?<br><br>2. Angela, changing the term 'development' to =0A    's=
uccess':<br>I would add that perhaps we need to know what our criteria for =
=0A    success is before we start, otherwise, we may consider that we/ the =
student =0A    has failed when actually, their success has just not reached=
 our =0A    criteria.<br><br>3. An example: When learning to ride a bike, t=
here are so =0A    many criteria to be met- balancing on a saddle, steering=
 direction with the =0A    handle bars, co-ordinating our legs and feet to =
turn the pedals (in one =0A    direction only), co-ordinating our arms and =
hands to use the breaks... etc.. =0A    etc. you get the picture.<br>Each s=
tep along the way is progress/ =0A    development/ success.<br><br>So what =
is our ambition for the new =0A    cyclist?&nbsp; Staying upright while mov=
ing forward, cycling safely along a =0A    lane, busy roads, city traffic, =
racing, off road mountain biking, the =0A    Olympics in Rio?<br><br>Where =
was the learning and the development in this =0A    example?&nbsp; How much=
 of the learning is intrinsic and how much =0A    extrinsic?&nbsp; Of cours=
e formal learning isn't like that- but perhaps =0A    focusing on the incre=
mental stages that are necessary for any learning to =0A    take place and =
analysing where there may be a barrier to further =0A    development, will =
help us seek alternative and imaginative ways to motivate =0A    every lear=
ner.<br><br>I am learning so much from close contact with the =0A    daily =
learning of my 2 small grandchildren. They astonish me with their =0A    ca=
pacity to learn new skills, they have huge ambitions and wonderful =0A    i=
maginations. I am terrified that going to school may 'knock this out' of =
=0A    them.&nbsp; Isn't that a terrible fear?<br><br>Formerly I was an edu=
cator in =0A    mainstream and special schools and the mother of a two dysl=
exic/ dyspraxic =0A    daughters who the education system, in my opinion 'f=
ailed'.<br><br>Hope my =0A    comments help, if only to be =0A    challenge=
d.<br><br><br><br><br><br><br><br>Date: Wed, 14 Aug 2013 04:26:37 =0A    +0=
000<br>From: <a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt;mailto=
:<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;<br>Subject: Re: R=
esearching Our Own =0A    Practice<br>To: mailto:<a href=3D"" rel=3D"nofoll=
ow">[log in to unmask]</a><br>Dear Aga,<br>A =0A    com=
plex question to a complex issue. For me the crucial aspect is =E2=80=93 do=
 the =0A    recipients take ownership and responsibility for their own lear=
ning?<br>So =0A    what do we need to consider in the light of this =E2=80=
=93 were they engaged and =0A    were their views about the =E2=80=9Cdevelo=
pment=E2=80=9D process elicited, interrogated, =0A    etc?&nbsp; Work from =
this stance onwards =E2=80=A6&nbsp; more questions could be =0A    asked.<b=
r>Lately, I am averse to using the term development as it has such =0A    s=
taccato links. I am using the term success.<br>All the =0A    best<br>Angel=
a<br>From: Practitioner-Researcher [mailto:<a href=3D"" rel=3D"nofollow">PR=
[log in to unmask]</a>] On Behalf Of aga =0A    yamin<br>=
Sent: Wednesday, August 14, 2013 5:57 AM<br>To: mailto:<a href=3D"" rel=3D"=
nofollow">[log in to unmask]</a><br>Subject: Re: =0A   =
 Researching Our Own Practice<br><br>Dear All<br><br>Why learning &amp; =0A=
    development fail?&nbsp; Please do comment. Your thoughts will provide =
=0A    substantial learning =0A    opportunities.<br><br>Regards<br>Aga<br>=
<br><br><br><br><br>"This e-mail is =0A    subject to our Disclaimer, to vi=
ew click <a href=3D"" rel=3D"nofollow">http://www.dut.ac.za/disclaimer</a>"=
<br><br><br><br>________________________________<br><br>"This =0A    e-mail=
 is subject to our Disclaimer, to view click <a href=3D"" rel=3D"nofollow">=
http://www.dut.ac.za/disclaimer</a>"<br><br><br><br>--<br>Dr =0A    Joan Wa=
lton<br>Faculty of Education<br>Liverpool Hope University<br>Hope =0A    Pa=
rk<br>Liverpool<br>L16 9JD<br><br>Email: <a href=3D"" rel=3D"nofollow">walt=
[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">[log in to unmask]
uk</a>&gt;<br><br><br><br>[<a href=3D"" rel=3D"nofollow">http://www.hope.ac=
.uk/media/liverpoolhope/contentassets/images/slideshow/media,6740,en.jpg</a=
>]<br><br><a href=3D"" rel=3D"nofollow">www.hope..ac.uk</a>&lt;<a href=3D""=
 rel=3D"nofollow">http://www.hope.ac.uk/</a>&gt;<br><br>Liverpool Hope Univ=
ersity =0A    has<br><br>*&nbsp; 92% of students in employment or further s=
tudy after six =0A    months of graduation, on average over the last five y=
ears<br>*&nbsp; Awarded =0A    61% of graduates a First or 2:1 Honours degr=
ee in 2012<br>*&nbsp; Entry =0A    points at an average of 311 in 2012<br>*=
&nbsp; Invested =C2=A342 million in =0A    buildings and equipment over the=
 past five years<br>*&nbsp; The best =0A    retention rate of the nine new =
universities in the North =0A    West.<br><br>******<br><br>Liverpool Hope =
University accepts no =0A    responsibility for this email, its contents an=
d any loss or damage&nbsp; =0A    arising in any way from the receipt or<br=
>use of this email and its =0A    attachments<br><br><br><br><br><br></div>=
</div></div></div></div></div></blockquote></div><br><br clear=3D"all">=0A =
 <div>&nbsp;</div>-- <br>=0A  <div dir=3D"ltr">Dr Joan Walton<br>Faculty of=
 Education<br>Liverpool Hope =0A  University<br>Hope Park<br>Liverpool <br>=
L16 9JD =0A  <div>&nbsp;</div>=0A  <div>Email: <a href=3D"" rel=3D"nofollow=
">[log in to unmask]</a><br></div>=0A  <div>&nbsp;</div>=0A  <div>&nbsp;</d=
iv>=0A  <div>&nbsp;</div>=0A  <div><img style=3D"color: rgb(34, 34, 34); fo=
nt-family: arial, sans-serif; font-size: 13px; background-color: rgb(255, 2=
55, 255);" width=3D"420" height=3D"176"></div>=0A  <div>=0A  <div style=3D"=
color: rgb(34, 34, 34); font-family: arial, sans-serif; font-size: 13px; ba=
ckground-color: rgb(255, 255, 255);">=0A  <div>&nbsp;</div>=0A  <div><a sty=
le=3D"color: rgb(17, 85, 204);" href=3D"" rel=3D"nofollow">www.hope.ac.uk</=
a><br><br>Liverpool Hope University has<br>=0A  <div style=3D"margin-bottom=
: 0pt;"></div>=0A  <ul>=0A    <li style=3D"margin-left: 15px;"><span style=
=3D"font-family: arial, sans-serif;">92% of students in employment or =0A  =
  further study after six months of graduation, on average over the last fi=
ve =0A    years</span> =0A    <li style=3D"margin-left: 15px;"><span style=
=3D"font-family: arial, sans-serif;">Awarded 61% of graduates a First or =
=0A    2:1 Honours degree in 2012</span> =0A    <li style=3D"margin-left: 1=
5px;"><span style=3D"font-family: arial, sans-serif;">Entry points at an av=
erage of 311 in =0A    2012</span> =0A    <li style=3D"margin-left: 15px;">=
<span style=3D"font-family: arial, sans-serif;">Invested =C2=A342 million i=
n buildings and =0A    equipment over the past five years</span> =0A    <li=
 style=3D"margin-left: 15px;"><span style=3D"font-family: arial, sans-serif=
;">The best retention rate of the nine =0A    new universities in the North=
 West.</span></li></ul>=0A  <div></div>=0A  <div>=0A  <div>******</div>=0A =
 <div><br>Liverpool Hope University accepts no responsibility for this emai=
l, =0A  its contents and any loss or damage&nbsp; arising in any way from t=
he receipt =0A  or<br>use of this email and its attachments</div></div></di=
v>=0A  <div>&nbsp;</div></div><br style=3D"color: rgb(34, 34, 34); font-fam=
ily: arial, sans-serif; font-size: 13px; background-color: rgb(255, 255, 25=
5);"><br></div></div></div></div></div></font></div><br><br></div></div></d=
iv></div></div></div></div></div></blockquote></div></div></div></div></div=
><br><br></div> </div> </div>  </div></body></html>
---748019302-1784958067-1377619906=:78047--
=========================================================================
Date:         Wed, 28 Aug 2013 08:03:18 +1200
Reply-To:     Practitioner-Researcher <[log in to unmask]>
Sender:       Practitioner-Researcher <[log in to unmask]>
From:         Xtra <[log in to unmask]>
Subject:      Re: Researching Our Own Practice
In-Reply-To:  <[log in to unmask]>
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Hi Cynthia

I am glad that the article resonated with you. As I may have said, it is alw=
ays tricky recommending articles when you don't know the recipients' current=
 situation (or political beliefs!) Giroux has always been pretty radical, an=
d it's interesting that you may have studied at the same time that he did.=20=


I do get concerned about the way that a lot of political consciousness-raisi=
ng happened 'in my day' (i.e., going to university for the first time in the=
 late 60s-early 70s) but seems to have lapsed with students currently. I thi=
nk we had much more leisure to put energy elsewhere. In New Zealand when I s=
tudied, you could get a fees and allowances bursary that let you concentrate=
 on your studies without needing to do much part-time work, hence freeing up=
 some energy. But it seems to me these days, with high student fees and the b=
ursaries not being freely available, many of our students have their noses t=
o the grindstone all the time, in one way or another. It diminishes the time=
 and energy they have to develop understanding of wider political influences=
 on education and society, and allows the current iniquitous situation to go=
 relatively unchallenged, except perhaps by the teacher unions.

Enough gloom for today, it's a lovely spring day here in New Zealand and the=
re's always hope for tomorrow!

Warm regards

Pip

On 28/08/2013, at 4:11 AM, cynthia cozette <[log in to unmask]> wrote:

> 8-27-13
> Dear Helen and Pip:
> Helen please e-mail us your new website. Your new venture sounds exciting.=

> Pip thank you for mentioning the essay by Henry Giroux "The War Against Te=
achers as
> Public Intellectuals during Dark Times."
> I found the  article to be very truthful concernng the teacher's vulnerabl=
e position in modern
> times and passed the article along to my other teacher colleagues in Phila=
delphia.
> Just an aside, Henry Giroux graduated with his Ph.D. from Carnegie Mellon U=
niversity
> in Pittsburgh, Pennsylvania, USA in 1977.
> I graduated from Carnegie-Mellon University in 1975 with a BFA in Music.
> I would have to check his dates of attendance to find out if we possibly c=
rossed paths.
> I did live in the graduate student dorms for 1 year because the undergradu=
ate dorms were full.
> I believe his dissertation is titled "The Mouse That Roared" where he anal=
yzed the affect of the
> Disney corportation on parent and children's worldview.=20
> Cynthia
> =20
> =20
>=20
> From: Helen O'Connor <[log in to unmask]>
> To: [log in to unmask]
> Sent: Tuesday, August 20, 2013 12:04 PM
> Subject: Re: Researching Our Own Practice
>=20
> Dear Pip,
> Thank you for sharing some of my story. We are launching a new website on 1=
st Sept, to coincide with the school opening, I think the previous link I se=
nt will still work, if not I will send a new one.
> The more =E2=80=98hits=E2=80=99 the better and thank you for your message!=

> Helen
> =20
> From: Xtra
> Sent: Tuesday, August 20, 2013 12:58 AM
> To: [log in to unmask]
> Subject: Re: Researching Our Own Practice
> =20
> Hi Helen and others
> =20
> I found this a most uplifting reply to some of the dreadful situations enc=
ountered by folk on the list, most recently Cynthia. I couldn't even begin t=
o imagine how to counter what Cynthia's up against, although I'd shared a ra=
ther passionate and controversial essay by Henry Giroux (google "The War Aga=
inst Teachers as Public Intellectuals in Dark Times" if interested - it's on=
 a US-based site called 'truth-out'.)
> =20
> What I really liked in Helen's post is the perceptive observation of ways t=
o circumvent the restrictions of the local council, by identifying possibili=
ties for government funding at national level, and then putting so much time=
 and energy into making a new reality. I wish you and your team all the best=
 in this Helen! As this is a 'public' list I hope you don't mind, but I shar=
ed a little of your story on the HETL Linked-In group by way of encouraging f=
olk to look for similar possibilities in their own situations. You might fin=
d a raft of hits on the Swanage website!
> =20
> Having said that, a caution: I used to be Research Manager for a Maori uni=
versity that did just this. Te Wananga o Aotearoa was so effective in attrac=
ting students who'd not experienced prior educational success, and enrolling=
 and graduating (in the main) them through programmes, that they blew the go=
vernment's budget for such work. Instead of congratulating them for their tr=
emendous work, the then government took an axe to them. Under the guise of c=
riticism for financial mismanagement and/or nepotism and/or shonky quality s=
tandards - largely without foundation, as subsequent inquiries showed - they=
 succeeded in slowing the institution's progress and forcing them under Crow=
n management for a number of years. I'm not even sure they're free of it yet=
.. So yes, the possibilities for 'alternative' thinking exist and can be very=
 successful, but one must always be alert for attempts to constrain or mould=
 the creative work of such organisations.
> =20
> Warm regards
> =20
> Pip
>=20
> On 19/08/2013, at 8:54 PM, Helen O'Connor <[log in to unmask]> wrote:
>=20
>> Hi,
>> =20
>> My name is Helen and I live in Swanage, Dorset, in the UK. Where I live i=
s a beautiful place, a natural World Heritage site, the Isle of Purbeck.
>> I follow these threads from time to time but have not contributed before.=
 However, I felt that you might find the situation I am in interesting, in l=
ight of some of the comments made by other contributors in this conversation=
..
>> =20
>> I am a teacher, mother of three daughters and active member of the commun=
ity. For the last four years I have been vice-chair of a community group cal=
led Education Swanage. The group was originally established to campaign agai=
nst the closure of the local Middle School, which was the only provision of s=
econdary education within 10 miles of our town. Swanage is situated on a pen=
insula and is often overlooked in terms of community facilities, so when Dor=
set County Council reviewed education and decided to close the school, a gro=
up of us felt that we had to protest, hence Education Swanage was formed.
>> =20
>> Unfortunately our campaign failed and the school closed in July. However,=
 there is a happy ending as from 2010 Education Swanage transformed from a c=
ampaign group into a project group and we proposed to open our own school. C=
oincidentally (and controversially) the newly elected coalition government i=
ntroduced a =E2=80=98free school=E2=80=99 policy just at the time when Educa=
tion Swanage=E2=80=99s campaign to save the middle school failed. The free s=
chool policy enabled proposer groups to put forward plans to open new school=
s, free of county council control and funded by the government. Although thi=
s policy did not sit comfortably with my own political perspective, I knew t=
hat it was a lifeline for us in the context we were in. We spent hours and h=
ours of our time, all working as volunteers, (alongside our day jobs and fam=
ily commitments) to propose a new secondary =E2=80=98free=E2=80=99 school fo=
r Swanage. We were successful as in October 2010 we heard that our free scho=
ol plans had been accepted.
>> =20
>> Since then we have been working towards opening The Swanage School =E2=80=
=93 our doors open in temporary accommodation in September! At the same time=
 our brand new building, on the site of the closed middle school (it is a lo=
ng story for me to tell you how we secured that site!) is being built. See t=
his link for more information about the school www.http://www.educationswana=
ge.co.uk/
>> =20
>> Our school is going to be small, but a little gem which will transform th=
e lives of our children and the vibrancy of our town. It will have a human s=
cale ethos as we are partnered by the Human Scale Education Movement who are=
 working to promote relationships and smaller school communities as the spri=
ngboard for effective learning, see this link for more information about hum=
an scale education and its director James Wetz http://www.hse.org.uk/hse/
>> =20
>> There is a lot more I could say, but I don=E2=80=99t want to keep you! I j=
ust wanted to try and say that it is possible, despite the odds, to make tra=
nsformations happen and change the communities in which we live, whilst grow=
ing and developing ourselves and building positive relationships with others=
 in the process.
>> =20
>> Finally, I am studying for a professional doctorate in practical theology=
 with the Cambridge Theological Federation, accredited through Anglia Ruskin=
 University.
>> My research focuses on how the values of Education Swanage have influence=
d the founding of the new school. I am using a living theory methodology (wi=
th helpful advice from Jack Whitehead) with insights from practical theology=
 as a critical tool.
>> Although I am agnostic I have a deep interest in theology. Practical theo=
logy enables me to explore how values are central in giving meaning and sign=
ificance to our lives (in a sense they are =E2=80=98sacred=E2=80=99 =E2=80=93=
 see the work of Ruard Ganzevoort http://www.ia-pt.org/wp-content/uploads/20=
11/11/presidentialaddress2009.pdf). Values evoke awe and passion and lead us=
 to take action. My research is theological in the sense that I am speaking a=
bout how, as members of our little community in Dorset, we are =E2=80=98trac=
ing=E2=80=99 a sacred path by creating a =E2=80=98living educational theory=E2=
=80=99 =E2=80=93 an explanation of how our values are significant and meanin=
gful in influencing and inspiring us to transform the way we live and the co=
mmunities we live in.
>> =20
>> I do hope some of this makes sense, please do let me know if you have any=
 questions or would like to have a further conversation about any of this.
>> Best wishes,
>> Helen O=E2=80=99Connor
>> =20
>> From: cynthia cozette
>> Sent: Monday, August 19, 2013 2:34 AM
>> To: [log in to unmask]
>> Subject: Re: Researching Our Own Practice
>> =20
>> 8-18-13
>> Dear Joy, Jack and Everyone:
>> Greetings to all in Liverpool(the home of the Beatles) and to the global c=
ommunity of researchers.
>> I was also feeling very disillusioned about my current teaching predicame=
nt.
>> I too have been inspired after reading some of your comments.
>> My questions are how do I improve my practice as a teacher in an environm=
ent that is breeding unhealthy transformation? What do I do as a researcher w=
hen unhealthy transformation is forced upon me?
>> =20
>> I was one of 3,800 educators (all counselors, nurses, assistant principal=
s, music teachers, special education teacher aides, cafeteria and bus aides a=
nd some art and physical education teachers) laid off this past summer in th=
e School District of Philadelphia, Pennsylvania, USA public schools. I recen=
tly received a call back to teaching notice and will be one of 1,000 educato=
rs called back to service in September, 2013 from the layoff group of educat=
ors. I teach general vocal music at a middle school Grades 5 through 8. The s=
tudents at my school are selected by a lottery system. The majority of the s=
tudents score eighty percent or higher on their standardized achievement tes=
t scores in mathematics, reading and science.
>> =20
>> Almost every other day there are public protests in the City of Philadelp=
hia by concerned parents, students, teachers and educators.  Many local pare=
nts are threatening to place their children in home study programs in Septem=
ber, 2013. Many parents say they are planning to leave the school district w=
ith their children because they feel school safety is an issue with so littl=
e adult staff to supervisor students because of the massive layoff.
>> =20
>> The teachers themselves are even concerned about school safety and some a=
re now on hunger strikes. Local and state politicians are battling back and f=
orth over who will pay badly needed funds of 304 million dollars to support t=
he school district.. Some politicians are demanding the teachers take a thir=
teen percent pay reduction to help find school funding.  The school superint=
endent has suspended seniority rights for teachers and is calling laid-off t=
eachers back for work in September, 2013 according to his choice of teachers=
 based on their skills and expertise. Performance ratings are soon scheduled=
 to change for teachers=E2=80=A6teacher performance will be tied to student s=
cores on state standardized achievement tests. If an administrator gives a t=
eacher a good rating and the students test scores are low, the principal may=
 receive a poor rating. Teachers most likely will be    given more non-instr=
uctional duties, office duty, hall patrol, longer hours etc. which means alm=
ost no time for teacher collaboration.
>> =20
>> How do I improve my practice in world of education that has developed int=
o chaos?
>> Suggestions are welcomed.
>> Cynthia Cozette Lee, Ed.D.
>> Middle School Teacher =E2=80=93 Philadelphia , Pennsylvania USA
>> =20
>> =20
>> From: Joy Mounter <[log in to unmask]>
>> To: [log in to unmask]
>> Sent: Sunday, August 18, 2013 1:02 PM
>> Subject: Re: Researching Our Own Practice
>> =20
>> Hello Everyone,
>> My name is Joy and I have been reading with interest the comments flowing=
 between the group, but haven't contributed before. I am a Head teacher of a=
 primary school in Somerset, England (children aged 4-11 years old). The las=
t academic year was very stressful and I found myself feeling disillusioned a=
nd very tired. Reading your conversation has re ignited the spark of learnin=
g I thought extinguished, thank you!
>> =20
>> I am interested in children as learners, from an early age, excited and c=
hallenged to forge their own path and find their own passions. If we can edu=
cate a generation to think of themselves as learners/ researchers of life, a=
 deep understanding of themselves as a person, as a learner and as a fluid c=
onnector to others knowledge, ideas and explorations cannot we create an ide=
ology of continual research beyond boundaries and time and space.
>> =20
>> The Internet as a tool for forging links and connections is amazing. Chil=
dren have the confidence and innate belief in the concept of 'one world' thr=
ough ICT. Current and new friendships cross boundaries, information is share=
d trustingly and they are excited by the prospects and do not see any limits=
..
>> =20
>> This is the tool I want to utilise as part of our curriculum, a space whe=
re the research and passions of my children can connect with other learners r=
egardless of age, or location. A platform to share, make connections and pus=
h boundaries of belief, knowledge and expectations. A way to spread influenc=
e and truly realise the part we all play in a world community.
>> =20
>> This may then change the challenge of transformation we currently face. P=
art of the issue at the moment is connecting to people, changing beliefs in e=
ducation as it has traditionally been taught. Could we encourage a natural b=
elief in exploration, the idea of transformation will be part of the interna=
l belief of daily life?=20
>> =20
>> Rambling ideas, but I do enjoy sharing your thoughts.
>> =20
>> Joy
>> =20
>> Joy
>> -----Original Message-----
>> From: Joan Walton <[log in to unmask]>
>> To: PRACTITIONER-RESEARCHER <[log in to unmask]>
>> Sent: Sun, 18 Aug 2013 9:57
>> Subject: Re: Researching Our Own Practice
>>=20
>> Dear Aga
>> Your passionate commitment to sustainable development shines through what=
 you write.; as does your frustration that it is such a =E2=80=98big task=E2=
=80=99 , and there is apparently little sign of progress.  =20
>> You say:  =E2=80=9CThe challenge here is =E2=80=98What I want to transfor=
m?=E2=80=99 this is a question that needs extensive and substantial knowledg=
e of sustainable development before we start exploring it=E2=80=9D.
>> I would like to suggest that the answer to =E2=80=98what do I want to tra=
nsform?=E2=80=9D  would produce many different answers from many different p=
eople; and that each of these responses may be equally valid.  My interest, s=
imilar to Sara=E2=80=99s I think, is the process of transformation itself.  A=
nd I think here the key word is =E2=80=98process=E2=80=99.       For me, the=
re is a spiritual dimension to this  =E2=80=93 by =E2=80=98spiritual=E2=80=99=
, I am not talking about anything specifically religious, but I do think tha=
t everyone can access a source of wisdom deep within themselves, if they giv=
e themselves the time,  space and stillness to connect with that.  Within th=
at context, I then think it is important for people to be =E2=80=98true to t=
hemselves=E2=80=99;   with the important proviso of course, that in being tr=
ue to themselves, they are not acting in a way that prevents any other perso=
n also being true to themselves; indeed I would hope that they would be enco=
uraging others to do the same.  This, I would suggest, is the kind of =E2=80=
=98ethos=E2=80=99 we need for transformative practice.
>> The problem is that we often get put off continuing to talk to each other=
, because of the language, and the different meanings we put to the same wor=
ds.  For example, I introduced the word =E2=80=98spiritual=E2=80=99 in what I=
 wrote.  Many people do not like that term, and may be put off listening to w=
hat I say because of that.  Other people are wary about using this term, or o=
thers that are meaningful to them, because they fear that others will =E2=80=
=98judge=E2=80=99 them in some way for doing so.  The important thing about =E2=
=80=98deep listening=E2=80=99 and engaging in cooperative inquiry is that we=
 learn about where the other person is coming from beyond the words, and if w=
e each genuinely have the wellbeing of all people on the planet as our prior=
ity, we need to find a way to dialogue together, whatever our stated beliefs=
 and perspectives.=20
>> Andy Henon wrote:=20
>> =E2=80=9CI believe that provided an individual is empowered to make infor=
med choices and is aware of alternatives beyond whatever educational models,=
 systems and authoritative views they are exposed to, thriving societies can=
 prevail=E2=80=A6=E2=80=A6. It is not the end objective that matters, it is t=
he process, the journey, the ever changing world of knowledge creation?   Li=
ving and sharing of life?=E2=80=9D
>> This for me is another way of describing the nature of the process I am t=
rying to describe. =20
>> The important thing here for you, Aga, is that you do what you can to dev=
elop your own knowledge of sustainable development.  Perhaps the next stage t=
hen is thinking about how you can bring together a few people with a similar=
 interest in a group to engage in a co-operative inquiry, with an agreed que=
stion that you are all interested in following?  You could do this by inviti=
ng people who live close to you who can meet in person; or you could set up a=
n internet-based inquiry.  The increasingly sophisticated advances in techno=
logy make all kinds of global connections and explorations possible =E2=80=93=
 and they are increasing in number and kind.  Even Facebook pages are being u=
sed as a means of people sharing together the kinds of things they see as im=
portant for making a positive difference in the world. =20
>> Jack Whitehead=E2=80=99s idea of =E2=80=98living theory=E2=80=99 is indee=
d a good method for those interested in engaging in a transformative process=
, and researching their practice in ways that have transformative outcomes; t=
he many living theory theses on his website are testimony to that. However t=
here are also other ways of thinking about and researching the process of co=
nnecting individual transformation and global transformation.  In 2001, I or=
ganised a conference New Paradigms in Education: Values, Relationships, Tran=
sformation, and even at that time, people were sharing transformative experi=
ences, and the processes that had led to them.  The core challenge now, I th=
ink, is how to connect the growing number of individuals and groups who can r=
elate to this idea of =E2=80=98transformation starting with self=E2=80=99, a=
nd research ways in which we can get beyond the specific language and ideas w=
e each promote in our own worlds, to agree shared objectives, and work more e=
ffectively together to achieve global change.
>> It is a long, arduous journey and requires much patience, and an acceptan=
ce of whatever transpires as a result.   The Buddhist philosophy includes th=
e idea of =E2=80=98non-attachment to outcomes=E2=80=99, and I try to keep th=
at in mind, hard though it is.
>> Best wishes,
>> Joan=20
>>=20
>>=20
>> On 18 August 2013 05:16, aga yamin <[log in to unmask]> wrote:
>> Dear Joana, Sara and All
>> Joana:Thanks for producing excellent acount. You commeneted: The big ques=
tion is, what kind of research do we need =E2=80=A6.. I would suggest that w=
hat is required is a transformation of thinking and action
>> =20
>> Transformation is big word and requires extensive understanding of curren=
t situation before we transform into a desired scenario.
>> =20
>> I think Jack Whitehead=E2=80=99 living theory philosophy & research metho=
d are good enough to transform current practices into desired practices.  It=
 focuses on =E2=80=9Cvalues=E2=80=9D and the question such as =E2=80=9CHow d=
o I improve my practice?=E2=80=9D  Or more elaborately, =E2=80=9CHow do I im=
prove what I am doing for personal and social benefit? Both questions itself=
 are directly leading towards Transformation. Our values drive the research a=
nd the research process.
>> =20
>> One can use any authenticated qualitative or quantitative methods or phil=
osophies. The challenge here is =E2=80=9CWhat I want to transform?=E2=80=9D t=
his is a question that needs extensive and substantial knowledge of sustaina=
ble development before we start exploring it.
>> =20
>> We all depend on one biosphere for sustaining our lives. Yet each communi=
ty, each country, strives for survival and prosperity with little regard for=
 its impact on others. Some consume the Earth's resources at a rate that wou=
ld leave little for future generations. Others, many more in number, consume=
 far too little and live with the prospect of hunger, squalor, disease, earl=
y death, social & economic inequalities.
>> =20
>> Sara: For institute of Transformations: what are you planning to tansform=
?
>> =20
>> Regards
>> Aga
>> =20
>> =20
>> From: "Salyers, Sara M" <[log in to unmask]>
>> To: [log in to unmask]
>> Sent: Saturday, 17 August 2013, 23:55
>>=20
>> Subject: Re: Researching Our Own Practice
>>=20
>> I think this is beautifully expressed, Joan. I find myself moved and insp=
ired simply by the question of how 'transformation one person at a time can b=
ecome transformation one group at a time'. Oddly enough, I've been working o=
n developing and launching an 'Institute for Transformational Studies' with a=
 lot of input and insight from David Adams, who I believe is also on this li=
st, and the support of a couple of stateside colleagues. The mechanics of tr=
ansformation amaze and humble me and, from my own experience, there is no do=
ubt that this world shifting process is founded in what you describe as thos=
e "fluid interconnections" between human beings.
>> Much love
>> Sara
>>=20
>> Sent from my iPad
>>=20
>> On 17 Aug 2013, at 17:49, "Joan Walton" <[log in to unmask]<mailto:walton=
[log in to unmask]>> wrote:
>>=20
>>=20
>> Dear Lawrence, Aga and All
>>=20
>> It is interesting to me that the subject of this email chain is =E2=80=98=
researching our own practice=E2=80=99; and there is a return to the subject o=
f research when Aga says:  =E2=80=9CWe need to research how can we integrate=
 human ethics, economic, environmental and social factors into our curriculu=
ms and how can we teach from parents and professionals (who missed out susta=
inable education) to present and new generations to eliminate inequalities a=
nd create sustainable growths to prolong earth resources.=E2=80=9D
>>=20
>> The big question is, what kind of research do we need if we are to addres=
s these and other questions that so urgently need addressing if we are to de=
al with the many crises that currently threaten human wellbeing, and possibl=
y human existence?
>>=20
>> I would suggest that what is required is a transformation of thinking and=
 action if the kind of elitism described by Lawrence, and the worldview that=
 supports it, is to be eradicated, and replaced by a more equitable society.=
  However history  shows us that there is no =E2=80=98objectively designed=E2=
=80=99 structure or system than in itself will create such change. A recent c=
olloquium at Liverpool Hope University entitled =E2=80=98Researching Our Own=
 Practice=E2=80=99  was organised on the principle that the world will only b=
e transformed one person at a time; that each of us can only change ourselve=
s, not others; and that each person, through taking responsibility for resea=
rching their  life and practice,  can through their own transformative exper=
iences and learning, make a contribution to the global transformation that i=
s required.
>>=20
>> I too like Ken Wilber=E2=80=99s Integral Theory, but I think we are each a=
re influenced in very different ways by different theories, world views and l=
ife experiences, and we each need to find our own way, and our own influence=
s,  in working out what we want to be and what we want to do.  What is impor=
tant, I suggest, is how each of us create our own unique ways of connecting o=
ur inner lives =E2=80=93 (worldview, values, spiritual influences, feelings,=
 etc ) =E2=80=93 to action that makes some kind of contribution to addressin=
g the kind of  global crises identified by Aga, albeit at a local level.
>>=20
>> We then need to explore how  we can work together, i. e. research through=
  a =E2=80=98co-operative inquiry=E2=80=99, to discover how the learning and=
 knowledge that each of us develop in our own unique and creative ways, can b=
e shared with others in a systematic way that is of mutual benefit.  My expe=
rience of co-operative inquiry is that it not only allows me to share my exp=
erience, but in listening deeply to each other, there is a transformational s=
hift in our understanding of ourselves as well as of others.  The =E2=80=98s=
hift in consciousness=E2=80=99 created through this process really can be si=
gnificant.  How then to =E2=80=98upscale=E2=80=99 further, so that that grou=
p learning can have wider influence?
>>=20
>> I do not know the answer to this.  I think in =E2=80=98researching our ow=
n practice=E2=80=99, we need  to connect the transformative experiences an i=
ndividual has (we know quite a lot about different ways in which that can ha=
ppen), with transformation at a global level.  Transformation one person at a=
 time needs to become transformation one group at a time, perhaps with the i=
ntention that these groups become  bigger in size.  We then need to discover=
 ways in which such groups can connect with others having similar values and=
 global intentions (albeit having got to where they are using different star=
ting points and methods).  I know many people, from many diverse backgrounds=
 and interests,  who believe that if we can discover how to achieve this, we=
 will reach some kind of =E2=80=98tipping point=E2=80=99, which will result i=
n  sufficient numbers of people whose commitment  to (for example) =E2=80=9C=
eliminate inequalities and create sustainable growths to prolong earth resou=
rces=E2=80=9D  is so strong that national / global structures will be change=
d to enable that to happen.
>>=20
>> In other words, when =E2=80=98researching our own practice=E2=80=99, I th=
ink we need to be researching the processes that will facilitate the dynamic=
 process of creating fluid interconnections between individual =E2=80=98jour=
neys=E2=80=99  and a global =E2=80=98shift =E2=80=99.
>>=20
>> Best wishes,
>>=20
>> Joan
>>=20
>>=20
>> On 17 August 2013 12:03, Lawrence Martin Olivier <[log in to unmask]<mail=
to:[log in to unmask]>> wrote:
>> Hi Aga
>>=20
>> I totally agree with these ideas. I find Ken Wilber's Integral Theory/ Pa=
radigm (his integral map / 4 perspectives / 2 paths objective and subjective=
 / individual and collective etc.) a useful pedagogical tool to address the k=
ind of holistic curriculum you are suggesting. It is possible and not that d=
ifficult, to include an Integral holistic approach in the teaching of any Di=
scipline / Subject / Field. I make wide use of "Integral holistic thinking" i=
n my training of Tutors from all Disciplines.The New Economics Foundation (U=
K) for example, view the science of Economics from a perspective that "peopl=
e and planet matters" - not just economic growth in the GDP!!
>>=20
>> Lawrence
>> ________________________________
>> From: Practitioner-Researcher [[log in to unmask]<mai=
lto:[log in to unmask]>] on behalf of aga yamin [agayami=
[log in to unmask]<mailto:[log in to unmask]>]
>> Sent: 17 August 2013 12:10 PM
>>=20
>> To: [log in to unmask]<mailto:PRACTITIONER-RESEARCHER=
@JISCMAIL.AC.UK>
>> Subject: Re: Researching Our Own Practice
>>=20
>> Dear Lawrence
>>=20
>> Discussions and practices on ethnicity, religion, colour etc.  indicate, w=
e are far behind from a civilised sustainable society. The society where hum=
an equality is intrinsic and genetic and people are focusing: how to revive p=
lanet resources, enhance economic, social and environmental growths to enjoy=
 the benefits of exceptionally literate, civil and a harmonised society. We n=
eed to research how can we integrate human ethics, economic, environmental a=
nd social factors into our curriculums and how can we teach from parents and=
 professionals ( who missed out sustainable education)  to present and new g=
enerations to eliminate inequalities and create sustainable growths
>> to prolong earth resources. We need to redefine learning & development to=
 create sustainable education.
>>=20
>> Aga
>> From: Lawrence Martin Olivier <[log in to unmask]<mailto:[log in to unmask]
ZA>>
>> To: [log in to unmask]<mailto:PRACTITIONER-RESEARCHER=
@JISCMAIL.AC.UK>
>> Sent: Saturday, 17 August 2013, 6:57
>> Subject: Re: Researching Our Own Practice
>>=20
>> Hi Aga
>>=20
>> After making my  earlier comments I read a report in my local newspaper a=
bout a Headmaster of one of our elite schools arguing that his elite school s=
hould "be proud of their elite status". I find this a concern and a problem i=
n my South African post-apartheid society (apartheid was abolished in 1994) w=
here currently "the top 20%, 10 million people receive 75% of total income, 3=
,7 million are white and 6,3 million are black"! The Headmaster goes on to s=
ay "we need top class schools ....  they are beacons of light  ...  private s=
chools are producing top mathematicians and scientists and had past pupils w=
ho were contributing tangibly to the country's GDP"! He makes no mention of t=
he massive inequality going on in his own society and in the global society o=
r that continually expanding the GDP in the ways we are doing is not sustain=
able on one planet!  - these kinds of elite schools are surely not "beacons o=
f light"!!
>>=20
>> Lawrence
>> From: Practitioner-Researcher [[log in to unmask]<mai=
lto:[log in to unmask]>] on behalf of aga yamin [agayami=
[log in to unmask]<mailto:[log in to unmask]>]
>> Sent: 14 August 2013 08:54 PM
>> To: [log in to unmask]<mailto:PRACTITIONER-RESEARCHER=
@JISCMAIL.AC.UK>
>> Subject: Re: Researching Our Own Practice
>>=20
>> Dear Angela / Shelagh / Lawrence and All
>> Angela: Thanks for your response. True. It is a complex question. I do ag=
ree with you that ownership & responsibility play a crucial role in the succ=
ess of learning & development. In e-learning or self-directed leanings, peop=
le do take the responsibilities of their own learning.
>> However,  =E2=80=9CEmpathising=E2=80=9D with learner,  directly contribut=
es 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 res=
ponsibility, sufficient level of maturity and motives to achieve something t=
hat derived you to take the ownership and responsibility of your own learnin=
g?
>> Since all learners are individuals, hence a wide range of learning strate=
gies are employed, tested and experimented such as =E2=80=9CLearner-focused o=
r learner-centred=E2=80=9D learning or =E2=80=9CDifferential learning=E2=80=9D=
 or routinely considering individual=E2=80=99s learning style in teaching & l=
earning 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 t=
he 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 em=
pty vessels' with what we 'need' our students to learn?
>> Answer is =E2=80=9CYes=E2=80=9D. A three-year old does not wish to learn n=
umbers =E2=80=9C1,2,3,4,5,6=E2=80=9D etc. Should we leave vessel empty?
>> You commented: How much of the learning is intrinsic and how much extrins=
ic?
>> 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 w=
ill passionately explore: how to do it (Intrinsic). If information is availa=
ble online  or my teachers 100% persuade me (Extrinsic) to learn chemical eq=
uation, 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 asses=
s the success rate. If a success rate is exceptionally higher, it means it i=
s an outstanding method.
>> You commented: How much do we value the 'process' of learning, giving tim=
e and attention to the 'journey'?
>> Value is independent to time and attention.  Values do not allow us to co=
mpromise.
>> You commented: How much do systems, targets and assessments encourage us a=
s educators to focus our attention entirely on the outcome or product to jud=
ge 'development'?
>> Systems, targets and assessments are to regulate consistency and fairness=
.. They do not interfere =E2=80=9C the way we employ learning & developmental=
 activities=E2=80=9D.  That's why  league tables tell us, who applied the ri=
ght approaches in managing the learning process within the given systems, ta=
rgets and assessments.
>> You commented: I am terrified that going to school may 'knock this out' o=
f them.  Isn't that a terrible fear?
>> Initial assessment plays its role here.  A school teacher must hold the a=
bilities to conduct initial assessment to differentiate learners and develop=
 an appropriate learning & developmental strategies. I think, rather than fe=
ar, this is an opportunity for you children to be assessed externally and cl=
assified as the children with innate abilities to learn and develop. This is=
 also an opportunity for educators to prepare children with exceptional inna=
te abilities to produce leading results
>>=20
>> Lawrence: I do agree with you that two key factors count i.e. social stat=
us of a teacher and education level to gain success in learning & developmen=
t.
>> No doubt, Finland is at the top of the schools=E2=80=99 league tables esp=
ecially in Maths and science across the world. We need to see its impact on =
Finland=E2=80=99s scientific development, economic growth, environmental gro=
wth, social growth, employment rate and so on. Is Finland leading the world i=
n all these parameters?  If answer is yes than it means learning & developme=
nt is taking place in Finland effectively.
>> Regards
>> Aga
>>=20
>>=20
>>=20
>> From: Shelagh Hetreed <[log in to unmask]<mailto:[log in to unmask]>>
>> To: [log in to unmask]<mailto:PRACTITIONER-RESEARCHER=
@JISCMAIL.AC.UK>
>> Sent: Wednesday, 14 August 2013, 8:25
>> Subject: Re: Researching Our Own Practice
>>=20
>> Pleased to meet you Angela
>>=20
>> Shelagh
>>=20
>>=20
>>=20
>> Date: Wed, 14 Aug 2013 07:26:45 +0000
>> From: Jamesa1@UKZN.AC..ZA<mailto:[log in to unmask]>
>> Subject: Re: Researching Our Own Practice
>> To: [log in to unmask]<mailto:PRACTITIONER-RESEARCHER=
@JISCMAIL.AC.UK>
>>=20
>> Angela James, University of KwaZulu-Natal , Durban, South Africa.
>>=20
>> From: Practitioner-Researcher [mailto:[log in to unmask]
..UK<mailto:[log in to unmask]>] On Behalf Of Shelagh Het=
reed
>> Sent: Wednesday, August 14, 2013 9:22 AM
>> To: [log in to unmask]<mailto:PRACTITIONER-RESEARCHER=
@JISCMAIL.AC.UK>
>> Subject: Re: Researching Our Own Practice
>>=20
>> Dear Aga and Angela,
>>=20
>> As many of us do not know each other, could we just maybe add to our comm=
unication where in the world that we are?  Thank you.
>>=20
>> I am Shelagh and I am in Bath UK.
>>=20
>> 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 i=
ntrinsic motivation.  When his mother wants to teach him something, he often=
 resists, focusing on the aspect that he wants to learn instead.
>>=20
>> As educators, do we have a compulsion to 'fill empty vessels' with what w=
e '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 'developmen=
t'?
>>=20
>> 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.
>>=20
>> 3. An example: When learning to ride a bike, there are so many criteria t=
o 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 p=
icture.
>> Each step along the way is progress/ development/ success.
>>=20
>> So what is our ambition for the new cyclist?  Staying upright while movin=
g forward, cycling safely along a lane, busy roads, city traffic, racing, of=
f road mountain biking, the Olympics in Rio?
>>=20
>> Where was the learning and the development in this example?  How much of t=
he learning is intrinsic and how much extrinsic?  Of course formal learning i=
sn't like that- but perhaps focusing on the incremental stages that are nece=
ssary for any learning to take place and analysing where there may be a barr=
ier to further      development, will help us seek alternative and imaginati=
ve ways to motivate every learner.
>>=20
>> I am learning so much from close contact with the daily learning of my 2 s=
mall grandchildren. They astonish me with their capacity to learn new skills=
, they have huge ambitions and wonderful imaginations. I am terrified that g=
oing to school may 'knock this out' of them.  Isn't that a terrible fear?
>>=20
>> Formerly I was an educator in mainstream and special schools and the moth=
er of a two dyslexic/ dyspraxic daughters who the education system, in my op=
inion 'failed'.
>>=20
>> Hope my comments help, if only to be challenged.
>>=20
>>=20
>>=20
>>=20
>>=20
>>=20
>>=20
>> 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: mailto:[log in to unmask]
>> Dear Aga,
>> A complex question to a complex issue. For me the crucial aspect is =E2=80=
=93 do the recipients take ownership and responsibility for their own learni=
ng?
>> So what do we need to consider in the light of this =E2=80=93 were they e=
ngaged and were their views about the =E2=80=9Cdevelopment=E2=80=9D process e=
licited, interrogated, etc?  Work from this stance onwards =E2=80=A6  more q=
uestions 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]
..UK] On Behalf Of aga yamin
>> Sent: Wednesday, August 14, 2013 5:57 AM
>> To: mailto:[log in to unmask]
>> Subject: Re: Researching Our Own Practice
>>=20
>> Dear All
>>=20
>> Why learning & development fail?  Please do comment. Your thoughts will p=
rovide substantial learning opportunities.
>>=20
>> Regards
>> Aga
>>=20
>>=20
>>=20
>>=20
>>=20
>> "This e-mail is subject to our Disclaimer, to view click http://www.dut.a=
c.za/disclaimer"
>>=20
>>=20
>>=20
>> ________________________________
>>=20
>> "This e-mail is subject to our Disclaimer, to view click http://www.dut.a=
c.za/disclaimer"
>>=20
>>=20
>>=20
>> --
>> Dr Joan Walton
>> Faculty of Education
>> Liverpool Hope University
>> Hope Park
>> Liverpool
>> L16 9JD
>>=20
>> Email: [log in to unmask]<mailto:[log in to unmask]>
>>=20
>>=20
>>=20
>> [http://www.hope.ac.uk/media/liverpoolhope/contentassets/images/slideshow=
/media,6740,en.jpg]
>>=20
>> www.hope..ac.uk<http://www.hope.ac.uk/>
>>=20
>> Liverpool Hope University has
>>=20
>> *  92% of students in employment or further study after six months of gra=
duation, on average over the last five years
>> *  Awarded 61% of graduates a First or 2:1 Honours degree in 2012
>> *  Entry points at an average of 311 in 2012
>> *  Invested =C2=A342 million in buildings and equipment over the past fiv=
e years
>> *  The best retention rate of the nine new universities in the North West=
..
>>=20
>> ******
>>=20
>> Liverpool Hope University accepts no responsibility for this email, its c=
ontents and any loss or damage  arising in any way from the receipt or
>> use of this email and its attachments
>>=20
>>=20
>>=20
>>=20
>>=20
>>=20
>>=20
>> =20
>> --=20
>> Dr Joan Walton
>> Faculty of Education
>> Liverpool Hope University
>> Hope Park
>> Liverpool=20
>> L16 9JD
>> =20
>> Email: [log in to unmask]
>> =20
>> =20
>> =20
>>=20
>> =20
>> www.hope.ac.uk
>>=20
>> Liverpool Hope University has
>> 92% of students in employment or further study after six months of gradua=
tion, on average over the last five years
>> Awarded 61% of graduates a First or 2:1 Honours degree in 2012
>> Entry points at an average of 311 in 2012
>> Invested =C2=A342 million in buildings and equipment over the past five y=
ears
>> The best retention rate of the nine new universities in the North West.
>> ******
>>=20
>> Liverpool Hope University accepts no responsibility for this email, its c=
ontents and any loss or damage  arising in any way from the receipt or
>> use of this email and its attachments
>=20
>=20

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<html><head><meta http-equiv=3D"content-type" content=3D"text/html; charset=3D=
utf-8"></head><body dir=3D"auto"><div>Hi Cynthia</div><div><br></div><div>I a=
m glad that the article resonated with you. As I may have said, it is always=
 tricky recommending articles when you don't know the recipients' current si=
tuation (or political beliefs!) Giroux has always been pretty radical, and i=
t's interesting that you may have studied at the same time that he did.&nbsp=
;</div><div><br></div><div>I do get concerned about the way that a lot of po=
litical consciousness-raising happened 'in my day' (i.e., going to universit=
y for the first time in the late 60s-early 70s) but seems to have lapsed wit=
h students currently. I think we had much more leisure to put energy elsewhe=
re. In New Zealand when I studied, you could get a fees and allowances bursa=
ry that let you concentrate on your studies without needing to do much part-=
time work, hence freeing up some energy. But it seems to me these days, with=
 high student fees and the bursaries not being freely available, many of our=
 students have their noses to the grindstone all the time, in one way or ano=
ther. It diminishes the time and energy they have to develop understanding o=
f wider political influences on education and society, and allows the curren=
t iniquitous situation to go relatively unchallenged, except perhaps by the t=
eacher unions.</div><div><br></div><div>Enough gloom for today, it's a lovel=
y spring day here in New Zealand and there's always hope for tomorrow!</div>=
<div><br></div><div>Warm regards</div><div><br></div><div>Pip</div><div><br>=
On 28/08/2013, at 4:11 AM, cynthia cozette &lt;<a href=3D"mailto:c_cozette@Y=
AHOO.COM">[log in to unmask]</a>&gt; wrote:<br><br></div><blockquote type=3D=
"cite"><div><div style=3D"color:#000; background-color:#fff; font-family:tim=
es new roman, new york, times, serif;font-size:12pt"><div><span>8-27-13</spa=
n></div><div><span>Dear Helen and Pip:</span></div><div><span>Helen please e=
-mail us your new website.&nbsp;Your new venture&nbsp;sounds exciting.</span=
></div><div><span>Pip thank you for mentioning the essay by Henry Giroux "Th=
e War Against Teachers as</span></div><div><span>Public Intellectuals during=
 Dark Times."</span></div><div><span>I found&nbsp;the&nbsp; article to be ve=
ry truthful concernng the teacher's vulnerable position in modern</span></di=
v><div><span>times and passed the article along to my other teacher colleagu=
es in Philadelphia.</span></div><div><span>Just an aside, Henry Giroux gradu=
ated with his Ph.D. from Carnegie Mellon University</span></div><div><span>i=
n Pittsburgh, Pennsylvania, USA&nbsp;in 1977.</span></div><div><span>I gradu=
ated from Carnegie-Mellon University&nbsp;in 1975 with a
 BFA in Music.</span></div><div><span>I would have to check his dates of att=
endance to find out if we possibly crossed paths.</span></div><div><span>I d=
id live in the graduate student dorms for 1 year because the undergraduate d=
orms were full.</span></div><div><span>I believe his dissertation is titled "=
The Mouse That Roared" where he analyzed the&nbsp;affect of the</span></div>=
<div><span>Disney corportation on parent and children's worldview.&nbsp; </s=
pan></div><div><span>Cynthia</span></div><div><span></span>&nbsp;</div><div>=
<span></span>&nbsp;</div><div><br></div>  <div style=3D"font-family: times n=
ew roman, new york, times, serif; font-size: 12pt;"> <div style=3D"font-fami=
ly: times new roman, new york, times, serif; font-size: 12pt;"> <div dir=3D"=
ltr"> <div style=3D"margin: 5px 0px; padding: 0px; border: 1px solid rgb(204=
, 204, 204); height: 0px; line-height: 0; font-size: 0px;" class=3D"hr" cont=
enteditable=3D"false" readonly=3D"true"></div>  <font size=3D"2" face=3D"Ari=
al"> <b><span style=3D"font-weight: bold;">From:</span></b> Helen O'Connor &=
lt;<a href=3D"mailto:[log in to unmask]">[log in to unmask]</a>&gt;<br=
> <b><span style=3D"font-weight: bold;">To:</span></b> <a href=3D"mailto:PRA=
[log in to unmask]">[log in to unmask]<=
/a> <br> <b><span style=3D"font-weight: bold;">Sent:</span></b> Tuesday, Aug=
ust 20, 2013 12:04 PM<br> <b><span style=3D"font-weight: bold;">Subject:</sp=
an></b> Re: Researching Our Own Practice<br> </font> </div> <div class=3D"y_=
msg_container"><br><div id=3D"yiv7203585383">
=20
<div dir=3D"ltr">
<div dir=3D"ltr">
<div style=3D"color: rgb(0, 0, 0); font-family: &quot;Calibri&quot;; font-si=
ze: 12pt;">
<div>Dear Pip,</div>
<div>Thank you for sharing some of my story. We are launching a new website o=
n=20
1st Sept, to coincide with the school opening, I think the previous link I s=
ent=20
will still work, if not I will send a new one.</div>
<div>The more =E2=80=98hits=E2=80=99 the better and thank you for your messa=
ge!</div>
<div>Helen</div>
<div style=3D"color: rgb(0, 0, 0); font-family: &quot;Calibri&quot;; font-si=
ze: small; font-style: normal; font-weight: normal; text-decoration: none; d=
isplay: inline;">
<div style=3D"font: 10pt/normal tahoma; font-size-adjust: none; font-stretch=
: normal;">
<div>&nbsp;</div>
<div style=3D"background: rgb(245, 245, 245);">
<div><b>From:</b> <a title=3D"[log in to unmask]" href=3D"mailto:ferguson@X=
TRA.CO.NZ" rel=3D"nofollow" target=3D"_blank" ymailto=3D"mailto:ferguson@XTR=
A.CO.NZ">Xtra</a> </div>
<div><b>Sent:</b> Tuesday, August 20, 2013 12:58 AM</div>
<div><b>To:</b> <a title=3D"[log in to unmask]" href=3D"=
mailto:[log in to unmask]" rel=3D"nofollow" target=3D"_b=
lank" ymailto=3D"mailto:[log in to unmask]">PRACTITIONER=
[log in to unmask]</a>=20
</div>
<div><b>Subject:</b> Re: Researching Our Own Practice</div></div></div>
<div>&nbsp;</div></div>
<div style=3D"color: rgb(0, 0, 0); font-family: &quot;Calibri&quot;; font-si=
ze: small; font-style: normal; font-weight: normal; text-decoration: none; d=
isplay: inline;">
<div>Hi Helen and others</div>
<div>&nbsp;</div>
<div>I found this a most uplifting reply to some of the dreadful situations=20=

encountered by folk on the list, most recently Cynthia. I couldn't even begi=
n to=20
imagine how to counter what Cynthia's up against, although I'd shared a rath=
er=20
passionate and controversial essay by Henry Giroux (google "The War Against=20=

Teachers as Public Intellectuals in Dark Times" if interested - it's on a=20=

US-based site called 'truth-out'.)</div>
<div>&nbsp;</div>
<div>What I really liked in Helen's post is the perceptive observation of wa=
ys=20
to circumvent the restrictions of the local council, by identifying=20
possibilities for government funding at national level, and then putting so m=
uch=20
time and energy into making a new reality. I wish you and your team all the b=
est=20
in this Helen! As this is a 'public' list I hope you don't mind, but I share=
d a=20
little of your story on the HETL Linked-In group by way of encouraging folk t=
o=20
look for similar possibilities in their own situations. You might find a raf=
t of=20
hits on the Swanage website!</div>
<div>&nbsp;</div>
<div>Having said that, a caution: I used to be Research Manager for a Maori=20=

university that did just this. Te Wananga o Aotearoa was so effective in=20
attracting students who'd not experienced prior educational success, and=20
enrolling and graduating (in the main) them through programmes, that they bl=
ew=20
the government's budget for such work. Instead of congratulating them for th=
eir=20
tremendous work, the then government took an axe to them. Under the guise of=
=20
criticism for financial mismanagement and/or nepotism and/or shonky quality=20=

standards - largely without foundation, as subsequent inquiries showed - the=
y=20
succeeded in slowing the institution's progress and forcing them under Crown=
=20
management for a number of years. I'm not even sure they're free of it yet. S=
o=20
yes, the possibilities for 'alternative' thinking exist and can be very=20
successful, but one must always be alert for attempts to constrain or mould t=
he=20
creative work of such organisations.</div>
<div>&nbsp;</div>
<div>Warm regards</div>
<div>&nbsp;</div>
<div>Pip</div>
<div><br>On 19/08/2013, at 8:54 PM, Helen O'Connor &lt;<a href=3D"mailto:hel=
[log in to unmask]" rel=3D"nofollow" target=3D"_blank" ymailto=3D"mailto:hel=
[log in to unmask]">[log in to unmask]</a>&gt;=20
wrote:<br><br></div>
<blockquote type=3D"cite">
  <div>
  <div dir=3D"ltr">
  <div style=3D"color: rgb(0, 0, 0); font-family: &quot;Calibri&quot;; font-=
size: 12pt;">
  <div>Hi,</div>
  <div>&nbsp;</div>
  <div>My name is Helen and I live in Swanage, Dorset, in the UK. Where I li=
ve=20
  is a beautiful place, a natural World Heritage site, the Isle of=20
Purbeck.</div>
  <div>I follow these threads from time to time but have not contributed bef=
ore.=20
  However, I felt that you might find the situation I am in interesting, in=20=

  light of some of the comments made by other contributors in this=20
  conversation.</div>
  <div>&nbsp;</div>
  <div>I am a teacher, mother of three daughters and active member of the=20=

  community. For the last four years I have been vice-chair of a community g=
roup=20
  called Education Swanage. The group was originally established to campaign=
=20
  against the closure of the local Middle School, which was the only provisi=
on=20
  of secondary education within 10 miles of our town. Swanage is situated on=
 a=20
  peninsula and is often overlooked in terms of community facilities, so whe=
n=20
  Dorset County Council reviewed education and decided to close the school, a=
=20
  group of us felt that we had to protest, hence Education Swanage was=20
  formed.</div>
  <div>&nbsp;</div>
  <div>Unfortunately our campaign failed and the school closed in July. Howe=
ver,=20
  there is a happy ending as from 2010 Education Swanage transformed from a=20=

  campaign group into a project group and we proposed to open our own school=
..=20
  Coincidentally (and controversially) the newly elected coalition governmen=
t=20
  introduced a =E2=80=98free school=E2=80=99 policy just at the time when Ed=
ucation Swanage=E2=80=99s=20
  campaign to save the middle school failed. The free school policy enabled=20=

  proposer groups to put forward plans to open new schools, free of county=20=

  council control and funded by the government. Although this policy did not=
 sit=20
  comfortably with my own political perspective, I knew that it was a lifeli=
ne=20
  for us in the context we were in. We spent hours and hours of our time, al=
l=20
  working as volunteers, (alongside our day jobs and family commitments) to=20=

  propose a new secondary =E2=80=98free=E2=80=99 school for Swanage. We were=
 successful as in=20
  October 2010 we heard that our free school plans had been accepted. </div>=

  <div>&nbsp;</div>
  <div>Since then we have been working towards opening The Swanage School =E2=
=80=93 our=20
  doors open in temporary accommodation in September! At the same time our b=
rand=20
  new building, on the site of the closed middle school (it is a long story f=
or=20
  me to tell you how we secured that site!) is being built. See this link fo=
r=20
  more information about the school www.<a title=3D"http://www.educationswan=
age.co.uk/" href=3D"http://www.educationswanage.co.uk/" rel=3D"nofollow" tar=
get=3D"_blank">http://www.educationswanage.co.uk/</a></div>
  <div>&nbsp;</div>
  <div>Our school is going to be small, but a little gem which will transfor=
m=20
  the lives of our children and the vibrancy of our town. It will have a hum=
an=20
  scale ethos as we are partnered by the Human Scale Education Movement who a=
re=20
  working to promote relationships and smaller school communities as the=20
  springboard for effective learning, see this link for more information abo=
ut=20
  human scale education and its director James Wetz <a title=3D"http://www.h=
se.org.uk/hse/" href=3D"http://www.hse.org.uk/hse/" rel=3D"nofollow" target=3D=
"_blank">http://www.hse.org.uk/hse/</a></div>
  <div>&nbsp;</div>
  <div>There is a lot more I could say, but I don=E2=80=99t want to keep you=
! I just=20
  wanted to try and say that it is possible, despite the odds, to make=20
  transformations happen and change the communities in which we live, whilst=
=20
  growing and developing ourselves and building positive relationships with=20=

  others in the process.</div>
  <div>&nbsp;</div>
  <div>Finally, I am studying for a professional doctorate in practical theo=
logy=20
  with the Cambridge Theological Federation, accredited through Anglia Ruski=
n=20
  University. </div>
  <div>My research focuses on how the values of Education Swanage have=20
  influenced the founding of the new school. I am using a living theory=20
  methodology (with helpful advice from Jack Whitehead) with insights from=20=

  practical theology as a critical tool. </div>
  <div>Although I am agnostic I have a deep interest in theology. Practical=20=

  theology enables me to explore how values are central in giving meaning an=
d=20
  significance to our lives (in a sense they are =E2=80=98sacred=E2=80=99 =E2=
=80=93 see the work of=20
  Ruard Ganzevoort <a title=3D"http://www.ia-pt.org/wp-content/uploads/2011/=
11/presidentialaddress2009.pdf" href=3D"http://www.ia-pt.org/wp-content/uplo=
ads/2011/11/presidentialaddress2009.pdf" rel=3D"nofollow" target=3D"_blank">=
http://www.ia-pt.org/wp-content/uploads/2011/11/presidentialaddress2009.pdf<=
/a>).=20
  Values evoke awe and passion and lead us to take action. My research is=20=

  theological in the sense that I am speaking about how, as members of our=20=

  little community in Dorset, we are =E2=80=98tracing=E2=80=99 a sacred path=
 by creating a=20
  =E2=80=98living educational theory=E2=80=99 =E2=80=93 an explanation of ho=
w our values are significant=20
  and meaningful in influencing and inspiring us to transform the way we liv=
e=20
  and the communities we live in.</div>
  <div>&nbsp;</div>
  <div>I do hope some of this makes sense, please do let me know if you have=
 any=20
  questions or would like to have a further conversation about any of=20
this.</div>
  <div>Best wishes,</div>
  <div>Helen O=E2=80=99Connor</div>
  <div style=3D"color: rgb(0, 0, 0); font-family: &quot;Calibri&quot;; font-=
size: small; font-style: normal; font-weight: normal; text-decoration: none;=
 display: inline;">
  <div style=3D"font: 10pt/normal tahoma; font-size-adjust: none; font-stret=
ch: normal;">
  <div>&nbsp;</div>
  <div style=3D"background: rgb(245, 245, 245);">
  <div><b>From:</b> <a title=3D"[log in to unmask]" href=3D"mailto:c_cozett=
[log in to unmask]" rel=3D"nofollow" target=3D"_blank" ymailto=3D"mailto:c_cozette@=
YAHOO.COM">cynthia cozette</a> </div>
  <div><b>Sent:</b> Monday, August 19, 2013 2:34 AM</div>
  <div><b>To:</b> <a title=3D"[log in to unmask]" href=3D=
"mailto:[log in to unmask]" rel=3D"nofollow" target=3D"_=
blank" ymailto=3D"mailto:[log in to unmask]">PRACTITIONE=
[log in to unmask]</a>=20
  </div>
  <div><b>Subject:</b> Re: Researching Our Own Practice</div></div></div>
  <div>&nbsp;</div></div>
  <div style=3D"color: rgb(0, 0, 0); font-family: &quot;Calibri&quot;; font-=
size: small; font-style: normal; font-weight: normal; text-decoration: none;=
 display: inline;">
  <div style=3D"color: rgb(0, 0, 0); font-family: times new roman, new york,=
 times, serif; font-size: 12pt; background-color: rgb(255, 255, 255);"><span=
>
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">8-18-=
13</div>
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">Dear J=
oy, Jack=20
  and Everyone:</div>
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">
 Greetings to all in Liverpool(the home of the Beatles) and=20
  to the global community of researchers.<var id=3D"yiv7203585383yui-ie-curs=
or"></var><var id=3D"yiv7203585383yui-ie-cursor"></var></div>=20
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">I was=
 also=20
  feeling very disillusioned about my current teaching predicament. </div>
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">I too=
 have been=20
  inspired after reading some of your comments.</div>
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">My qu=
estions are=20
  how do I improve my practice as a teacher in an environment that is breedi=
ng=20
  unhealthy transformation? What do I do as a researcher when unhealthy=20
  transformation is forced upon me?</div>
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">
 &nbsp;</div>
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">I was=
 one of=20
  3,800 educators (all counselors, nurses, assistant principals, music teach=
ers,=20
  special education teacher aides, cafeteria and bus aides and some art and=20=

  physical education teachers) laid off this past summer in the School Distr=
ict=20
  of Philadelphia, Pennsylvania, USA public schools. I recently received a c=
all=20
  back to teaching notice and will be one of 1,000 educators called back to=20=

  service in September, 2013 from the layoff group of educators. I teach gen=
eral=20
  vocal music at a middle school Grades 5 through 8. The students at my scho=
ol=20
  are selected by a lottery system. The majority of the students score eight=
y=20
  percent or higher on their standardized achievement test scores in=20
  mathematics, reading and science. </div>
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">
 &nbsp;</div>
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">Almos=
t every=20
  other day there are public protests in the City of
 Philadelphia by concerned=20
  parents, students, teachers and educators.<span>&nbsp; </span>Many local p=
arents are threatening to=20
  place their children in home study programs in September, 2013. Many paren=
ts=20
  say they are planning to leave the school district with their children bec=
ause=20
  they feel school safety is an issue with so little adult staff to supervis=
or=20
  students because of the massive layoff. </div>
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">
 &nbsp;</div>
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">The t=
eachers=20
  themselves are even concerned about school safety and some are now on hung=
er=20
  strikes. Local and state politicians are battling back and forth over who w=
ill=20
  pay badly needed funds of 304 million dollars to support the school distri=
ct..=20
  Some politicians are demanding the teachers take a thirteen percent pay=20=

  reduction to help find school funding.<span>&nbsp;=20
  </span>The school superintendent has suspended seniority rights for teache=
rs=20
  and is calling laid-off teachers back for work in September, 2013 accordin=
g to=20
  his choice of teachers based on their skills and expertise. Performance=20=

  ratings are soon scheduled to change for teachers=E2=80=A6teacher performa=
nce will be=20
  tied to student scores on state standardized achievement tests. If an=20
  administrator gives a teacher a good rating and the students test scores a=
re=20
  low, the principal may receive a poor rating. Teachers most likely will be=
=20
  given more non-instructional duties, office duty, hall patrol, longer hour=
s=20
  etc. which means almost no time for teacher collaboration.</div>
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">
 &nbsp;</div>
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">How d=
o I improve=20
  my practice in world of education that has developed into chaos?</div>
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">Sugge=
stions are=20
  welcomed.</div>
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">Cynth=
ia Cozette=20
  Lee, Ed.D.</div>
  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal">Middl=
e School Teacher =E2=80=93=20
  Philadelphia ,
 Pennsylvania
 USA</div>=20
  <div>&nbsp;</div></span>
  <div>&nbsp;</div>
  <div style=3D"font-family: times new roman, new york, times, serif; font-s=
ize: 12pt;">
  <div style=3D"font-family: times new roman, new york, times, serif; font-s=
ize: 12pt;">
  <div dir=3D"ltr">
  <div style=3D"margin: 5px 0px; padding: 0px; border: 1px solid rgb(204, 20=
4, 204); height: 0px; line-height: 0; font-size: 0px;" class=3D"yiv720358538=
3hr"></div><font size=3D"2" face=3D"Arial"><b><span style=3D"font-weight: bo=
ld;">From:</span></b> Joy Mounter &lt;<a href=3D"mailto:[log in to unmask]" r=
el=3D"nofollow" target=3D"_blank" ymailto=3D"mailto:[log in to unmask]">joym=
[log in to unmask]</a>&gt;<br><b><span style=3D"font-weight: bold;">To:</span></=
b> <a href=3D"mailto:[log in to unmask]" rel=3D"nofollow=
" target=3D"_blank" ymailto=3D"mailto:[log in to unmask]
">[log in to unmask]</a>=20
  <br><b><span style=3D"font-weight: bold;">Sent:</span></b> Sunday, August 1=
8,=20
  2013 1:02 PM<br><b><span style=3D"font-weight: bold;">Subject:</span></b> R=
e:=20
  Researching Our Own Practice<br></font></div>
  <div class=3D"yiv7203585383y_msg_container">
  <div>&nbsp;</div>
  <div id=3D"yiv7203585383"><font color=3D"black" size=3D"2" face=3D"arial">=

  <div>Hello Everyone, </div>
  <div>My name is Joy and I have been reading with interest the comments flo=
wing=20
  between the group, but haven't contributed before. I am a Head teacher of a=
=20
  primary school in Somerset, England (children aged 4-11 years old). The la=
st=20
  academic year was very stressful and I found myself feeling disillusioned a=
nd=20
  very tired. Reading your conversation has re ignited the spark of learning=
 I=20
  thought extinguished, thank you!</div>
  <div>&nbsp;</div>
  <div>I am interested in children as learners, from an early age, excited a=
nd=20
  challenged to forge their own path and find their own passions. If we can=20=

  educate a generation to think of themselves as learners/ researchers of li=
fe,=20
  a deep understanding of themselves as a person, as a learner and as a flui=
d=20
  connector to others knowledge, ideas and explorations cannot we create an=20=

  ideology of continual research beyond boundaries and time and space. </div=
>
  <div>&nbsp;</div>
  <div>The Internet as a tool for forging links and connections is amazing.=20=

  Children have the confidence and innate belief in the concept of 'one worl=
d'=20
  through ICT. Current and new friendships cross boundaries, information is=20=

  shared trustingly and they are excited by the prospects and do not see any=
=20
  limits. </div>
  <div>&nbsp;</div>
  <div>This is the tool I want to utilise as part of our curriculum, a space=
=20
  where the research and passions of my children can connect with other lear=
ners=20
  regardless of age, or location. A platform to share, make connections and p=
ush=20
  boundaries of belief, knowledge and expectations. A way to spread influenc=
e=20
  and truly realise the part we all play in a world community. </div>
  <div>&nbsp;</div>
  <div>This may then change the challenge of transformation we currently fac=
e.=20
  Part of the issue at the moment is connecting to people, changing beliefs i=
n=20
  education as it has traditionally been taught. Could we encourage a natura=
l=20
  belief in exploration, the idea of transformation will be part of the inte=
rnal=20
  belief of daily life?&nbsp; </div>
  <div>&nbsp;</div>
  <div>Rambling ideas, but I do enjoy sharing your thoughts. </div>
  <div>&nbsp;</div>
  <div>Joy </div>
  <div>&nbsp;</div>
  <div>Joy</div>
  <div></div>
  <div></div>
  <div style=3D"color: black; font-family: arial, helvetica; font-size: 10pt=
;">-----Original=20
  Message-----<br>From: Joan Walton &lt;<a href=3D"mailto:[log in to unmask]
" rel=3D"nofollow" target=3D"_blank" ymailto=3D"mailto:[log in to unmask]">w=
[log in to unmask]</a>&gt;<br>To:=20
  PRACTITIONER-RESEARCHER &lt;<a href=3D"mailto:PRACTITIONER-RESEARCHER@JISC=
MAIL.AC.UK" rel=3D"nofollow" target=3D"_blank" ymailto=3D"mailto:PRACTITIONE=
[log in to unmask]">[log in to unmask]</a>&gt;<=
br>Sent:=20
  Sun, 18 Aug 2013 9:57<br>Subject: Re: Researching Our Own Practice<br><br>=

  <div id=3D"yiv7203585383AOLMsgPart_1_1f508078-ab23-445a-8ba6-7118253ebefd"=
>
  <div dir=3D"ltr">
  <div style=3D"font-size: small;" class=3D"yiv7203585383gmail_default">
  <div><span>Dear Aga</span></div>
  <div><span>Your passionate commitment to sustainable development shines=20=

  through what you write.; as does your frustration that it is such a =E2=80=
=98big task=E2=80=99=20
  , and there is apparently little sign of progress.&nbsp;&nbsp;&nbsp;=20
  </span></div>
  <div><span>You say:&nbsp; =E2=80=9CThe challenge here is =E2=80=98What I w=
ant to transform?=E2=80=99=20
  this is a question that needs extensive and substantial knowledge of=20
  sustainable development before we start exploring it=E2=80=9D.</span></div=
>
  <div><span>I would like to suggest that the answer to =E2=80=98what do I w=
ant to=20
  transform?=E2=80=9D&nbsp; would produce many different answers from many d=
ifferent=20
  people; and that each of these responses may be equally valid.&nbsp; My=20=

  interest, similar to Sara=E2=80=99s I think, is the process of transformat=
ion=20
  itself.&nbsp; And I think here the key word is =E2=80=98process=E2=80=99.&=
nbsp;&nbsp;&nbsp;=20
  For me, there is a spiritual dimension to this&nbsp; =E2=80=93 by =E2=80=98=
spiritual=E2=80=99, I am=20
  not talking about anything specifically religious, but I do think that=20
  everyone can access a source of wisdom deep within themselves, if they giv=
e=20
  themselves the time,&nbsp; space and stillness to connect with that.&nbsp;=
=20
  Within that context, I then think it is important for people to be =E2=80=98=
true to=20
  themselves=E2=80=99;&nbsp;&nbsp; with the important proviso of course, tha=
t in being=20
  true to themselves, they are not acting in a way that prevents any other=20=

  person also being true to themselves; indeed I would hope that they would b=
e=20
  encouraging others to do the same.&nbsp; This, I would suggest, is the kin=
d of=20
  =E2=80=98ethos=E2=80=99 we need for transformative practice. </span></div>=

  <div><span>The problem is that we often get put off continuing to talk to e=
ach=20
  other, because of the language, and the different meanings we put to the s=
ame=20
  words.&nbsp; For example, </span><span style=3D"line-height: 115%; font-fa=
mily: arial, sans-serif; font-size: 10pt;">I=20
  introduced the word =E2=80=98spiritual=E2=80=99 in what I wrote.&nbsp; Man=
y people do not like=20
  that term, and may be put off listening to what I say because of that.&nbs=
p;=20
  Other people are wary about using this term, or others that are meaningful=
 to=20
  them, because they fear that others will =E2=80=98judge=E2=80=99 them in s=
ome way for doing=20
  so.&nbsp; The important thing about =E2=80=98deep listening=E2=80=99 and e=
ngaging in=20
  cooperative inquiry is that we learn about where the other person is comin=
g=20
  from beyond the words, and if we each genuinely have the wellbeing of all=20=

  people on the planet as our priority, we need to find a way to dialogue=20=

  together, whatever our stated beliefs and perspectives.&nbsp;=20
  </span><span></span></div>
  <div><span>Andy Henon wrote:&nbsp; </span></div>
  <div><span style=3D"line-height: 115%; font-family: arial, sans-serif; fon=
t-size: 10pt;">=E2=80=9CI=20
  believe that provided an individual is empowered to make informed choices a=
nd=20
  is aware of alternatives beyond whatever educational models, systems and=20=

  authoritative views they are exposed to, thriving societies can prevail=E2=
=80=A6=E2=80=A6. It=20
  is not the end objective that matters, it is the process, the journey, the=
=20
  ever changing world of knowledge creation?&nbsp;&nbsp; Living and sharing o=
f=20
  life?</span>=E2=80=9D</div>
  <div><span style=3D"line-height: 115%; font-family: arial, sans-serif; fon=
t-size: 10pt;">This=20
  for me is another way of describing the nature of the process I am trying t=
o=20
  describe.&nbsp;&nbsp; </span></div>
  <div><span style=3D"line-height: 115%; font-family: arial, sans-serif; fon=
t-size: 10pt;">The=20
  important thing here for you, Aga, is that you do what you can to develop y=
our=20
  own knowledge of sustainable development.&nbsp; Perhaps the next stage the=
n is=20
  thinking about how you can bring together a few people with a similar inte=
rest=20
  in a group to engage in a co-operative inquiry, with an agreed question th=
at=20
  you are all interested in following?&nbsp; You could do this by inviting=20=

  people who live close to you who can meet in person; or you could set up a=
n=20
  internet-based inquiry.&nbsp; The increasingly sophisticated advances in=20=

  technology make all kinds of global connections and explorations possible =E2=
=80=93=20
  and they are increasing in number and kind.&nbsp; Even Facebook pages are=20=

  being used as a means of people sharing together the kinds of things they s=
ee=20
  as important for making a positive difference in the world.&nbsp;&nbsp;=20=

  </span></div>
  <div><span style=3D"line-height: 115%; font-family: arial, sans-serif; fon=
t-size: 10pt;">Jack=20
  Whitehead=E2=80=99s idea of =E2=80=98living theory=E2=80=99 is indeed a go=
od method for those=20
  interested in engaging in a transformative process, and researching their=20=

  practice in ways that have transformative outcomes; the many living theory=
=20
  theses on his website are testimony to that. However there are also other w=
ays=20
  of thinking about and researching the process of connecting individual=20
  transformation and global transformation.&nbsp; In 2001, I organised a=20
  conference <i>New Paradigms in Education: Values, Relationships,=20
  Transformation</i>, and even at that time, people were sharing transformat=
ive=20
  experiences, and the processes that had led to them.&nbsp; The core challe=
nge=20
  now, I think, is how to connect the growing number of individuals and grou=
ps=20
  who can relate to this idea of =E2=80=98transformation starting with self=E2=
=80=99, and=20
  research ways in which we can get beyond the specific language and ideas w=
e=20
  each promote in our own worlds, to agree shared objectives, and work more=20=

  effectively together to achieve global change. </span></div>
  <div><span style=3D"line-height: 115%; font-family: arial, sans-serif; fon=
t-size: 10pt;">It=20
  is a long, arduous journey and requires much patience, and an acceptance o=
f=20
  whatever transpires as a result.&nbsp;&nbsp; The Buddhist philosophy inclu=
des=20
  the idea of =E2=80=98non-attachment to outcomes=E2=80=99, and I try to kee=
p that in mind, hard=20
  though it is. </span></div>
  <div><span style=3D"line-height: 115%; font-family: arial, sans-serif; fon=
t-size: 10pt;">Best=20
  wishes,</span></div>
  <div><span style=3D"line-height: 115%; font-family: arial, sans-serif; fon=
t-size: 10pt;">Joan=20
  </span><br></div></div></div>
  <div class=3D"yiv7203585383gmail_extra"><br><br>
  <div class=3D"yiv7203585383gmail_quote">On 18 August 2013 05:16, aga yamin=
 <span dir=3D"ltr">&lt;<a href=3D"" rel=3D"nofollow">[log in to unmask]</a=
>&gt;</span> wrote:<br>
  <blockquote style=3D"margin: 0px 0px 0px 0.8ex; padding-left: 1ex; border-=
left-color: rgb(204, 204, 204); border-left-width: 1px; border-left-style: s=
olid;" class=3D"yiv7203585383gmail_quote">
    <div>
    <div style=3D"font-family: arial, helvetica, sans-serif; font-size: 12pt=
;"><span>
    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><sp=
an><font face=3D"Calibri">Dear Joana, Sara and All</font></span></div>
    <div style=3D"margin: 0in 0in 0pt; font-family: calibri; font-size: 16px=
; font-style: normal; background-color: transparent;" class=3D"yiv7203585383=
MsoNormal"><span><font face=3D"Calibri">Joana:</font></span><span><font face=
=3D"Calibri">Thanks for=20
    producing excellent acount. You commeneted: </font></span><span><font fa=
ce=3D"Calibri"><i>The big question is, what kind of research do we need =E2=80=
=A6.. I=20
    would suggest that what is required is a transformation of thinking and=20=

    action<u></u><u></u><u></u></i></font></span></div>
    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><sp=
an><u></u><font face=3D"Calibri"></font><u></u></span>&nbsp;</div>
    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><sp=
an><font face=3D"Calibri">Transformation is big word and requires extensive u=
nderstanding=20
    of current situation before we transform into a desired scenario.=20
    <u></u><u></u></font></span></div>
    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><sp=
an><u></u><font face=3D"Calibri"></font><u></u></span>&nbsp;</div>
    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><fo=
nt face=3D"Calibri"><span>I think Jack Whitehead=E2=80=99 living theory phil=
osophy &amp;=20
    research method are good enough to transform current practices into desi=
red=20
    practices. <span>&nbsp;</span>It focuses on =E2=80=9Cvalues=E2=80=9D and=
 the question such=20
    as =E2=80=9C</span><i><span>How do I improve my=20
    practice?</span></i><span>=E2=80=9D<span>&nbsp; </span>Or more elaborate=
ly, =E2=80=9C<i>How=20
    do I improve what I am doing for personal and social benefit? </i><span>=
Both=20
    questions itself are directly leading towards Transformation<i>. Our val=
ues=20
    drive the research and the research process.=20
    <u></u><u></u></i></span></span></font></div>
    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><i>=
<span><u></u><font face=3D"Calibri"></font><u></u></span></i>&nbsp;</div>
    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><sp=
an><font face=3D"Calibri">One can use any authenticated qualitative or quant=
itative=20
    methods or philosophies. The challenge here is =E2=80=9CWhat I want to t=
ransform?=E2=80=9D=20
    this is a question that needs extensive and substantial knowledge of=20
    sustainable development before we start exploring it.=20
    <u></u><u></u></font></span></div>
    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><sp=
an><u></u><font face=3D"Calibri"></font><u></u></span>&nbsp;</div>
    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><fo=
nt face=3D"Calibri"><span>We all depend on one biosphere for sustaining our l=
ives.=20
    Yet each community, each country, strives for survival and prosperity wi=
th=20
    little regard for its impact on others. Some consume the Earth's resourc=
es=20
    at a rate that would leave little for future generations. Others, many m=
ore=20
    in number, consume far too little and live with the prospect of hunger,=20=

    squalor, disease, early death, social &amp; economic inequalities.=20
    </span></font></div>
    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><fo=
nt face=3D"Calibri"><span><var></var></span></font>&nbsp;</div>
    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><fo=
nt face=3D"Calibri"><span>Sara: For institute of Transformations: what are y=
ou=20
    planning to tansform? </span></font></div>
    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><fo=
nt face=3D"Calibri"><span></span></font>&nbsp;</div>
    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><sp=
an><font face=3D"Calibri">Regards<u></u><u></u></font></span></div>
    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv7203585383MsoNormal"><sp=
an><font face=3D"Calibri">Aga<u></u><u></u></font></span></div>
    <div>&nbsp;</div></span></div>
    <div>&nbsp;</div>
    <div style=3D"font-family: arial, helvetica, sans-serif; font-size: 12pt=
;">
    <div style=3D"font-family: times new roman, new york, times, serif; font=
-size: 12pt;">
    <div dir=3D"ltr">
    <div style=3D"margin: 5px 0px; padding: 0px; border: 1px solid rgb(204, 2=
04, 204); line-height: 0; font-size: 0px; min-height: 0px;"></div><font face=
=3D"Arial"><b><span style=3D"font-weight: bold;">From:</span></b> "Salyers,=20=

    Sara M" &lt;<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;<br=
><b><span style=3D"font-weight: bold;">To:</span></b> <a href=3D"" rel=3D"no=
follow">[log in to unmask]</a> <br><b><span style=3D"fon=
t-weight: bold;">Sent:</span></b> Saturday, 17 August 2013, 23:55=20
    <div>
    <div class=3D"yiv7203585383h5"><br><b><span style=3D"font-weight: bold;"=
>Subject:</span></b> Re: Researching Our Own=20
    Practice<br></div></div></font></div>
    <div>
    <div class=3D"yiv7203585383h5">
    <div><br>I think this is beautifully expressed, Joan. I find myself move=
d=20
    and inspired simply by the question of how 'transformation one person at=
 a=20
    time can become transformation one group at a time'. Oddly enough, I've b=
een=20
    working on developing and launching an 'Institute for Transformational=20=

    Studies' with a lot of input and insight from David Adams, who I believe=
 is=20
    also on this list, and the support of a couple of stateside colleagues. T=
he=20
    mechanics of transformation amaze and humble me and, from my own experie=
nce,=20
    there is no doubt that this world shifting process is founded in what yo=
u=20
    describe as those "fluid interconnections" between human beings.<br>Much=
=20
    love<br>Sara<br><br>Sent from my iPad<br><br>On 17 Aug 2013, at 17:49, "=
Joan=20
    Walton" &lt;<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt;mail=
to:<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;&gt; wrote:<br><b=
r><br>Dear Lawrence,=20
    Aga and All<br><br>It is interesting to me that the subject of this emai=
l=20
    chain is =E2=80=98researching our own practice=E2=80=99; and there is a r=
eturn to the=20
    subject of research when Aga says:&nbsp; =E2=80=9CWe need to research ho=
w can we=20
    integrate human ethics, economic, environmental and social factors into o=
ur=20
    curriculums and how can we teach from parents and professionals (who mis=
sed=20
    out sustainable education) to present and new generations to eliminate=20=

    inequalities and create sustainable growths to prolong earth=20
    resources.=E2=80=9D<br><br>The big question is, what kind of research do=
 we need if=20
    we are to address these and other questions that so urgently need addres=
sing=20
    if we are to deal with the many crises that currently threaten human=20
    wellbeing, and possibly human existence?<br><br>I would suggest that wha=
t is=20
    required is a transformation of thinking and action if the kind of eliti=
sm=20
    described by Lawrence, and the worldview that supports it, is to be=20
    eradicated, and replaced by a more equitable society.&nbsp; However=20
    history&nbsp; shows us that there is no =E2=80=98objectively designed=E2=
=80=99 structure or=20
    system than in itself will create such change. A recent colloquium at=20=

    Liverpool Hope University entitled =E2=80=98Researching Our Own Practice=
=E2=80=99&nbsp; was=20
    organised on the principle that the world will only be transformed one=20=

    person at a time; that each of us can only change ourselves, not others;=
 and=20
    that each person, through taking responsibility for researching their&nb=
sp;=20
    life and practice,&nbsp; can through their own transformative experience=
s=20
    and learning, make a contribution to the global transformation that is=20=

    required.<br><br>I too like Ken Wilber=E2=80=99s Integral Theory, but I t=
hink we are=20
    each are influenced in very different ways by different theories, world=20=

    views and life experiences, and we each need to find our own way, and ou=
r=20
    own influences,&nbsp; in working out what we want to be and what we want=
 to=20
    do.&nbsp; What is important, I suggest, is how each of us create our own=
=20
    unique ways of connecting our inner lives =E2=80=93 (worldview, values, s=
piritual=20
    influences, feelings, etc ) =E2=80=93 to action that makes some kind of c=
ontribution=20
    to addressing the kind of&nbsp; global crises identified by Aga, albeit a=
t a=20
    local level.<br><br>We then need to explore how&nbsp; we can work togeth=
er,=20
    i. e. research through&nbsp; a =E2=80=98co-operative inquiry=E2=80=99, t=
o discover how the=20
    learning and knowledge that each of us develop in our own unique and=20
    creative ways, can be shared with others in a systematic way that is of=20=

    mutual benefit.&nbsp; My experience of co-operative inquiry is that it n=
ot=20
    only allows me to share my experience, but in listening deeply to each=20=

    other, there is a transformational shift in our understanding of ourselv=
es=20
    as well as of others.&nbsp; The =E2=80=98shift in consciousness=E2=80=99=
 created through=20
    this process really can be significant.&nbsp; How then to =E2=80=98upsca=
le=E2=80=99 further,=20
    so that that group learning can have wider influence?<br><br>I do not kn=
ow=20
    the answer to this.&nbsp; I think in =E2=80=98researching our own practi=
ce=E2=80=99, we=20
    need&nbsp; to connect the transformative experiences an individual has (=
we=20
    know quite a lot about different ways in which that can happen), with=20=

    transformation at a global level.&nbsp; Transformation one person at a t=
ime=20
    needs to become transformation one group at a time, perhaps with the=20
    intention that these groups become&nbsp; bigger in size.&nbsp; We then n=
eed=20
    to discover ways in which such groups can connect with others having sim=
ilar=20
    values and global intentions (albeit having got to where they are using=20=

    different starting points and methods).&nbsp; I know many people, from m=
any=20
    diverse backgrounds and interests,&nbsp; who believe that if we can disc=
over=20
    how to achieve this, we will reach some kind of =E2=80=98tipping point=E2=
=80=99, which will=20
    result in&nbsp; sufficient numbers of people whose commitment&nbsp; to (=
for=20
    example) =E2=80=9Celiminate inequalities and create sustainable growths t=
o prolong=20
    earth resources=E2=80=9D&nbsp; is so strong that national / global struc=
tures will=20
    be changed to enable that to happen.<br><br>In other words, when=20
    =E2=80=98researching our own practice=E2=80=99, I think we need to be re=
searching the=20
    processes that will facilitate the dynamic process of creating fluid=20
    interconnections between individual =E2=80=98journeys=E2=80=99&nbsp; and=
 a global =E2=80=98shift=20
    =E2=80=99.<br><br>Best wishes,<br><br>Joan<br><br><br>On 17 August 2013 1=
2:03,=20
    Lawrence Martin Olivier &lt;<a href=3D"" rel=3D"nofollow">[log in to unmask]
c.za</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;&=
gt; wrote:<br>Hi Aga<br><br>I=20
    totally agree with these ideas. I find Ken Wilber's Integral Theory/=20
    Paradigm (his integral map / 4 perspectives / 2 paths objective and=20
    subjective / individual and collective etc.) a useful pedagogical tool t=
o=20
    address the kind of holistic curriculum you are suggesting. It is possib=
le=20
    and not that difficult, to include an Integral holistic approach in the=20=

    teaching of any Discipline / Subject / Field. I make wide use of "Integr=
al=20
    holistic thinking" in my training of Tutors from all Disciplines.The New=
=20
    Economics Foundation (UK) for example, view the science of Economics fro=
m a=20
    perspective that "people and planet matters" - not just economic growth i=
n=20
    the GDP!!<br><br>Lawrence<br>________________________________<br>From:=20=

    Practitioner-Researcher [<a href=3D"" rel=3D"nofollow">PRACTITIONER-RESE=
[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">PRACTITION=
[log in to unmask]</a>&gt;] on behalf of=20
    aga yamin [<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt;mai=
lto:<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;]<br>Sent: 17 A=
ugust 2013 12:10=20
    PM<br><br>To: <a href=3D"" rel=3D"nofollow">PRACTITIONER-RESEARCHER@JISC=
MAIL.AC.UK</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">PRACTITIONER-RESEARCH=
[log in to unmask]</a>&gt;<br>Subject: Re:=20
    Researching Our Own Practice<br><br>Dear Lawrence<br><br>Discussions and=
=20
    practices on ethnicity, religion, colour etc.&nbsp; indicate, we are far=
=20
    behind from a civilised sustainable society. The society where human=20
    equality is intrinsic and genetic and people are focusing: how to revive=
=20
    planet resources, enhance economic, social and environmental growths to=20=

    enjoy the benefits of exceptionally literate, civil and a harmonised=20
    society. We need to research how can we integrate human ethics, economic=
,=20
    environmental and social factors into our curriculums and how can we tea=
ch=20
    from parents and professionals ( who missed out sustainable education)&n=
bsp;=20
    to present and new generations to eliminate inequalities and create=20
    sustainable growths<br>to prolong earth resources. We need to redefine=20=

    learning &amp; development to create sustainable=20
    education.<br><br>Aga<br>From: Lawrence Martin Olivier &lt;<a href=3D"" r=
el=3D"nofollow">[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D"nofollo=
w">[log in to unmask]</a>&gt;&gt;<br>To: <a href=3D"" rel=3D"nofollow">PRACT=
[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D"nofollow=
">[log in to unmask]</a>&gt;<br>Sent:=20
    Saturday, 17 August 2013, 6:57<br>Subject: Re: Researching Our Own=20
    Practice<br><br>Hi Aga<br><br>After making my&nbsp; earlier comments I r=
ead=20
    a report in my local newspaper about a Headmaster of one of our elite=20=

    schools arguing that his elite school should "be proud of their elite=20=

    status". I find this a concern and a problem in my South African=20
    post-apartheid society (apartheid was abolished in 1994) where currently=
=20
    "the top 20%, 10 million people receive 75% of total income, 3,7 million=
 are=20
    white and 6,3 million are black"! The Headmaster goes on to say "we need=
 top=20
    class schools ....&nbsp; they are beacons of light&nbsp; ...&nbsp; priva=
te=20
    schools are producing top mathematicians and scientists and had past pup=
ils=20
    who were contributing tangibly to the country's GDP"! He makes no mentio=
n of=20
    the massive inequality going on in his own society and in the global soc=
iety=20
    or that continually expanding the GDP in the ways we are doing is not=20=

    sustainable on one planet!&nbsp; - these kinds of elite schools are sure=
ly=20
    not "beacons of light"!!<br><br>Lawrence<br>From: Practitioner-Researche=
r=20
    [<a href=3D"" rel=3D"nofollow">[log in to unmask]</a=
>&lt;mailto:<a href=3D"" rel=3D"nofollow">[log in to unmask]
C.UK</a>&gt;] on behalf of=20
    aga yamin [<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt;mai=
lto:<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;]<br>Sent: 14 A=
ugust 2013 08:54=20
    PM<br>To: <a href=3D"" rel=3D"nofollow">PRACTITIONER-RESEARCHER@JISCMAIL=
..AC.UK</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">PRACTITIONER-RESEARCHER@J=
ISCMAIL.AC.UK</a>&gt;<br>Subject: Re:=20
    Researching Our Own Practice<br><br>Dear Angela / Shelagh / Lawrence and=
=20
    All<br>Angela: Thanks for your response. True. It is a complex question.=
 I=20
    do agree with you that ownership &amp; responsibility play a crucial rol=
e in=20
    the success of learning &amp; development. In e-learning or self-directe=
d=20
    leanings, people do take the responsibilities of their own=20
    learning.<br>However,&nbsp; =E2=80=9CEmpathising=E2=80=9D with learner,&=
nbsp; directly=20
    contributes in designing and executing a learning process. Perhaps if yo=
u=20
    recall your own experience of formal learning from the age of 3 to date,=
 At=20
    what stage, you started to take the ownership and responsibility of your=
 own=20
    learning.&nbsp; At what stage, you developed passion for every single=20=

    subject, sense of responsibility, sufficient level of maturity and motiv=
es=20
    to achieve something that derived you to take the ownership and=20
    responsibility of your own learning?<br>Since all learners are individua=
ls,=20
    hence a wide range of learning strategies are employed, tested and=20
    experimented such as =E2=80=9CLearner-focused or learner-centred=E2=80=9D=
 learning or=20
    =E2=80=9CDifferential learning=E2=80=9D or routinely considering individ=
ual=E2=80=99s learning style=20
    in teaching &amp; learning activities, with or without the expectations t=
hat=20
    learners will take the responsibilities of their own learning.<br>Succes=
s is=20
    the accomplishment of one's goals. Development is a stage of a change=20=

    process. In other words, success is the outcome and development is the=20=

    process of achieving outcome.. Perhaos both are not=20
    interchangeable.<br>Shelagh. Thanks for your email: You raised many=20
    important and interesting questions. You commented: As educators, do we h=
ave=20
    a compulsion to 'fill empty vessels' with what we 'need' our students to=
=20
    learn?<br>Answer is =E2=80=9CYes=E2=80=9D. A three-year old does not wis=
h to learn numbers=20
    =E2=80=9C1,2,3,4,5,6=E2=80=9D etc. Should we leave vessel empty?<br>You c=
ommented: How much=20
    of the learning is intrinsic and how much extrinsic?<br>As a general rul=
e, A=20
    successful learning contains both elements equally. For example: if I ha=
ve=20
    an intrinsic desire to learn a chemical equation, I will passionately=20=

    explore: how to do it (Intrinsic). If information is available online&nb=
sp;=20
    or my teachers 100% persuade me (Extrinsic) to learn chemical equation, I=
=20
    will learn effectively.<br>You commented: Do we use a wide range of stud=
ent=20
    centred learning methods to engage and motivate each student?<br>I am su=
re=20
    many tutors are doing it. A survey perhaps is required to assess the suc=
cess=20
    rate. If a success rate is exceptionally higher, it means it is an=20
    outstanding method.<br>You commented: How much do we value the 'process'=
 of=20
    learning, giving time and attention to the 'journey'?<br>Value is=20
    independent to time and attention.&nbsp; Values do not allow us to=20
    compromise.<br>You commented: How much do systems, targets and assessmen=
ts=20
    encourage us as educators to focus our attention entirely on the outcome=
 or=20
    product to judge 'development'?<br>Systems, targets and assessments are t=
o=20
    regulate consistency and fairness. They do not interfere =E2=80=9C the w=
ay we employ=20
    learning &amp; developmental activities=E2=80=9D.&nbsp; That's why&nbsp;=
 league=20
    tables tell us, who applied the right approaches in managing the learnin=
g=20
    process within the given systems, targets and assessments.<br>You commen=
ted:=20
    I am terrified that going to school may 'knock this out' of them.&nbsp;=20=

    Isn't that a terrible fear?<br>Initial assessment plays its role here.&n=
bsp;=20
    A school teacher must hold the abilities to conduct initial assessment t=
o=20
    differentiate learners and develop an appropriate learning &amp;=20
    developmental strategies. I think, rather than fear, this is an opportun=
ity=20
    for you children to be assessed externally and classified as the childre=
n=20
    with innate abilities to learn and develop. This is also an opportunity f=
or=20
    educators to prepare children with exceptional innate abilities to produ=
ce=20
    leading results<br><br>Lawrence: I do agree with you that two key factor=
s=20
    count i.e. social status of a teacher and education level to gain succes=
s in=20
    learning &amp; development.<br>No doubt, Finland is at the top of the=20=

    schools=E2=80=99 league tables especially in Maths and science across th=
e world. We=20
    need to see its impact on Finland=E2=80=99s scientific development, econ=
omic growth,=20
    environmental growth, social growth, employment rate and so on. Is Finla=
nd=20
    leading the world in all these parameters?&nbsp; If answer is yes than i=
t=20
    means learning &amp; development is taking place in Finland=20
    effectively.<br>Regards<br>Aga<br><br><br><br>From: Shelagh Hetreed &lt;=
<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt;mailto:<a href=3D""=
 rel=3D"nofollow">[log in to unmask]</a>&gt;&gt;<br>To: <a href=3D"" rel=3D=
"nofollow">[log in to unmask]</a>&lt;mailto:<a href=3D""=
 rel=3D"nofollow">[log in to unmask]</a>&gt;<br>Sent:=20=

    Wednesday, 14 August 2013, 8:25<br>Subject: Re: Researching Our Own=20
    Practice<br><br>Pleased to meet you=20
    Angela<br><br>Shelagh<br><br><br><br>Date: Wed, 14 Aug 2013 07:26:45=20
    +0000<br>From: <a href=3D"" rel=3D"nofollow">Jamesa1@UKZN.AC..ZA</a>&lt;=
mailto:<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;<br>Subject: R=
e: Researching Our Own=20
    Practice<br>To: <a href=3D"" rel=3D"nofollow">PRACTITIONER-RESEARCHER@JI=
SCMAIL.AC.UK</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">PRACTITIONER-RESEAR=
[log in to unmask]</a>&gt;<br><br>Angela=20
    James, University of KwaZulu-Natal , Durban, South Africa.<br><br>From:=20=

    Practitioner-Researcher [mailto:<a href=3D"" rel=3D"nofollow">PRACTITION=
[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">PRA=
[log in to unmask]</a>&gt;] On Behalf Of=20
    Shelagh Hetreed<br>Sent: Wednesday, August 14, 2013 9:22 AM<br>To: <a hr=
ef=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt;mailt=
o:<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&g=
t;<br>Subject: Re:=20
    Researching Our Own Practice<br><br>Dear Aga and Angela,<br><br>As many o=
f=20
    us do not know each other, could we just maybe add to our communication=20=

    where in the world that we are?&nbsp; Thank you.<br><br>I am Shelagh and=
 I=20
    am in Bath UK.<br><br>1. My grandson is 3 years old. He learns huge amou=
nts=20
    every day.&nbsp; He does this freely, without coercion, praise or=20
    reward.&nbsp; I would describe this as intrinsic motivation.&nbsp; When h=
is=20
    mother wants to teach him something, he often resists, focusing on the=20=

    aspect that he wants to learn instead.<br><br>As educators, do we have a=
=20
    compulsion to 'fill empty vessels' with what we 'need' our students to=20=

    learn?<br>Do we use a wide range of student centered learning methods to=
=20
    engage and motivate each student?<br>How much do we value the 'process' o=
f=20
    learning, giving time and attention to the 'journey'?<br>How much do=20
    systems, targets and assessments encourage us as educators to focus our=20=

    attention entirely on the outcome or product to judge=20
    'development'?<br><br>2. Angela, changing the term 'development' to=20
    'success':<br>I would add that perhaps we need to know what our criteria=
 for=20
    success is before we start, otherwise, we may consider that we/ the stud=
ent=20
    has failed when actually, their success has just not reached our=20
    criteria.<br><br>3. An example: When learning to ride a bike, there are s=
o=20
    many criteria to be met- balancing on a saddle, steering direction with t=
he=20
    handle bars, co-ordinating our legs and feet to turn the pedals (in one=20=

    direction only), co-ordinating our arms and hands to use the breaks... e=
tc..=20
    etc. you get the picture.<br>Each step along the way is progress/=20
    development/ success.<br><br>So what is our ambition for the new=20
    cyclist?&nbsp; Staying upright while moving forward, cycling safely alon=
g a=20
    lane, busy roads, city traffic, racing, off road mountain biking, the=20=

    Olympics in Rio?<br><br>Where was the learning and the development in th=
is=20
    example?&nbsp; How much of the learning is intrinsic and how much=20
    extrinsic?&nbsp; Of course formal learning isn't like that- but perhaps=20=

    focusing on the incremental stages that are necessary for any learning t=
o=20
    take place and analysing where there may be a barrier to further=20
    development, will help us seek alternative and imaginative ways to motiv=
ate=20
    every learner.<br><br>I am learning so much from close contact with the=20=

    daily learning of my 2 small grandchildren. They astonish me with their=20=

    capacity to learn new skills, they have huge ambitions and wonderful=20
    imaginations. I am terrified that going to school may 'knock this out' o=
f=20
    them.&nbsp; Isn't that a terrible fear?<br><br>Formerly I was an educato=
r in=20
    mainstream and special schools and the mother of a two dyslexic/ dysprax=
ic=20
    daughters who the education system, in my opinion 'failed'.<br><br>Hope m=
y=20
    comments help, if only to be=20
    challenged.<br><br><br><br><br><br><br><br>Date: Wed, 14 Aug 2013 04:26:=
37=20
    +0000<br>From: <a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt;m=
ailto:<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;<br>Subject: R=
e: Researching Our Own=20
    Practice<br>To: mailto:<a href=3D"" rel=3D"nofollow">PRACTITIONER-RESEAR=
[log in to unmask]</a><br>Dear Aga,<br>A=20
    complex question to a complex issue. For me the crucial aspect is =E2=80=
=93 do the=20
    recipients take ownership and responsibility for their own learning?<br>=
So=20
    what do we need to consider in the light of this =E2=80=93 were they eng=
aged and=20
    were their views about the =E2=80=9Cdevelopment=E2=80=9D process elicite=
d, interrogated,=20
    etc?&nbsp; Work from this stance onwards =E2=80=A6&nbsp; more questions c=
ould be=20
    asked.<br>Lately, I am averse to using the term development as it has su=
ch=20
    staccato links. I am using the term success.<br>All the=20
    best<br>Angela<br>From: Practitioner-Researcher [mailto:<a href=3D"" rel=
=3D"nofollow">[log in to unmask]</a>] On Behalf Of aga=20=

    yamin<br>Sent: Wednesday, August 14, 2013 5:57 AM<br>To: mailto:<a href=3D=
"" rel=3D"nofollow">[log in to unmask]</a><br>Subject: R=
e:=20
    Researching Our Own Practice<br><br>Dear All<br><br>Why learning &amp;=20=

    development fail?&nbsp; Please do comment. Your thoughts will provide=20=

    substantial learning=20
    opportunities.<br><br>Regards<br>Aga<br><br><br><br><br><br>"This e-mail=
 is=20
    subject to our Disclaimer, to view click <a href=3D"" rel=3D"nofollow">h=
ttp://www.dut.ac.za/disclaimer</a>"<br><br><br><br>_________________________=
_______<br><br>"This=20
    e-mail is subject to our Disclaimer, to view click <a href=3D"" rel=3D"n=
ofollow">http://www.dut.ac.za/disclaimer</a>"<br><br><br><br>--<br>Dr=20
    Joan Walton<br>Faculty of Education<br>Liverpool Hope University<br>Hope=
=20
    Park<br>Liverpool<br>L16 9JD<br><br>Email: <a href=3D"" rel=3D"nofollow"=
>[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">waltonj@hope=
..ac.uk</a>&gt;<br><br><br><br>[<a href=3D"" rel=3D"nofollow">http://www.hope=
..ac.uk/media/liverpoolhope/contentassets/images/slideshow/media,6740,en.jpg<=
/a>]<br><br><a href=3D"" rel=3D"nofollow">www.hope..ac.uk</a>&lt;<a href=3D"=
" rel=3D"nofollow">http://www.hope.ac.uk/</a>&gt;<br><br>Liverpool Hope Univ=
ersity=20
    has<br><br>*&nbsp; 92% of students in employment or further study after s=
ix=20
    months of graduation, on average over the last five years<br>*&nbsp; Awa=
rded=20
    61% of graduates a First or 2:1 Honours degree in 2012<br>*&nbsp; Entry=20=

    points at an average of 311 in 2012<br>*&nbsp; Invested =C2=A342 million=
 in=20
    buildings and equipment over the past five years<br>*&nbsp; The best=20
    retention rate of the nine new universities in the North=20
    West.<br><br>******<br><br>Liverpool Hope University accepts no=20
    responsibility for this email, its contents and any loss or damage&nbsp;=
=20
    arising in any way from the receipt or<br>use of this email and its=20
    attachments<br><br><br><br><br><br></div></div></div></div></div></div><=
/blockquote></div><br><br clear=3D"all">
  <div>&nbsp;</div>-- <br>
  <div dir=3D"ltr">Dr Joan Walton<br>Faculty of Education<br>Liverpool Hope=20=

  University<br>Hope Park<br>Liverpool <br>L16 9JD=20
  <div>&nbsp;</div>
  <div>Email: <a href=3D"" rel=3D"nofollow">[log in to unmask]</a><br></div>=

  <div>&nbsp;</div>
  <div>&nbsp;</div>
  <div>&nbsp;</div>
  <div><img style=3D"color: rgb(34, 34, 34); font-family: arial, sans-serif;=
 font-size: 13px; background-color: rgb(255, 255, 255);" width=3D"420" heigh=
t=3D"176" src=3D"cid:"></div>
  <div>
  <div style=3D"color: rgb(34, 34, 34); font-family: arial, sans-serif; font=
-size: 13px; background-color: rgb(255, 255, 255);">
  <div>&nbsp;</div>
  <div><a style=3D"color: rgb(17, 85, 204);" href=3D"" rel=3D"nofollow">www.=
hope.ac.uk</a><br><br>Liverpool Hope University has<br>
  <div style=3D"margin-bottom: 0pt;"></div>
  <ul>
    <li style=3D"margin-left: 15px;"><span style=3D"font-family: arial, sans=
-serif;">92% of students in employment or=20
    further study after six months of graduation, on average over the last f=
ive=20
    years</span>=20
    </li><li style=3D"margin-left: 15px;"><span style=3D"font-family: arial,=
 sans-serif;">Awarded 61% of graduates a First or=20
    2:1 Honours degree in 2012</span>=20
    </li><li style=3D"margin-left: 15px;"><span style=3D"font-family: arial,=
 sans-serif;">Entry points at an average of 311 in=20
    2012</span>=20
    </li><li style=3D"margin-left: 15px;"><span style=3D"font-family: arial,=
 sans-serif;">Invested =C2=A342 million in buildings and=20
    equipment over the past five years</span>=20
    </li><li style=3D"margin-left: 15px;"><span style=3D"font-family: arial,=
 sans-serif;">The best retention rate of the nine=20
    new universities in the North West.</span></li></ul>
  <div></div>
  <div>
  <div>******</div>
  <div><br>Liverpool Hope University accepts no responsibility for this emai=
l,=20
  its contents and any loss or damage&nbsp; arising in any way from the rece=
ipt=20
  or<br>use of this email and its attachments</div></div></div>
  <div>&nbsp;</div></div><br style=3D"color: rgb(34, 34, 34); font-family: a=
rial, sans-serif; font-size: 13px; background-color: rgb(255, 255, 255);"><b=
r></div></div></div></div></div></font></div><br><br></div></div></div></div=
></div></div></div></div></blockquote></div></div></div></div></div><br><br>=
</div> </div> </div>  </div></div></blockquote></body></html>=

--Apple-Mail-205CBE04-1859-4E77-B56E-98FDA8278AC7--
=========================================================================
Date:         Fri, 30 Aug 2013 06:48:01 -0700
Reply-To:     Practitioner-Researcher <[log in to unmask]>
Sender:       Practitioner-Researcher <[log in to unmask]>
From:         cynthia cozette <[log in to unmask]>
Subject:      Re: Researching Our Own Practice
In-Reply-To:  <[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative;
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Content-Transfer-Encoding: quoted-printable

8-30-13=0ADear Pip:=0AThank you for your response. You raise important issu=
es about students having to=0Ato fret over college expenses. This certainly=
 is=C2=A0stifling the time the student has for creative thought=0Aand devel=
opment.=0AI wonder if this is not the overall plan to make colleges more ex=
pensive and out of reach=0Afor the typical students so that there are fewer=
 scholars?=0AScholars are often critical about the fabric of society, so th=
e less scholars, the less=0Asociety is challenged.=0AConcerning Giroux and =
I having the same alma mater, perhaps, although our paths did not=0Across a=
s students, the Carnegie Mellon University (CMU) ideology of free and criti=
cal thinking=0Ainfluenced both of us to develop a critical pedagogy perspec=
tive. =0AAfter all CMU was also the alma mater of contemporary avante-garde=
 artist, Andy Warhol.=0ABest regards,=0ACynthia=0A=C2=A0=C2=A0 =0A=0A______=
__________________________=0A From: Xtra <[log in to unmask]>=0ATo: PRACTI=
[log in to unmask] =0ASent: Tuesday, August 27, 2013 4:03 PM=
=0ASubject: Re: Researching Our Own Practice=0A  =0A=0A=0AHi Cynthia=0A=0AI=
 am glad that the article resonated with you. As I may have said, it is alw=
ays tricky recommending articles when you don't know the recipients' curren=
t situation (or political beliefs!) Giroux has always been pretty radical, =
and it's interesting that you may have studied at the same time that he did=
.=C2=A0=0A=0AI do get concerned about the way that a lot of political consc=
iousness-raising happened 'in my day' (i.e., going to university for the fi=
rst time in the late 60s-early 70s) but seems to have lapsed with students =
currently. I think we had much more leisure to put energy elsewhere. In New=
 Zealand when I studied, you could get a fees and allowances bursary that l=
et you concentrate on your studies without needing to do much part-time wor=
k, hence freeing up some energy. But it seems to me these days, with high s=
tudent fees and the bursaries not being freely available, many of our stude=
nts have their noses to the grindstone all the time, in one way or another.=
 It diminishes the time and energy they have to develop understanding of wi=
der political influences on education and society, and allows the current i=
niquitous situation to go relatively unchallenged, except perhaps by the te=
acher unions.=0A=0AEnough gloom for today, it's a lovely spring day here in=
 New Zealand and there's always hope for tomorrow!=0A=0AWarm regards=0A=0AP=
ip=0A=0AOn 28/08/2013, at 4:11 AM, cynthia cozette <[log in to unmask]> wr=
ote:=0A=0A=0A8-27-13=0A>Dear Helen and Pip:=0A>Helen please e-mail us your =
new website.=C2=A0Your new venture=C2=A0sounds exciting.=0A>Pip thank you f=
or mentioning the essay by Henry Giroux "The War Against Teachers as=0A>Pub=
lic Intellectuals during Dark Times."=0A>I found=C2=A0the=C2=A0 article to =
be very truthful concernng the teacher's vulnerable position in modern=0A>t=
imes and passed the article along to my other teacher colleagues in Philade=
lphia.=0A>Just an aside, Henry Giroux graduated with his Ph.D. from Carnegi=
e Mellon University=0A>in Pittsburgh, Pennsylvania, USA=C2=A0in 1977.=0A>I =
graduated from Carnegie-Mellon University=C2=A0in 1975 with a BFA in Music.=
=0A>I would have to check his dates of attendance to find out if we possibl=
y crossed paths.=0A>I did live in the graduate student dorms for 1 year bec=
ause the undergraduate dorms were full.=0A>I believe his dissertation is ti=
tled "The Mouse That Roared" where he analyzed the=C2=A0affect of the=0A>Di=
sney corportation on parent and children's worldview.=C2=A0 =0A>Cynthia=0A>=
=C2=A0=0A>=C2=A0=0A>=0A> =0A>=0A>________________________________=0A> From:=
 Helen O'Connor <[log in to unmask]>=0A>To: PRACTITIONER-RESEARCHER@JISC=
MAIL.AC.UK =0A>Sent: Tuesday, August 20, 2013 12:04 PM=0A>Subject: Re: Rese=
arching Our Own Practice=0A>  =0A>=0A>=0A>Dear Pip, =0A>Thank you for shari=
ng some of my story. We are launching a new website on =0A1st Sept, to coin=
cide with the school opening, I think the previous link I sent =0Awill stil=
l work, if not I will send a new one. =0A>The more =E2=80=98hits=E2=80=99 t=
he better and thank you for your message! =0A>Helen =0A>=0A>From: Xtra  =0A=
>Sent: Tuesday, August 20, 2013 12:58 AM =0A>To: PRACTITIONER-RESEARCHER@JI=
SCMAIL.AC.UK  =0A>Subject: Re: Researching Our Own Practice =0A> Hi Helen a=
nd others =0A>=0A>I found this a most uplifting reply to some of the dreadf=
ul situations =0Aencountered by folk on the list, most recently Cynthia. I =
couldn't even begin to =0Aimagine how to counter what Cynthia's up against,=
 although I'd shared a rather =0Apassionate and controversial essay by Henr=
y Giroux (google "The War Against =0ATeachers as Public Intellectuals in Da=
rk Times" if interested - it's on a =0AUS-based site called 'truth-out'.) =
=0A>=0A>What I really liked in Helen's post is the perceptive observation o=
f ways =0Ato circumvent the restrictions of the local council, by identifyi=
ng =0Apossibilities for government funding at national level, and then putt=
ing so much =0Atime and energy into making a new reality. I wish you and yo=
ur team all the best =0Ain this Helen! As this is a 'public' list I hope yo=
u don't mind, but I shared a =0Alittle of your story on the HETL Linked-In =
group by way of encouraging folk to =0Alook for similar possibilities in th=
eir own situations. You might find a raft of =0Ahits on the Swanage website=
! =0A>=0A>Having said that, a caution: I used to be Research Manager for a =
Maori =0Auniversity that did just this. Te Wananga o Aotearoa was so effect=
ive in =0Aattracting students who'd not experienced prior educational succe=
ss, and =0Aenrolling and graduating (in the main) them through programmes, =
that they blew =0Athe government's budget for such work. Instead of congrat=
ulating them for their =0Atremendous work, the then government took an axe =
to them. Under the guise of =0Acriticism for financial mismanagement and/or=
 nepotism and/or shonky quality =0Astandards - largely without foundation, =
as subsequent inquiries showed - they =0Asucceeded in slowing the instituti=
on's progress and forcing them under Crown =0Amanagement for a number of ye=
ars. I'm not even sure they're free of it yet. So =0Ayes, the possibilities=
 for 'alternative' thinking exist and can be very =0Asuccessful, but one mu=
st always be alert for attempts to constrain or mould the =0Acreative work =
of such organisations. =0A>=0A>Warm regards =0A>=0A>Pip =0A>=0A>On 19/08/20=
13, at 8:54 PM, Helen O'Connor <[log in to unmask]> =0Awrote:=0A>=0A> =
=0A>Hi, =0A>>=0A>>My name is Helen and I live in Swanage, Dorset, in the UK=
. Where I live  is a beautiful place, a natural World Heritage site, the Is=
le of =0APurbeck. =0A>>I follow these threads from time to time but have no=
t contributed before.  However, I felt that you might find the situation I =
am in interesting, in  light of some of the comments made by other contribu=
tors in this  conversation. =0A>>=0A>>I am a teacher, mother of three daugh=
ters and active member of the  community. For the last four years I have be=
en vice-chair of a community group  called Education Swanage. The group was=
 originally established to campaign  against the closure of the local Middl=
e School, which was the only provision  of secondary education within 10 mi=
les of our town. Swanage is situated on a  peninsula and is often overlooke=
d in terms of community facilities, so when  Dorset County Council reviewed=
 education and decided to close the school, a  group of us felt that we had=
 to protest, hence Education Swanage was  formed. =0A>>=0A>>Unfortunately o=
ur campaign failed and the school closed in July. However,  there is a happ=
y ending as from 2010 Education Swanage transformed from a  campaign group =
into a project group and we proposed to open our own school..  Coincidental=
ly (and controversially) the newly elected coalition government  introduced=
 a =E2=80=98free school=E2=80=99 policy just at the time when Education Swa=
nage=E2=80=99s  campaign to save the middle school failed. The free school =
policy enabled  proposer groups to put forward plans to open new schools, f=
ree of county  council control and funded by the government. Although this =
policy did not sit  comfortably with my own political perspective, I knew t=
hat it was a lifeline  for us in the context we were in. We spent hours and=
 hours of our time, all  working as volunteers, (alongside our day jobs and=
 family commitments) to  propose a new secondary =E2=80=98free=E2=80=99 sch=
ool for Swanage. We were successful as in  October 2010 we heard that our f=
ree
 school plans had been accepted.  =0A>>=0A>>Since then we have been working=
 towards opening The Swanage School =E2=80=93 our  doors open in temporary =
accommodation in September! At the same time our brand  new building, on th=
e site of the closed middle school (it is a long story for  me to tell you =
how we secured that site!) is being built. See this link for  more informat=
ion about the school www.http://www.educationswanage.co.uk/ =0A>>=0A>>Our s=
chool is going to be small, but a little gem which will transform  the live=
s of our children and the vibrancy of our town. It will have a human  scale=
 ethos as we are partnered by the Human Scale Education Movement who are  w=
orking to promote relationships and smaller school communities as the  spri=
ngboard for effective learning, see this link for more information about  h=
uman scale education and its director James Wetz http://www.hse.org.uk/hse/=
 =0A>>=0A>>There is a lot more I could say, but I don=E2=80=99t want to kee=
p you! I just  wanted to try and say that it is possible, despite the odds,=
 to make  transformations happen and change the communities in which we liv=
e, whilst  growing and developing ourselves and building positive relations=
hips with  others in the process. =0A>>=0A>>Finally, I am studying for a pr=
ofessional doctorate in practical theology  with the Cambridge Theological =
Federation, accredited through Anglia Ruskin  University.  =0A>>My research=
 focuses on how the values of Education Swanage have  influenced the foundi=
ng of the new school. I am using a living theory  methodology (with helpful=
 advice from Jack Whitehead) with insights from  practical theology as a cr=
itical tool.  =0A>>Although I am agnostic I have a deep interest in theolog=
y. Practical  theology enables me to explore how values are central in givi=
ng meaning and  significance to our lives (in a sense they are =E2=80=98sac=
red=E2=80=99 =E2=80=93 see the work of  Ruard Ganzevoort http://www.ia-pt.o=
rg/wp-content/uploads/2011/11/presidentialaddress2009.pdf).  Values evoke a=
we and passion and lead us to take action. My research is  theological in t=
he sense that I am speaking about how, as members of our  little community =
in Dorset, we are =E2=80=98tracing=E2=80=99 a sacred path by creating a  =
=E2=80=98living educational theory=E2=80=99 =E2=80=93 an explanation of how=
 our values are significant  and meaningful in influencing and inspiring us=
 to transform the way we live  and the communities we live in. =0A>>=0A>>I =
do hope some of this makes sense, please do let me know if you have any  qu=
estions or would like to have a further conversation about any of =0Athis. =
=0A>>Best wishes, =0A>>Helen O=E2=80=99Connor =0A>>=0A>>From: cynthia cozet=
te  =0A>>Sent: Monday, August 19, 2013 2:34 AM =0A>>To: PRACTITIONER-RESEAR=
[log in to unmask]  =0A>>Subject: Re: Researching Our Own Practice =0A>> 8=
-18-13 =0A>>Dear Joy, Jack  and Everyone: =0A>>Greetings to all in Liverpoo=
l(the home of the Beatles) and  to the global community of researchers. =0A=
>>I was also  feeling very disillusioned about my current teaching predicam=
ent.  =0A>>I too have been  inspired after reading some of your comments. =
=0A>>My questions are  how do I improve my practice as a teacher in an envi=
ronment that is breeding  unhealthy transformation? What do I do as a resea=
rcher when unhealthy  transformation is forced upon me? =0A>>=C2=A0 =0A>>I =
was one of  3,800 educators (all counselors, nurses, assistant principals, =
music teachers,  special education teacher aides, cafeteria and bus aides a=
nd some art and  physical education teachers) laid off this past summer in =
the School District  of Philadelphia, Pennsylvania, USA public schools. I r=
ecently received a call  back to teaching notice and will be one of 1,000 e=
ducators called back to  service in September, 2013 from the layoff group o=
f educators. I teach general  vocal music at a middle school Grades 5 throu=
gh 8. The students at my school  are selected by a lottery system. The majo=
rity of the students score eighty  percent or higher on their standardized =
achievement test scores in  mathematics, reading and science.  =0A>>=C2=A0 =
=0A>>Almost every  other day there are public protests in the City of Phila=
delphia by concerned  parents, students, teachers and educators.=C2=A0 Many=
 local parents are threatening to  place their children in home study progr=
ams in September, 2013. Many parents  say they are planning to leave the sc=
hool district with their children because  they feel school safety is an is=
sue with so little adult staff to supervisor  students because of the massi=
ve layoff.  =0A>>=C2=A0 =0A>>The teachers  themselves are even concerned ab=
out school safety and some are now on hunger  strikes. Local and state poli=
ticians are battling back and forth over who will  pay badly needed funds o=
f 304 million dollars to support the school district..  Some politicians ar=
e demanding the teachers take a thirteen percent pay  reduction to help fin=
d school funding.=C2=A0 The school superintendent has suspended seniority r=
ights for teachers  and is calling laid-off teachers back for work in Septe=
mber, 2013 according to  his choice of teachers based on their skills and e=
xpertise. Performance  ratings are soon scheduled to change for teachers=E2=
=80=A6teacher performance will be  tied to student scores on state standard=
ized achievement tests. If an  administrator gives a teacher a good rating =
and the students test scores are  low, the principal may receive a poor rat=
ing. Teachers most likely will be  given more non-instructional duties, off=
ice duty, hall patrol, longer
 hours  etc. which means almost no time for teacher collaboration. =0A>>=C2=
=A0 =0A>>How do I improve  my practice in world of education that has devel=
oped into chaos? =0A>>Suggestions are  welcomed. =0A>>Cynthia Cozette  Lee,=
 Ed.D. =0A>>Middle School Teacher =E2=80=93  Philadelphia , Pennsylvania US=
A =0A>> =0A>>=0A>>=0A>>________________________________=0A>>From: Joy Mount=
er <[log in to unmask]>=0A>>To: [log in to unmask] =0A>=
>Sent: Sunday, August 18,  2013 1:02 PM=0A>>Subject: Re:  Researching Our O=
wn Practice=0A>> =0A>>=0A>>=0A>>Hello Everyone,  =0A>>My name is Joy and I =
have been reading with interest the comments flowing  between the group, bu=
t haven't contributed before. I am a Head teacher of a  primary school in S=
omerset, England (children aged 4-11 years old). The last  academic year wa=
s very stressful and I found myself feeling disillusioned and  very tired. =
Reading your conversation has re ignited the spark of learning I  thought e=
xtinguished, thank you! =0A>>=0A>>I am interested in children as learners, =
from an early age, excited and  challenged to forge their own path and find=
 their own passions. If we can  educate a generation to think of themselves=
 as learners/ researchers of life,  a deep understanding of themselves as a=
 person, as a learner and as a fluid  connector to others knowledge, ideas =
and explorations cannot we create an  ideology of continual research beyond=
 boundaries and time and space.  =0A>>=0A>>The Internet as a tool for forgi=
ng links and connections is amazing.  Children have the confidence and inna=
te belief in the concept of 'one world'  through ICT. Current and new frien=
dships cross boundaries, information is  shared trustingly and they are exc=
ited by the prospects and do not see any  limits.  =0A>>=0A>>This is the to=
ol I want to utilise as part of our curriculum, a space  where the research=
 and passions of my children can connect with other learners  regardless of=
 age, or location. A platform to share, make connections and push  boundari=
es of belief, knowledge and expectations. A way to spread influence  and tr=
uly realise the part we all play in a world community.  =0A>>=0A>>This may =
then change the challenge of transformation we currently face.  Part of the=
 issue at the moment is connecting to people, changing beliefs in  educatio=
n as it has traditionally been taught. Could we encourage a natural  belief=
 in exploration, the idea of transformation will be part of the internal  b=
elief of daily life?=C2=A0  =0A>>=0A>>Rambling ideas, but I do enjoy sharin=
g your thoughts.  =0A>>=0A>>Joy  =0A>>=0A>>Joy   =0A>>-----Original  Messag=
e-----=0A>>From: Joan Walton <[log in to unmask]>=0A>>To: =0A  PRACTITIONER=
-RESEARCHER <[log in to unmask]>=0A>>Sent: =0A  Sun, 18=
 Aug 2013 9:57=0A>>Subject: Re: Researching Our Own Practice=0A>>=0A>>=0A>>=
Dear Aga =0A>>Your passionate commitment to sustainable development shines =
 through what you write.; as does your frustration that it is such a =E2=80=
=98big task=E2=80=99  , and there is apparently little sign of progress.=C2=
=A0=C2=A0=C2=A0  =0A>>You say:=C2=A0 =E2=80=9CThe challenge here is =E2=80=
=98What I want to transform?=E2=80=99  this is a question that needs extens=
ive and substantial knowledge of  sustainable development before we start e=
xploring it=E2=80=9D. =0A>>I would like to suggest that the answer to =E2=
=80=98what do I want to  transform?=E2=80=9D=C2=A0 would produce many diffe=
rent answers from many different  people; and that each of these responses =
may be equally valid.=C2=A0 My  interest, similar to Sara=E2=80=99s I think=
, is the process of transformation  itself.=C2=A0 And I think here the key =
word is =E2=80=98process=E2=80=99.=C2=A0=C2=A0=C2=A0  For me, there is a sp=
iritual dimension to this=C2=A0 =E2=80=93 by =E2=80=98spiritual=E2=80=99, I=
 am  not talking about anything specifically religious, but I do think that=
  everyone can access a source of wisdom deep within themselves, if they gi=
ve  themselves the time,=C2=A0 space and stillness to connect with that.=C2=
=A0  Within that context, I then think it is important for people to be =E2=
=80=98true to  themselves=E2=80=99;=C2=A0=C2=A0 with the important proviso =
of course, that in being  true to themselves, they are not acting in a way =
that prevents any other  person also being true to themselves; indeed I wou=
ld hope that they would be  encouraging others to
 do the same.=C2=A0 This, I would suggest, is the kind of  =E2=80=98ethos=
=E2=80=99 we need for transformative practice.  =0A>>The problem is that we=
 often get put off continuing to talk to each  other, because of the langua=
ge, and the different meanings we put to the same  words.=C2=A0 For example=
, I  introduced the word =E2=80=98spiritual=E2=80=99 in what I wrote.=C2=A0=
 Many people do not like  that term, and may be put off listening to what I=
 say because of that.=C2=A0  Other people are wary about using this term, o=
r others that are meaningful to  them, because they fear that others will =
=E2=80=98judge=E2=80=99 them in some way for doing  so.=C2=A0 The important=
 thing about =E2=80=98deep listening=E2=80=99 and engaging in  cooperative =
inquiry is that we learn about where the other person is coming  from beyon=
d the words, and if we each genuinely have the wellbeing of all  people on =
the planet as our priority, we need to find a way to dialogue  together, wh=
atever our stated beliefs and perspectives.=C2=A0  =0A>>Andy Henon wrote:=
=C2=A0  =0A>>=E2=80=9CI  believe that provided an individual is empowered t=
o make informed choices and  is aware of alternatives beyond whatever educa=
tional models, systems and  authoritative views they are exposed to, thrivi=
ng societies can prevail=E2=80=A6=E2=80=A6. It  is not the end objective th=
at matters, it is the process, the journey, the  ever changing world of kno=
wledge creation?=C2=A0=C2=A0 Living and sharing of  life?=E2=80=9D =0A>>Thi=
s  for me is another way of describing the nature of the process I am tryin=
g to  describe.=C2=A0=C2=A0  =0A>>The  important thing here for you, Aga, i=
s that you do what you can to develop your  own knowledge of sustainable de=
velopment.=C2=A0 Perhaps the next stage then is  thinking about how you can=
 bring together a few people with a similar interest  in a group to engage =
in a co-operative inquiry, with an agreed question that  you are all intere=
sted in following?=C2=A0 You could do this by inviting  people who live clo=
se to you who can meet in person; or you could set up an  internet-based in=
quiry.=C2=A0 The increasingly sophisticated advances in  technology make al=
l kinds of global connections and explorations possible =E2=80=93  and they=
 are increasing in number and kind.=C2=A0 Even Facebook pages are  being us=
ed as a means of people sharing together the kinds of things they see  as i=
mportant for making a positive difference in the world.=C2=A0=C2=A0  =0A>>J=
ack  Whitehead=E2=80=99s idea of =E2=80=98living theory=E2=80=99 is indeed =
a good method for those  interested in engaging in a transformative process=
, and researching their  practice in ways that have transformative outcomes=
; the many living theory  theses on his website are testimony to that. Howe=
ver there are also other ways  of thinking about and researching the proces=
s of connecting individual  transformation and global transformation.=C2=A0=
 In 2001, I organised a  conference New Paradigms in Education: Values, Rel=
ationships,  Transformation, and even at that time, people were sharing tra=
nsformative  experiences, and the processes that had led to them.=C2=A0 The=
 core challenge  now, I think, is how to connect the growing number of indi=
viduals and groups  who can relate to this idea of =E2=80=98transformation =
starting with self=E2=80=99, and  research ways in which we can get beyond =
the specific language and ideas we  each promote in our own worlds, to agre=
e shared objectives, and
 work more  effectively together to achieve global change.  =0A>>It  is a l=
ong, arduous journey and requires much patience, and an acceptance of  what=
ever transpires as a result.=C2=A0=C2=A0 The Buddhist philosophy includes  =
the idea of =E2=80=98non-attachment to outcomes=E2=80=99, and I try to keep=
 that in mind, hard  though it is.  =0A>>Best  wishes, =0A>>Joan =0A>> =0A>=
>=0A>>=0A>>=0A>>On 18 August 2013 05:16, aga yamin <[log in to unmask]> w=
rote:=0A>>=0A>>Dear Joana, Sara and All =0A>>>Joana:Thanks for  producing e=
xcellent acount. You commeneted: The big question is, what kind of research=
 do we need =E2=80=A6.. I  would suggest that what is required is a transfo=
rmation of thinking and  action =0A>>>=C2=A0 =0A>>>Transformation is big wo=
rd and requires extensive understanding  of current situation before we tra=
nsform into a desired scenario.  =0A>>>=C2=A0 =0A>>>I think Jack Whitehead=
=E2=80=99 living theory philosophy &  research method are good enough to tr=
ansform current practices into desired  practices. =C2=A0It focuses on =E2=
=80=9Cvalues=E2=80=9D and the question such  as =E2=80=9CHow do I improve m=
y  practice?=E2=80=9D=C2=A0 Or more elaborately, =E2=80=9CHow  do I improve=
 what I am doing for personal and social benefit? Both  questions itself ar=
e directly leading towards Transformation. Our values  drive the research a=
nd the research process.  =0A>>>=C2=A0 =0A>>>One can use any authenticated =
qualitative or quantitative  methods or philosophies. The challenge here is=
 =E2=80=9CWhat I want to transform?=E2=80=9D  this is a question that needs=
 extensive and substantial knowledge of  sustainable development before we =
start exploring it.  =0A>>>=C2=A0 =0A>>>We all depend on one biosphere for =
sustaining our lives.  Yet each community, each country, strives for surviv=
al and prosperity with  little regard for its impact on others. Some consum=
e the Earth's resources  at a rate that would leave little for future gener=
ations. Others, many more  in number, consume far too little and live with =
the prospect of hunger,  squalor, disease, early death, social & economic i=
nequalities.  =0A>>>=C2=A0 =0A>>>Sara: For institute of Transformations: wh=
at are you  planning to tansform?  =0A>>>=C2=A0 =0A>>>Regards =0A>>>Aga =0A=
>>> =0A>>>=0A>>>From: "Salyers,  Sara M" <[log in to unmask]>=0A>>>To: PRA=
[log in to unmask] =0A>>>Sent: Saturday, 17 August 2013, 2=
3:55 =0A>>>=0A>>>Subject: Re: Researching Our Own  Practice=0A>>> =0A>>>=0A=
>>>I think this is beautifully expressed, Joan. I find myself moved =0A    =
and inspired simply by the question of how 'transformation one person at a =
=0A    time can become transformation one group at a time'. Oddly enough, I=
've been =0A    working on developing and launching an 'Institute for Trans=
formational =0A    Studies' with a lot of input and insight from David Adam=
s, who I believe is =0A    also on this list, and the support of a couple o=
f stateside colleagues. The =0A    mechanics of transformation amaze and hu=
mble me and, from my own experience, =0A    there is no doubt that this wor=
ld shifting process is founded in what you =0A    describe as those "fluid =
interconnections" between human beings.=0A>>>Much =0A    love=0A>>>Sara=0A>=
>>=0A>>>Sent from my iPad=0A>>>=0A>>>On 17 Aug 2013, at 17:49, "Joan =0A   =
 Walton" <[log in to unmask]<mailto:[log in to unmask]>> wrote:=0A>>>=0A>>>=
=0A>>>Dear Lawrence, =0A    Aga and All=0A>>>=0A>>>It is interesting to me =
that the subject of this email =0A    chain is =E2=80=98researching our own=
 practice=E2=80=99; and there is a return to the =0A    subject of research=
 when Aga says:=C2=A0 =E2=80=9CWe need to research how can we =0A    integr=
ate human ethics, economic, environmental and social factors into our =0A  =
  curriculums and how can we teach from parents and professionals (who miss=
ed =0A    out sustainable education) to present and new generations to elim=
inate =0A    inequalities and create sustainable growths to prolong earth =
=0A    resources.=E2=80=9D=0A>>>=0A>>>The big question is, what kind of res=
earch do we need if =0A    we are to address these and other questions that=
 so urgently need addressing =0A    if we are to deal with the many crises =
that currently threaten human =0A    wellbeing, and possibly human existenc=
e?=0A>>>=0A>>>I would suggest that what is =0A    required is a transformat=
ion of thinking and action if the kind of elitism =0A    described by Lawre=
nce, and the worldview that supports it, is to be =0A    eradicated, and re=
placed by a more equitable society.=C2=A0 However =0A    history=C2=A0 show=
s us that there is no =E2=80=98objectively designed=E2=80=99 structure or =
=0A    system than in itself will create such change. A recent colloquium a=
t =0A    Liverpool Hope University entitled =E2=80=98Researching Our Own Pr=
actice=E2=80=99=C2=A0 was =0A    organised on the principle that the world =
will only be transformed one =0A    person at a time; that each of us can o=
nly change ourselves, not others; and =0A    that each person, through taki=
ng responsibility for researching their=C2=A0 =0A    life and practice,=C2=
=A0 can through their own transformative experiences =0A    and learning, m=
ake a contribution to the global transformation that is =0A    required.=0A=
>>>=0A>>>I too like Ken Wilber=E2=80=99s Integral Theory, but I think we ar=
e =0A    each are influenced in very different ways by different theories, =
world =0A    views and life experiences, and we each need to find our own w=
ay, and our =0A    own influences,=C2=A0 in working out what we want to be =
and what we want to =0A    do.=C2=A0 What is important, I suggest, is how e=
ach of us create our own =0A    unique ways of connecting our inner lives =
=E2=80=93 (worldview, values, spiritual =0A    influences, feelings, etc ) =
=E2=80=93 to action that makes some kind of contribution =0A    to addressi=
ng the kind of=C2=A0 global crises identified by Aga, albeit at a =0A    lo=
cal level.=0A>>>=0A>>>We then need to explore how=C2=A0 we can work togethe=
r, =0A    i. e. research through=C2=A0 a =E2=80=98co-operative inquiry=E2=
=80=99, to discover how the =0A    learning and knowledge that each of us d=
evelop in our own unique and =0A    creative ways, can be shared with other=
s in a systematic way that is of =0A    mutual benefit.=C2=A0 My experience=
 of co-operative inquiry is that it not =0A    only allows me to share my e=
xperience, but in listening deeply to each =0A    other, there is a transfo=
rmational shift in our understanding of ourselves =0A    as well as of othe=
rs.=C2=A0 The =E2=80=98shift in consciousness=E2=80=99 created through =0A =
   this process really can be significant.=C2=A0 How then to =E2=80=98upsca=
le=E2=80=99 further, =0A    so that that group learning can have wider infl=
uence?=0A>>>=0A>>>I do not know =0A    the answer to this.=C2=A0 I think in=
 =E2=80=98researching our own practice=E2=80=99, we =0A    need=C2=A0 to co=
nnect the transformative experiences an individual has (we =0A    know quit=
e a lot about different ways in which that can happen), with =0A    transfo=
rmation at a global level.=C2=A0 Transformation one person at a time =0A   =
 needs to become transformation one group at a time, perhaps with the =0A  =
  intention that these groups become=C2=A0 bigger in size.=C2=A0 We then ne=
ed =0A    to discover ways in which such groups can connect with others hav=
ing similar =0A    values and global intentions (albeit having got to where=
 they are using =0A    different starting points and methods).=C2=A0 I know=
 many people, from many =0A    diverse backgrounds and interests,=C2=A0 who=
 believe that if we can discover =0A    how to achieve this, we will reach =
some kind of =E2=80=98tipping point=E2=80=99, which will =0A    result in=
=C2=A0 sufficient numbers of people whose commitment=C2=A0 to (for =0A    e=
xample) =E2=80=9Celiminate inequalities and create sustainable growths to p=
rolong =0A    earth resources=E2=80=9D=C2=A0 is so strong that national / g=
lobal structures will =0A    be changed to enable that to happen.=0A>>>=0A>=
>>In other words, when =0A    =E2=80=98researching our own practice=E2=80=
=99, I think we need to be researching the =0A    processes that will facil=
itate the dynamic process of creating fluid =0A    interconnections between=
 individual =E2=80=98journeys=E2=80=99=C2=A0 and a global =E2=80=98shift =
=0A    =E2=80=99.=0A>>>=0A>>>Best wishes,=0A>>>=0A>>>Joan=0A>>>=0A>>>=0A>>>=
On 17 August 2013 12:03, =0A    Lawrence Martin Olivier <[log in to unmask]
<mailto:[log in to unmask]>> wrote:=0A>>>Hi Aga=0A>>>=0A>>>I =0A    totally=
 agree with these ideas. I find Ken Wilber's Integral Theory/ =0A    Paradi=
gm (his integral map / 4 perspectives / 2 paths objective and =0A    subjec=
tive / individual and collective etc.) a useful pedagogical tool to =0A    =
address the kind of holistic curriculum you are suggesting. It is possible =
=0A    and not that difficult, to include an Integral holistic approach in =
the =0A    teaching of any Discipline / Subject / Field. I make wide use of=
 "Integral =0A    holistic thinking" in my training of Tutors from all Disc=
iplines.The New =0A    Economics Foundation (UK) for example, view the scie=
nce of Economics from a =0A    perspective that "people and planet matters"=
 - not just economic growth in =0A    the GDP!!=0A>>>=0A>>>Lawrence=0A>>>__=
______________________________=0A>>>From: =0A    Practitioner-Researcher [P=
[log in to unmask]<mailto:PRACTITIONER-RESEARCHER@JISCMA=
IL.AC.UK>] on behalf of  aga yamin [[log in to unmask]<mailto:agayamin@YA=
HOO.CO.UK>]=0A>>>Sent: 17 August 2013 12:10 =0A    PM=0A>>>=0A>>>To: PRACTI=
[log in to unmask]<mailto:[log in to unmask]
.UK>=0A>>>Subject: Re: =0A    Researching Our Own Practice=0A>>>=0A>>>Dear =
Lawrence=0A>>>=0A>>>Discussions and =0A    practices on ethnicity, religion=
, colour etc.=C2=A0 indicate, we are far =0A    behind from a civilised sus=
tainable society. The society where human =0A    equality is intrinsic and =
genetic and people are focusing: how to revive =0A    planet resources, enh=
ance economic, social and environmental growths to =0A    enjoy the benefit=
s of exceptionally literate, civil and a harmonised =0A    society. We need=
 to research how can we integrate human ethics, economic, =0A    environmen=
tal and social factors into our curriculums and how can we teach =0A    fro=
m parents and professionals ( who missed out sustainable education)=C2=A0 =
=0A    to present and new generations to eliminate inequalities and create =
=0A    sustainable growths=0A>>>to prolong earth resources. We need to rede=
fine =0A    learning & development to create sustainable =0A    education.=
=0A>>>=0A>>>Aga=0A>>>From: Lawrence Martin Olivier <[log in to unmask]<mail=
to:[log in to unmask]>>=0A>>>To: [log in to unmask]<mai=
lto:[log in to unmask]>=0A>>>Sent: =0A    Saturday, 17 =
August 2013, 6:57=0A>>>Subject: Re: Researching Our Own =0A    Practice=0A>=
>>=0A>>>Hi Aga=0A>>>=0A>>>After making my=C2=A0 earlier comments I read =0A=
    a report in my local newspaper about a Headmaster of one of our elite =
=0A    schools arguing that his elite school should "be proud of their elit=
e =0A    status". I find this a concern and a problem in my South African =
=0A    post-apartheid society (apartheid was abolished in 1994) where curre=
ntly =0A    "the top 20%, 10 million people receive 75% of total income, 3,=
7 million are =0A    white and 6,3 million are black"! The Headmaster goes =
on to say "we need top =0A    class schools ....=C2=A0 they are beacons of =
light=C2=A0 ...=C2=A0 private =0A    schools are producing top mathematicia=
ns and scientists and had past pupils =0A    who were contributing tangibly=
 to the country's GDP"! He makes no mention of =0A    the massive inequalit=
y going on in his own society and in the global society =0A    or that cont=
inually expanding the GDP in the ways we are doing is not =0A    sustainabl=
e on one planet!=C2=A0 - these kinds of elite schools are surely =0A    not=
 "beacons of light"!!=0A>>>=0A>>>Lawrence=0A>>>From: Practitioner-Researche=
r =0A    [[log in to unmask]<mailto:PRACTITIONER-RESEAR=
[log in to unmask]>] on behalf of  aga yamin [[log in to unmask]<mailto:=
[log in to unmask]>]=0A>>>Sent: 14 August 2013 08:54 =0A    PM=0A>>>To: P=
RACTITIONER-RESEARCHER@JISCMAIL..AC.UK<mailto:PRACTITIONER-RESEARCHER@JISCM=
AIL.AC.UK>=0A>>>Subject: Re: =0A    Researching Our Own Practice=0A>>>=0A>>=
>Dear Angela / Shelagh / Lawrence and =0A    All=0A>>>Angela: Thanks for yo=
ur response. True. It is a complex question. I =0A    do agree with you tha=
t ownership & responsibility play a crucial role in =0A    the success of l=
earning & development. In e-learning or self-directed =0A    leanings, peop=
le do take the responsibilities of their own =0A    learning.=0A>>>However,=
=C2=A0 =E2=80=9CEmpathising=E2=80=9D with learner,=C2=A0 directly =0A    co=
ntributes in designing and executing a learning process. Perhaps if you =0A=
    recall your own experience of formal learning from the age of 3 to date=
, At =0A    what stage, you started to take the ownership and responsibilit=
y of your own =0A    learning.=C2=A0 At what stage, you developed passion f=
or every single =0A    subject, sense of responsibility, sufficient level o=
f maturity and motives =0A    to achieve something that derived you to take=
 the ownership and =0A    responsibility of your own learning?=0A>>>Since a=
ll learners are individuals, =0A    hence a wide range of learning strategi=
es are employed, tested and =0A    experimented such as =E2=80=9CLearner-fo=
cused or learner-centred=E2=80=9D learning or =0A    =E2=80=9CDifferential =
learning=E2=80=9D or routinely considering individual=E2=80=99s learning st=
yle =0A    in teaching & learning activities, with or without the expectati=
ons that =0A    learners will take the responsibilities of their own learni=
ng.=0A>>>Success is =0A    the accomplishment of one's goals. Development i=
s a stage of a change =0A    process. In other words, success is the outcom=
e and development is the =0A    process of achieving outcome.. Perhaos both=
 are not =0A    interchangeable.=0A>>>Shelagh. Thanks for your email: You r=
aised many =0A    important and interesting questions. You commented: As ed=
ucators, do we have =0A    a compulsion to 'fill empty vessels' with what w=
e 'need' our students to =0A    learn?=0A>>>Answer is =E2=80=9CYes=E2=80=9D=
. A three-year old does not wish to learn numbers =0A    =E2=80=9C1,2,3,4,5=
,6=E2=80=9D etc. Should we leave vessel empty?=0A>>>You commented: How much=
 =0A    of the learning is intrinsic and how much extrinsic?=0A>>>As a gene=
ral rule, A =0A    successful learning contains both elements equally. For =
example: if I have =0A    an intrinsic desire to learn a chemical equation,=
 I will passionately =0A    explore: how to do it (Intrinsic). If informati=
on is available online=C2=A0 =0A    or my teachers 100% persuade me (Extrin=
sic) to learn chemical equation, I =0A    will learn effectively.=0A>>>You =
commented: Do we use a wide range of student =0A    centred learning method=
s to engage and motivate each student?=0A>>>I am sure =0A    many tutors ar=
e doing it. A survey perhaps is required to assess the success =0A    rate.=
 If a success rate is exceptionally higher, it means it is an =0A    outsta=
nding method.=0A>>>You commented: How much do we value the 'process' of =0A=
    learning, giving time and attention to the 'journey'?=0A>>>Value is =0A=
    independent to time and attention.=C2=A0 Values do not allow us to =0A =
   compromise.=0A>>>You commented: How much do systems, targets and assessm=
ents =0A    encourage us as educators to focus our attention entirely on th=
e outcome or =0A    product to judge 'development'?=0A>>>Systems, targets a=
nd assessments are to =0A    regulate consistency and fairness. They do not=
 interfere =E2=80=9C the way we employ =0A    learning & developmental acti=
vities=E2=80=9D.=C2=A0 That's why=C2=A0 league =0A    tables tell us, who a=
pplied the right approaches in managing the learning =0A    process within =
the given systems, targets and assessments.=0A>>>You commented: =0A    I am=
 terrified that going to school may 'knock this out' of them.=C2=A0 =0A    =
Isn't that a terrible fear?=0A>>>Initial assessment plays its role here.=C2=
=A0 =0A    A school teacher must hold the abilities to conduct initial asse=
ssment to =0A    differentiate learners and develop an appropriate learning=
 & =0A    developmental strategies. I think, rather than fear, this is an o=
pportunity =0A    for you children to be assessed externally and classified=
 as the children =0A    with innate abilities to learn and develop. This is=
 also an opportunity for =0A    educators to prepare children with exceptio=
nal innate abilities to produce =0A    leading results=0A>>>=0A>>>Lawrence:=
 I do agree with you that two key factors =0A    count i.e. social status o=
f a teacher and education level to gain success in =0A    learning & develo=
pment.=0A>>>No doubt, Finland is at the top of the =0A    schools=E2=80=99 =
league tables especially in Maths and science across the world. We =0A    n=
eed to see its impact on Finland=E2=80=99s scientific development, economic=
 growth, =0A    environmental growth, social growth, employment rate and so=
 on. Is Finland =0A    leading the world in all these parameters?=C2=A0 If =
answer is yes than it =0A    means learning & development is taking place i=
n Finland =0A    effectively.=0A>>>Regards=0A>>>Aga=0A>>>=0A>>>=0A>>>=0A>>>=
From: Shelagh Hetreed <[log in to unmask]<mailto:[log in to unmask]>>=0A>=
>>To: [log in to unmask]<mailto:PRACTITIONER-RESEARCHER=
@JISCMAIL.AC.UK>=0A>>>Sent: =0A    Wednesday, 14 August 2013, 8:25=0A>>>Sub=
ject: Re: Researching Our Own =0A    Practice=0A>>>=0A>>>Pleased to meet yo=
u =0A    Angela=0A>>>=0A>>>Shelagh=0A>>>=0A>>>=0A>>>=0A>>>Date: Wed, 14 Aug=
 2013 07:26:45 =0A    +0000=0A>>>From: Jamesa1@UKZN.AC..ZA<mailto:Jamesa1@U=
KZN.AC.ZA>=0A>>>Subject: Re: Researching Our Own =0A    Practice=0A>>>To: P=
[log in to unmask]<mailto:PRACTITIONER-RESEARCHER@JISCMA=
IL.AC.UK>=0A>>>=0A>>>Angela =0A    James, University of KwaZulu-Natal , Dur=
ban, South Africa.=0A>>>=0A>>>From: =0A    Practitioner-Researcher [mailto:=
[log in to unmask]<mailto:PRACTITIONER-RESEARCHER@JISCM=
AIL.AC.UK>] On Behalf Of  Shelagh Hetreed=0A>>>Sent: Wednesday, August 14, =
2013 9:22 AM=0A>>>To: [log in to unmask]<mailto:PRACTIT=
[log in to unmask]>=0A>>>Subject: Re: =0A    Researching Our O=
wn Practice=0A>>>=0A>>>Dear Aga and Angela,=0A>>>=0A>>>As many of =0A    us=
 do not know each other, could we just maybe add to our communication =0A  =
  where in the world that we are?=C2=A0 Thank you.=0A>>>=0A>>>I am Shelagh =
and I =0A    am in Bath UK.=0A>>>=0A>>>1. My grandson is 3 years old. He le=
arns huge amounts =0A    every day.=C2=A0 He does this freely, without coer=
cion, praise or =0A    reward.=C2=A0 I would describe this as intrinsic mot=
ivation.=C2=A0 When his =0A    mother wants to teach him something, he ofte=
n resists, focusing on the =0A    aspect that he wants to learn instead.=0A=
>>>=0A>>>As educators, do we have a =0A    compulsion to 'fill empty vessel=
s' with what we 'need' our students to =0A    learn?=0A>>>Do we use a wide =
range of student centered learning methods to =0A    engage and motivate ea=
ch student?=0A>>>How much do we value the 'process' of =0A    learning, giv=
ing time and attention to the 'journey'?=0A>>>How much do =0A    systems, t=
argets and assessments encourage us as educators to focus our =0A    attent=
ion entirely on the outcome or product to judge =0A    'development'?=0A>>>=
=0A>>>2. Angela, changing the term 'development' to =0A    'success':=0A>>>=
I would add that perhaps we need to know what our criteria for =0A    succe=
ss is before we start, otherwise, we may consider that we/ the student =0A =
   has failed when actually, their success has just not reached our =0A    =
criteria.=0A>>>=0A>>>3. An example: When learning to ride a bike, there are=
 so =0A    many criteria to be met- balancing on a saddle, steering directi=
on with the =0A    handle bars, co-ordinating our legs and feet to turn the=
 pedals (in one =0A    direction only), co-ordinating our arms and hands to=
 use the breaks... etc.. =0A    etc. you get the picture.=0A>>>Each step al=
ong the way is progress/ =0A    development/ success.=0A>>>=0A>>>So what is=
 our ambition for the new =0A    cyclist?=C2=A0 Staying upright while movin=
g forward, cycling safely along a =0A    lane, busy roads, city traffic, ra=
cing, off road mountain biking, the =0A    Olympics in Rio?=0A>>>=0A>>>Wher=
e was the learning and the development in this =0A    example?=C2=A0 How mu=
ch of the learning is intrinsic and how much =0A    extrinsic?=C2=A0 Of cou=
rse formal learning isn't like that- but perhaps =0A    focusing on the inc=
remental stages that are necessary for any learning to =0A    take place an=
d analysing where there may be a barrier to further =0A    development, wil=
l help us seek alternative and imaginative ways to motivate =0A    every le=
arner.=0A>>>=0A>>>I am learning so much from close contact with the =0A    =
daily learning of my 2 small grandchildren. They astonish me with their =0A=
    capacity to learn new skills, they have huge ambitions and wonderful =
=0A    imaginations. I am terrified that going to school may 'knock this ou=
t' of =0A    them.=C2=A0 Isn't that a terrible fear?=0A>>>=0A>>>Formerly I =
was an educator in =0A    mainstream and special schools and the mother of =
a two dyslexic/ dyspraxic =0A    daughters who the education system, in my =
opinion 'failed'.=0A>>>=0A>>>Hope my =0A    comments help, if only to be =
=0A    challenged.=0A>>>=0A>>>=0A>>>=0A>>>=0A>>>=0A>>>=0A>>>=0A>>>Date: Wed=
, 14 Aug 2013 04:26:37 =0A    +0000=0A>>>From: [log in to unmask]<mailto:Ja=
[log in to unmask]>=0A>>>Subject: Re: Researching Our Own =0A    Practice=0A>=
>>To: mailto:[log in to unmask]>>>Dear Aga,=0A>>>A =
=0A    complex question to a complex issue. For me the crucial aspect is =
=E2=80=93 do the =0A    recipients take ownership and responsibility for th=
eir own learning?=0A>>>So =0A    what do we need to consider in the light o=
f this =E2=80=93 were they engaged and =0A    were their views about the =
=E2=80=9Cdevelopment=E2=80=9D process elicited, interrogated, =0A    etc?=
=C2=A0 Work from this stance onwards =E2=80=A6=C2=A0 more questions could b=
e =0A    asked.=0A>>>Lately, I am averse to using the term development as i=
t has such =0A    staccato links. I am using the term success.=0A>>>All the=
 =0A    best=0A>>>Angela=0A>>>From: Practitioner-Researcher [mailto:PRACTIT=
[log in to unmask]] On Behalf Of aga  yamin=0A>>>Sent: Wednesd=
ay, August 14, 2013 5:57 AM=0A>>>To: mailto:PRACTITIONER-RESEARCHER@JISCMAI=
L.AC.UK=0A>>>Subject: Re: =0A    Researching Our Own Practice=0A>>>=0A>>>De=
ar All=0A>>>=0A>>>Why learning & =0A    development fail?=C2=A0 Please do c=
omment. Your thoughts will provide =0A    substantial learning =0A    oppor=
tunities.=0A>>>=0A>>>Regards=0A>>>Aga=0A>>>=0A>>>=0A>>>=0A>>>=0A>>>=0A>>>"T=
his e-mail is =0A    subject to our Disclaimer, to view click http://www.du=
t.ac.za/disclaimer"=0A>>>=0A>>>=0A>>>=0A>>>________________________________=
=0A>>>=0A>>>"This =0A    e-mail is subject to our Disclaimer, to view click=
 http://www.dut.ac.za/disclaimer"=0A>>>=0A>>>=0A>>>=0A>>>--=0A>>>Dr =0A    =
Joan Walton=0A>>>Faculty of Education=0A>>>Liverpool Hope University=0A>>>H=
ope =0A    Park=0A>>>Liverpool=0A>>>L16 9JD=0A>>>=0A>>>Email: [log in to unmask]
ac.uk<mailto:waltonj@hope..ac.uk>=0A>>>=0A>>>=0A>>>=0A>>>[http://www.hope..=
ac.uk/media/liverpoolhope/contentassets/images/slideshow/media,6740,en.jpg]=
=0A>>>=0A>>>www.hope..ac.uk<http://www.hope.ac.uk/>=0A>>>=0A>>>Liverpool Ho=
pe University =0A    has=0A>>>=0A>>>*=C2=A0 92% of students in employment o=
r further study after six =0A    months of graduation, on average over the =
last five years=0A>>>*=C2=A0 Awarded =0A    61% of graduates a First or 2:1=
 Honours degree in 2012=0A>>>*=C2=A0 Entry =0A    points at an average of 3=
11 in 2012=0A>>>*=C2=A0 Invested =C2=A342 million in =0A    buildings and e=
quipment over the past five years=0A>>>*=C2=A0 The best =0A    retention ra=
te of the nine new universities in the North =0A    West.=0A>>>=0A>>>******=
=0A>>>=0A>>>Liverpool Hope University accepts no =0A    responsibility for =
this email, its contents and any loss or damage=C2=A0 =0A    arising in any=
 way from the receipt or=0A>>>use of this email and its =0A    attachments=
=0A>>>=0A>>>=0A>>>=0A>>>=0A>>>=0A>>>=0A>>=0A>>=0A>>-- =0A>>=0A>>Dr Joan Wal=
ton=0A>>Faculty of Education=0A>>Liverpool Hope =0A  University=0A>>Hope Pa=
rk=0A>>Liverpool =0A>>L16 9JD =0A>>=0A>>Email: [log in to unmask]>> =0A>=
>=0A>>=0A>> =0A>>=0A>>=0A>>www.hope.ac.uk=0A>>=0A>>Liverpool Hope Universit=
y has=0A>> =0A>>=09* 92% of students in employment or  further study after =
six months of graduation, on average over the last five  years =0A>>=09* Aw=
arded 61% of graduates a First or  2:1 Honours degree in 2012 =0A>>=09* Ent=
ry points at an average of 311 in  2012 =0A>>=09* Invested =C2=A342 million=
 in buildings and  equipment over the past five years =0A>>=09* The best re=
tention rate of the nine  new universities in the North West.  =0A>>****** =
=0A>>=0A>>Liverpool Hope University accepts no responsibility for this emai=
l, =0A  its contents and any loss or damage=C2=A0 arising in any way from t=
he receipt =0A  or=0A>>use of this email and its attachments =0A>>=0A>>=0A>=
>=0A>>=0A>>=0A>=0A>   
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Content-Type: text/html; charset=utf-8
Content-Transfer-Encoding: quoted-printable

<html><body><div style=3D"color:#000; background-color:#fff; font-family:ti=
mes new roman, new york, times, serif;font-size:12pt"><div><span>8-30-13</s=
pan></div><div><span>Dear Pip:</span></div><div><span>Thank you for your re=
sponse. You raise important issues about students having to</span></div><di=
v><span>to fret over college expenses. This certainly is&nbsp;stifling the =
time the student has for creative </span><span>thought</span></div><div><sp=
an>and development.</span></div><div><span>I wonder if this is not the over=
all plan to make colleges more expensive and out of reach</span></div><div>=
<span>for the typical students so that there are fewer scholars?</span></di=
v><div><span>Scholars are often critical about the fabric of society, so th=
e less scholars, the less</span></div><div><span>society is challenged.</sp=
an></div><div><span>Concerning Giroux and I having the same alma mater, per=
haps, although our paths did not</span></div><div><span>cross as
 students, the Carnegie Mellon University (CMU) ideology of free and critic=
al thinking</span></div><div><span>influenced both of us to develop a </spa=
n><span>critical pedagogy perspective. </span></div><div><span>After all CM=
U was also the alma mater of contemporary avante-garde artist, Andy Warhol.=
</span></div><div><span>Best regards,</span></div><div><span>Cynthia</span>=
</div><div>&nbsp;</div>&nbsp; <div style=3D"font-family: times new roman, n=
ew york, times, serif; font-size: 12pt;"> <div style=3D"font-family: times =
new roman, new york, times, serif; font-size: 12pt;"> <div dir=3D"ltr"> <di=
v style=3D"margin: 5px 0px; padding: 0px; border: 1px solid rgb(204, 204, 2=
04); height: 0px; line-height: 0; font-size: 0px;" class=3D"hr" contentEdit=
able=3D"false" readonly=3D"true"></div>  <font size=3D"2" face=3D"Arial"> <=
b><span style=3D"font-weight: bold;">From:</span></b> Xtra &lt;ferguson@XTR=
A.CO.NZ&gt;<br> <b><span style=3D"font-weight: bold;">To:</span></b>
 [log in to unmask] <br> <b><span style=3D"font-weight:=
 bold;">Sent:</span></b> Tuesday, August 27, 2013 4:03 PM<br> <b><span styl=
e=3D"font-weight: bold;">Subject:</span></b> Re: Researching Our Own Practi=
ce<br> </font> </div> <div class=3D"y_msg_container"><br><div id=3D"yiv6927=
628735"><div><div>Hi Cynthia</div><div><br></div><div>I am glad that the ar=
ticle resonated with you. As I may have said, it is always tricky recommend=
ing articles when you don't know the recipients' current situation (or poli=
tical beliefs!) Giroux has always been pretty radical, and it's interesting=
 that you may have studied at the same time that he did.&nbsp;</div><div><b=
r></div><div>I do get concerned about the way that a lot of political consc=
iousness-raising happened 'in my day' (i.e., going to university for the fi=
rst time in the late 60s-early 70s) but seems to have lapsed with students =
currently. I think we had much more leisure to put energy elsewhere. In New
 Zealand when I studied, you could get a fees and allowances bursary that l=
et you concentrate on your studies without needing to do much part-time wor=
k, hence freeing up some energy. But it seems to me these days, with high s=
tudent fees and the bursaries not being freely available, many of our stude=
nts have their noses to the grindstone all the time, in one way or another.=
 It diminishes the time and energy they have to develop understanding of wi=
der political influences on education and society, and allows the current i=
niquitous situation to go relatively unchallenged, except perhaps by the te=
acher unions.</div><div><br></div><div>Enough gloom for today, it's a lovel=
y spring day here in New Zealand and there's always hope for tomorrow!</div=
><div><br></div><div>Warm regards</div><div><br></div><div>Pip</div><div><b=
r>On 28/08/2013, at 4:11 AM, cynthia cozette &lt;<a href=3D"mailto:c_cozett=
[log in to unmask]" rel=3D"nofollow" target=3D"_blank"
 ymailto=3D"mailto:[log in to unmask]">[log in to unmask]</a>&gt; wrote:<=
br><br></div><blockquote type=3D"cite"><div><div style=3D"color: rgb(0, 0, =
0); font-family: times new roman, new york, times, serif; font-size: 12pt; =
background-color: rgb(255, 255, 255);"><div><span>8-27-13</span></div><div>=
<span>Dear Helen and Pip:</span></div><div><span>Helen please e-mail us you=
r new website.&nbsp;Your new venture&nbsp;sounds exciting.</span></div><div=
><span>Pip thank you for mentioning the essay by Henry Giroux "The War Agai=
nst Teachers as</span></div><div><span>Public Intellectuals during Dark Tim=
es."</span></div><div><span>I found&nbsp;the&nbsp; article to be very truth=
ful concernng the teacher's vulnerable position in modern</span></div><div>=
<span>times and passed the article along to my other teacher colleagues in =
Philadelphia.</span></div><div><span>Just an aside, Henry Giroux graduated =
with his Ph.D. from Carnegie Mellon University</span></div><div><span>in
 Pittsburgh, Pennsylvania, USA&nbsp;in 1977.</span></div><div><span>I gradu=
ated from Carnegie-Mellon University&nbsp;in 1975 with a=0A BFA in Music.</=
span></div><div><span>I would have to check his dates of attendance to find=
 out if we possibly crossed paths.</span></div><div><span>I did live in the=
 graduate student dorms for 1 year because the undergraduate dorms were ful=
l.</span></div><div><span>I believe his dissertation is titled "The Mouse T=
hat Roared" where he analyzed the&nbsp;affect of the</span></div><div><span=
>Disney corportation on parent and children's worldview.&nbsp; </span></div=
><div><span>Cynthia</span></div><div><span></span>&nbsp;</div><div><span></=
span>&nbsp;</div><div><br></div>  <div style=3D"font-family: times new roma=
n, new york, times, serif; font-size: 12pt;"> <div style=3D"font-family: ti=
mes new roman, new york, times, serif; font-size: 12pt;"> <div dir=3D"ltr">=
 <div style=3D"margin: 5px 0px; padding: 0px; border: 1px solid rgb(204, 20=
4, 204); height: 0px; line-height: 0; font-size: 0px;" class=3D"yiv69276287=
35hr"></div>  <font size=3D"2" face=3D"Arial"> <b><span
 style=3D"font-weight: bold;">From:</span></b> Helen O'Connor &lt;<a href=
=3D"mailto:[log in to unmask]" rel=3D"nofollow" target=3D"_blank" ymailt=
o=3D"mailto:[log in to unmask]">[log in to unmask]</a>&gt;<br> <b><sp=
an style=3D"font-weight: bold;">To:</span></b> <a href=3D"mailto:PRACTITION=
[log in to unmask]" rel=3D"nofollow" target=3D"_blank" ymailto=3D=
"mailto:[log in to unmask]">PRACTITIONER-RESEARCHER@JIS=
CMAIL.AC.UK</a> <br> <b><span style=3D"font-weight: bold;">Sent:</span></b>=
 Tuesday, August 20, 2013 12:04 PM<br> <b><span style=3D"font-weight: bold;=
">Subject:</span></b> Re: Researching Our Own Practice<br> </font> </div> <=
div class=3D"yiv6927628735y_msg_container"><br><div id=3D"yiv6927628735">=
=0A =0A<div dir=3D"ltr">=0A<div dir=3D"ltr">=0A<div style=3D"color: rgb(0, =
0, 0); font-size: 12pt;">=0A<div>Dear Pip,</div>=0A<div>Thank you for shari=
ng some of my story. We are launching a new website on =0A1st Sept, to coin=
cide with the school opening, I think the previous link I sent =0Awill stil=
l work, if not I will send a new one.</div>=0A<div>The more =E2=80=98hits=
=E2=80=99 the better and thank you for your message!</div>=0A<div>Helen</di=
v>=0A<div style=3D"color: rgb(0, 0, 0); font-size: small; font-style: norma=
l; font-weight: normal; text-decoration: none; display: inline;">=0A<div st=
yle=3D"font: 10pt/normal tahoma; font-size-adjust: none; font-stretch: norm=
al;">=0A<div>&nbsp;</div>=0A<div style=3D"background: rgb(245, 245, 245);">=
=0A<div><b>From:</b> <a title=3D"[log in to unmask]" href=3D"mailto:fergus=
[log in to unmask]" rel=3D"nofollow" target=3D"_blank" ymailto=3D"mailto:ferguso=
[log in to unmask]">Xtra</a> </div>=0A<div><b>Sent:</b> Tuesday, August 20, 2013 =
12:58 AM</div>=0A<div><b>To:</b> <a title=3D"PRACTITIONER-RESEARCHER@JISCMA=
IL.AC.UK" href=3D"mailto:[log in to unmask]" rel=3D"nof=
ollow" target=3D"_blank" ymailto=3D"mailto:PRACTITIONER-RESEARCHER@JISCMAIL=
.AC.UK">[log in to unmask]</a> =0A</div>=0A<div><b>Subj=
ect:</b> Re: Researching Our Own Practice</div></div></div>=0A<div>&nbsp;</=
div></div>=0A<div style=3D"color: rgb(0, 0, 0); font-size: small; font-styl=
e: normal; font-weight: normal; text-decoration: none; display: inline;">=
=0A<div>Hi Helen and others</div>=0A<div>&nbsp;</div>=0A<div>I found this a=
 most uplifting reply to some of the dreadful situations =0Aencountered by =
folk on the list, most recently Cynthia. I couldn't even begin to =0Aimagin=
e how to counter what Cynthia's up against, although I'd shared a rather =
=0Apassionate and controversial essay by Henry Giroux (google "The War Agai=
nst =0ATeachers as Public Intellectuals in Dark Times" if interested - it's=
 on a =0AUS-based site called 'truth-out'.)</div>=0A<div>&nbsp;</div>=0A<di=
v>What I really liked in Helen's post is the perceptive observation of ways=
 =0Ato circumvent the restrictions of the local council, by identifying =0A=
possibilities for government funding at national level, and then putting so=
 much =0Atime and energy into making a new reality. I wish you and your tea=
m all the best =0Ain this Helen! As this is a 'public' list I hope you don'=
t mind, but I shared a =0Alittle of your story on the HETL Linked-In group =
by way of encouraging folk to =0Alook for similar possibilities in their ow=
n situations. You might find a raft of =0Ahits on the Swanage website!</div=
>=0A<div>&nbsp;</div>=0A<div>Having said that, a caution: I used to be Rese=
arch Manager for a Maori =0Auniversity that did just this. Te Wananga o Aot=
earoa was so effective in =0Aattracting students who'd not experienced prio=
r educational success, and =0Aenrolling and graduating (in the main) them t=
hrough programmes, that they blew =0Athe government's budget for such work.=
 Instead of congratulating them for their =0Atremendous work, the then gove=
rnment took an axe to them. Under the guise of =0Acriticism for financial m=
ismanagement and/or nepotism and/or shonky quality =0Astandards - largely w=
ithout foundation, as subsequent inquiries showed - they =0Asucceeded in sl=
owing the institution's progress and forcing them under Crown =0Amanagement=
 for a number of years. I'm not even sure they're free of it yet. So =0Ayes=
, the possibilities for 'alternative' thinking exist and can be very =0Asuc=
cessful, but one must always be alert for attempts to constrain or mould th=
e =0Acreative work of such organisations.</div>=0A<div>&nbsp;</div>=0A<div>=
Warm regards</div>=0A<div>&nbsp;</div>=0A<div>Pip</div>=0A<div><br>On 19/08=
/2013, at 8:54 PM, Helen O'Connor &lt;<a href=3D"mailto:[log in to unmask]
OM" rel=3D"nofollow" target=3D"_blank" ymailto=3D"mailto:[log in to unmask]
COM">[log in to unmask]</a>&gt; =0Awrote:<br><br></div>=0A<blockquote ty=
pe=3D"cite">=0A  <div>=0A  <div dir=3D"ltr">=0A  <div style=3D"color: rgb(0=
, 0, 0); font-size: 12pt;">=0A  <div>Hi,</div>=0A  <div>&nbsp;</div>=0A  <d=
iv>My name is Helen and I live in Swanage, Dorset, in the UK. Where I live =
=0A  is a beautiful place, a natural World Heritage site, the Isle of =0APu=
rbeck.</div>=0A  <div>I follow these threads from time to time but have not=
 contributed before. =0A  However, I felt that you might find the situation=
 I am in interesting, in =0A  light of some of the comments made by other c=
ontributors in this =0A  conversation.</div>=0A  <div>&nbsp;</div>=0A  <div=
>I am a teacher, mother of three daughters and active member of the =0A  co=
mmunity. For the last four years I have been vice-chair of a community grou=
p =0A  called Education Swanage. The group was originally established to ca=
mpaign =0A  against the closure of the local Middle School, which was the o=
nly provision =0A  of secondary education within 10 miles of our town. Swan=
age is situated on a =0A  peninsula and is often overlooked in terms of com=
munity facilities, so when =0A  Dorset County Council reviewed education an=
d decided to close the school, a =0A  group of us felt that we had to prote=
st, hence Education Swanage was =0A  formed.</div>=0A  <div>&nbsp;</div>=0A=
  <div>Unfortunately our campaign failed and the school closed in July. How=
ever, =0A  there is a happy ending as from 2010 Education Swanage transform=
ed from a =0A  campaign group into a project group and we proposed to open =
our own school.. =0A  Coincidentally (and controversially) the newly electe=
d coalition government =0A  introduced a =E2=80=98free school=E2=80=99 poli=
cy just at the time when Education Swanage=E2=80=99s =0A  campaign to save =
the middle school failed. The free school policy enabled =0A  proposer grou=
ps to put forward plans to open new schools, free of county =0A  council co=
ntrol and funded by the government. Although this policy did not sit =0A  c=
omfortably with my own political perspective, I knew that it was a lifeline=
 =0A  for us in the context we were in. We spent hours and hours of our tim=
e, all =0A  working as volunteers, (alongside our day jobs and family commi=
tments) to =0A  propose a new secondary =E2=80=98free=E2=80=99 school for S=
wanage. We were successful as in =0A  October 2010 we heard that our free s=
chool plans had been accepted. </div>=0A  <div>&nbsp;</div>=0A  <div>Since =
then we have been working towards opening The Swanage School =E2=80=93 our =
=0A  doors open in temporary accommodation in September! At the same time o=
ur brand =0A  new building, on the site of the closed middle school (it is =
a long story for =0A  me to tell you how we secured that site!) is being bu=
ilt. See this link for =0A  more information about the school www.<a title=
=3D"http://www.educationswanage.co.uk/" href=3D"http://www.educationswanage=
.co.uk/" rel=3D"nofollow" target=3D"_blank">http://www.educationswanage.co.=
uk/</a></div>=0A  <div>&nbsp;</div>=0A  <div>Our school is going to be smal=
l, but a little gem which will transform =0A  the lives of our children and=
 the vibrancy of our town. It will have a human =0A  scale ethos as we are =
partnered by the Human Scale Education Movement who are =0A  working to pro=
mote relationships and smaller school communities as the =0A  springboard f=
or effective learning, see this link for more information about =0A  human =
scale education and its director James Wetz <a title=3D"http://www.hse.org.=
uk/hse/" href=3D"http://www.hse.org.uk/hse/" rel=3D"nofollow" target=3D"_bl=
ank">http://www.hse.org.uk/hse/</a></div>=0A  <div>&nbsp;</div>=0A  <div>Th=
ere is a lot more I could say, but I don=E2=80=99t want to keep you! I just=
 =0A  wanted to try and say that it is possible, despite the odds, to make =
=0A  transformations happen and change the communities in which we live, wh=
ilst =0A  growing and developing ourselves and building positive relationsh=
ips with =0A  others in the process.</div>=0A  <div>&nbsp;</div>=0A  <div>F=
inally, I am studying for a professional doctorate in practical theology =
=0A  with the Cambridge Theological Federation, accredited through Anglia R=
uskin =0A  University. </div>=0A  <div>My research focuses on how the value=
s of Education Swanage have =0A  influenced the founding of the new school.=
 I am using a living theory =0A  methodology (with helpful advice from Jack=
 Whitehead) with insights from =0A  practical theology as a critical tool. =
</div>=0A  <div>Although I am agnostic I have a deep interest in theology. =
Practical =0A  theology enables me to explore how values are central in giv=
ing meaning and =0A  significance to our lives (in a sense they are =E2=80=
=98sacred=E2=80=99 =E2=80=93 see the work of =0A  Ruard Ganzevoort <a title=
=3D"http://www.ia-pt.org/wp-content/uploads/2011/11/presidentialaddress2009=
.pdf" href=3D"http://www.ia-pt.org/wp-content/uploads/2011/11/presidentiala=
ddress2009.pdf" rel=3D"nofollow" target=3D"_blank">http://www.ia-pt.org/wp-=
content/uploads/2011/11/presidentialaddress2009.pdf</a>). =0A  Values evoke=
 awe and passion and lead us to take action. My research is =0A  theologica=
l in the sense that I am speaking about how, as members of our =0A  little =
community in Dorset, we are =E2=80=98tracing=E2=80=99 a sacred path by crea=
ting a =0A  =E2=80=98living educational theory=E2=80=99 =E2=80=93 an explan=
ation of how our values are significant =0A  and meaningful in influencing =
and inspiring us to transform the way we live =0A  and the communities we l=
ive in.</div>=0A  <div>&nbsp;</div>=0A  <div>I do hope some of this makes s=
ense, please do let me know if you have any =0A  questions or would like to=
 have a further conversation about any of =0Athis.</div>=0A  <div>Best wish=
es,</div>=0A  <div>Helen O=E2=80=99Connor</div>=0A  <div style=3D"color: rg=
b(0, 0, 0); font-size: small; font-style: normal; font-weight: normal; text=
-decoration: none; display: inline;">=0A  <div style=3D"font: 10pt/normal t=
ahoma; font-size-adjust: none; font-stretch: normal;">=0A  <div>&nbsp;</div=
>=0A  <div style=3D"background: rgb(245, 245, 245);">=0A  <div><b>From:</b>=
 <a title=3D"[log in to unmask]" href=3D"mailto:[log in to unmask]" rel=
=3D"nofollow" target=3D"_blank" ymailto=3D"mailto:[log in to unmask]">cynt=
hia cozette</a> </div>=0A  <div><b>Sent:</b> Monday, August 19, 2013 2:34 A=
M</div>=0A  <div><b>To:</b> <a title=3D"[log in to unmask]
.UK" href=3D"mailto:[log in to unmask]" rel=3D"nofollow=
" target=3D"_blank" ymailto=3D"mailto:[log in to unmask]
K">[log in to unmask]</a> =0A  </div>=0A  <div><b>Subje=
ct:</b> Re: Researching Our Own Practice</div></div></div>=0A  <div>&nbsp;<=
/div></div>=0A  <div style=3D"color: rgb(0, 0, 0); font-size: small; font-s=
tyle: normal; font-weight: normal; text-decoration: none; display: inline;"=
>=0A  <div style=3D"color: rgb(0, 0, 0); font-family: times new roman, new =
york, times, serif; font-size: 12pt; background-color: rgb(255, 255, 255);"=
><span>=0A  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv6927628735MsoNo=
rmal">8-18-13</div>=0A  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv692=
7628735MsoNormal">Dear Joy, Jack =0A  and Everyone:</div>=0A  <div style=3D=
"margin: 0in 0in 0pt;" class=3D"yiv6927628735MsoNormal">=0A Greetings to al=
l in Liverpool(the home of the Beatles) and =0A  to the global community of=
 researchers.<var id=3D"yiv6927628735yui-ie-cursor"></var><var id=3D"yiv692=
7628735yui-ie-cursor"></var></div> =0A  <div style=3D"margin: 0in 0in 0pt;"=
 class=3D"yiv6927628735MsoNormal">I was also =0A  feeling very disillusione=
d about my current teaching predicament. </div>=0A  <div style=3D"margin: 0=
in 0in 0pt;" class=3D"yiv6927628735MsoNormal">I too have been =0A  inspired=
 after reading some of your comments.</div>=0A  <div style=3D"margin: 0in 0=
in 0pt;" class=3D"yiv6927628735MsoNormal">My questions are =0A  how do I im=
prove my practice as a teacher in an environment that is breeding =0A  unhe=
althy transformation? What do I do as a researcher when unhealthy =0A  tran=
sformation is forced upon me?</div>=0A  <div style=3D"margin: 0in 0in 0pt;"=
 class=3D"yiv6927628735MsoNormal">=0A &nbsp;</div>=0A  <div style=3D"margin=
: 0in 0in 0pt;" class=3D"yiv6927628735MsoNormal">I was one of =0A  3,800 ed=
ucators (all counselors, nurses, assistant principals, music teachers, =0A =
 special education teacher aides, cafeteria and bus aides and some art and =
=0A  physical education teachers) laid off this past summer in the School D=
istrict =0A  of Philadelphia, Pennsylvania, USA public schools. I recently =
received a call =0A  back to teaching notice and will be one of 1,000 educa=
tors called back to =0A  service in September, 2013 from the layoff group o=
f educators. I teach general =0A  vocal music at a middle school Grades 5 t=
hrough 8. The students at my school =0A  are selected by a lottery system. =
The majority of the students score eighty =0A  percent or higher on their s=
tandardized achievement test scores in =0A  mathematics, reading and scienc=
e. </div>=0A  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv6927628735Mso=
Normal">=0A &nbsp;</div>=0A  <div style=3D"margin: 0in 0in 0pt;" class=3D"y=
iv6927628735MsoNormal">Almost every =0A  other day there are public protest=
s in the City of=0A Philadelphia by concerned =0A  parents, students, teach=
ers and educators.<span>&nbsp; </span>Many local parents are threatening to=
 =0A  place their children in home study programs in September, 2013. Many =
parents =0A  say they are planning to leave the school district with their =
children because =0A  they feel school safety is an issue with so little ad=
ult staff to supervisor =0A  students because of the massive layoff. </div>=
=0A  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv6927628735MsoNormal">=
=0A &nbsp;</div>=0A  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv692762=
8735MsoNormal">The teachers =0A  themselves are even concerned about school=
 safety and some are now on hunger =0A  strikes. Local and state politician=
s are battling back and forth over who will =0A  pay badly needed funds of =
304 million dollars to support the school district.. =0A  Some politicians =
are demanding the teachers take a thirteen percent pay =0A  reduction to he=
lp find school funding.<span>&nbsp; =0A  </span>The school superintendent h=
as suspended seniority rights for teachers =0A  and is calling laid-off tea=
chers back for work in September, 2013 according to =0A  his choice of teac=
hers based on their skills and expertise. Performance =0A  ratings are soon=
 scheduled to change for teachers=E2=80=A6teacher performance will be =0A  =
tied to student scores on state standardized achievement tests. If an =0A  =
administrator gives a teacher a good rating and the students test scores ar=
e =0A  low, the principal may receive a poor rating. Teachers most likely w=
ill be =0A  given more non-instructional duties, office duty, hall patrol, =
longer hours =0A  etc. which means almost no time for teacher collaboration=
.</div>=0A  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv6927628735MsoNo=
rmal">=0A &nbsp;</div>=0A  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv=
6927628735MsoNormal">How do I improve =0A  my practice in world of educatio=
n that has developed into chaos?</div>=0A  <div style=3D"margin: 0in 0in 0p=
t;" class=3D"yiv6927628735MsoNormal">Suggestions are =0A  welcomed.</div>=
=0A  <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv6927628735MsoNormal">C=
ynthia Cozette =0A  Lee, Ed.D.</div>=0A  <div style=3D"margin: 0in 0in 0pt;=
" class=3D"yiv6927628735MsoNormal">Middle School Teacher =E2=80=93 =0A  Phi=
ladelphia ,=0A Pennsylvania=0A USA</div> =0A  <div>&nbsp;</div></span>=0A  =
<div>&nbsp;</div>=0A  <div style=3D"font-family: times new roman, new york,=
 times, serif; font-size: 12pt;">=0A  <div style=3D"font-family: times new =
roman, new york, times, serif; font-size: 12pt;">=0A  <div dir=3D"ltr">=0A =
 <div style=3D"margin: 5px 0px; padding: 0px; border: 1px solid rgb(204, 20=
4, 204); height: 0px; line-height: 0; font-size: 0px;" class=3D"yiv69276287=
35hr"></div><font size=3D"2" face=3D"Arial"><b><span style=3D"font-weight: =
bold;">From:</span></b> Joy Mounter &lt;<a href=3D"mailto:[log in to unmask]
M" rel=3D"nofollow" target=3D"_blank" ymailto=3D"mailto:[log in to unmask]"=
>[log in to unmask]</a>&gt;<br><b><span style=3D"font-weight: bold;">To:</s=
pan></b> <a href=3D"mailto:[log in to unmask]" rel=3D"n=
ofollow" target=3D"_blank" ymailto=3D"mailto:PRACTITIONER-RESEARCHER@JISCMA=
IL.AC.UK">[log in to unmask]</a> =0A  <br><b><span styl=
e=3D"font-weight: bold;">Sent:</span></b> Sunday, August 18, =0A  2013 1:02=
 PM<br><b><span style=3D"font-weight: bold;">Subject:</span></b> Re: =0A  R=
esearching Our Own Practice<br></font></div>=0A  <div class=3D"yiv692762873=
5y_msg_container">=0A  <div>&nbsp;</div>=0A  <div id=3D"yiv6927628735"><fon=
t color=3D"black" size=3D"2" face=3D"arial">=0A  <div>Hello Everyone, </div=
>=0A  <div>My name is Joy and I have been reading with interest the comment=
s flowing =0A  between the group, but haven't contributed before. I am a He=
ad teacher of a =0A  primary school in Somerset, England (children aged 4-1=
1 years old). The last =0A  academic year was very stressful and I found my=
self feeling disillusioned and =0A  very tired. Reading your conversation h=
as re ignited the spark of learning I =0A  thought extinguished, thank you!=
</div>=0A  <div>&nbsp;</div>=0A  <div>I am interested in children as learne=
rs, from an early age, excited and =0A  challenged to forge their own path =
and find their own passions. If we can =0A  educate a generation to think o=
f themselves as learners/ researchers of life, =0A  a deep understanding of=
 themselves as a person, as a learner and as a fluid =0A  connector to othe=
rs knowledge, ideas and explorations cannot we create an =0A  ideology of c=
ontinual research beyond boundaries and time and space. </div>=0A  <div>&nb=
sp;</div>=0A  <div>The Internet as a tool for forging links and connections=
 is amazing. =0A  Children have the confidence and innate belief in the con=
cept of 'one world' =0A  through ICT. Current and new friendships cross bou=
ndaries, information is =0A  shared trustingly and they are excited by the =
prospects and do not see any =0A  limits. </div>=0A  <div>&nbsp;</div>=0A  =
<div>This is the tool I want to utilise as part of our curriculum, a space =
=0A  where the research and passions of my children can connect with other =
learners =0A  regardless of age, or location. A platform to share, make con=
nections and push =0A  boundaries of belief, knowledge and expectations. A =
way to spread influence =0A  and truly realise the part we all play in a wo=
rld community. </div>=0A  <div>&nbsp;</div>=0A  <div>This may then change t=
he challenge of transformation we currently face. =0A  Part of the issue at=
 the moment is connecting to people, changing beliefs in =0A  education as =
it has traditionally been taught. Could we encourage a natural =0A  belief =
in exploration, the idea of transformation will be part of the internal =0A=
  belief of daily life?&nbsp; </div>=0A  <div>&nbsp;</div>=0A  <div>Ramblin=
g ideas, but I do enjoy sharing your thoughts. </div>=0A  <div>&nbsp;</div>=
=0A  <div>Joy </div>=0A  <div>&nbsp;</div>=0A  <div>Joy</div>=0A  <div></di=
v>=0A  <div></div>=0A  <div style=3D"color: black; font-family: arial, helv=
etica; font-size: 10pt;">-----Original =0A  Message-----<br>From: Joan Walt=
on &lt;<a href=3D"mailto:[log in to unmask]" rel=3D"nofollow" target=3D"_bl=
ank" ymailto=3D"mailto:[log in to unmask]">[log in to unmask]</a>&gt;<br>To=
: =0A  PRACTITIONER-RESEARCHER &lt;<a href=3D"mailto:PRACTITIONER-RESEARCHE=
[log in to unmask]" rel=3D"nofollow" target=3D"_blank" ymailto=3D"mailto:PRAC=
[log in to unmask]">[log in to unmask]<=
/a>&gt;<br>Sent: =0A  Sun, 18 Aug 2013 9:57<br>Subject: Re: Researching Our=
 Own Practice<br><br>=0A  <div id=3D"yiv6927628735AOLMsgPart_1_1f508078-ab2=
3-445a-8ba6-7118253ebefd">=0A  <div dir=3D"ltr">=0A  <div style=3D"font-siz=
e: small;" class=3D"yiv6927628735gmail_default">=0A  <div><span>Dear Aga</s=
pan></div>=0A  <div><span>Your passionate commitment to sustainable develop=
ment shines =0A  through what you write.; as does your frustration that it =
is such a =E2=80=98big task=E2=80=99 =0A  , and there is apparently little =
sign of progress.&nbsp;&nbsp;&nbsp; =0A  </span></div>=0A  <div><span>You s=
ay:&nbsp; =E2=80=9CThe challenge here is =E2=80=98What I want to transform?=
=E2=80=99 =0A  this is a question that needs extensive and substantial know=
ledge of =0A  sustainable development before we start exploring it=E2=80=9D=
.</span></div>=0A  <div><span>I would like to suggest that the answer to =
=E2=80=98what do I want to =0A  transform?=E2=80=9D&nbsp; would produce man=
y different answers from many different =0A  people; and that each of these=
 responses may be equally valid.&nbsp; My =0A  interest, similar to Sara=E2=
=80=99s I think, is the process of transformation =0A  itself.&nbsp; And I =
think here the key word is =E2=80=98process=E2=80=99.&nbsp;&nbsp;&nbsp; =0A=
  For me, there is a spiritual dimension to this&nbsp; =E2=80=93 by =E2=80=
=98spiritual=E2=80=99, I am =0A  not talking about anything specifically re=
ligious, but I do think that =0A  everyone can access a source of wisdom de=
ep within themselves, if they give =0A  themselves the time,&nbsp; space an=
d stillness to connect with that.&nbsp; =0A  Within that context, I then th=
ink it is important for people to be =E2=80=98true to =0A  themselves=E2=80=
=99;&nbsp;&nbsp; with the important proviso of course, that in being =0A  t=
rue to themselves, they are not acting in a way that prevents any other =0A=
  person also being true to themselves; indeed I would hope that they would=
 be =0A  encouraging others to do the same.&nbsp; This, I would suggest, is=
 the kind of =0A  =E2=80=98ethos=E2=80=99 we need for transformative practi=
ce. </span></div>=0A  <div><span>The problem is that we often get put off c=
ontinuing to talk to each =0A  other, because of the language, and the diff=
erent meanings we put to the same =0A  words.&nbsp; For example, </span><sp=
an style=3D"line-height: 115%; font-family: arial, sans-serif; font-size: 1=
0pt;">I =0A  introduced the word =E2=80=98spiritual=E2=80=99 in what I wrot=
e.&nbsp; Many people do not like =0A  that term, and may be put off listeni=
ng to what I say because of that.&nbsp; =0A  Other people are wary about us=
ing this term, or others that are meaningful to =0A  them, because they fea=
r that others will =E2=80=98judge=E2=80=99 them in some way for doing =0A  =
so.&nbsp; The important thing about =E2=80=98deep listening=E2=80=99 and en=
gaging in =0A  cooperative inquiry is that we learn about where the other p=
erson is coming =0A  from beyond the words, and if we each genuinely have t=
he wellbeing of all =0A  people on the planet as our priority, we need to f=
ind a way to dialogue =0A  together, whatever our stated beliefs and perspe=
ctives.&nbsp; =0A  </span><span></span></div>=0A  <div><span>Andy Henon wro=
te:&nbsp; </span></div>=0A  <div><span style=3D"line-height: 115%; font-fam=
ily: arial, sans-serif; font-size: 10pt;">=E2=80=9CI =0A  believe that prov=
ided an individual is empowered to make informed choices and =0A  is aware =
of alternatives beyond whatever educational models, systems and =0A  author=
itative views they are exposed to, thriving societies can prevail=E2=80=A6=
=E2=80=A6. It =0A  is not the end objective that matters, it is the process=
, the journey, the =0A  ever changing world of knowledge creation?&nbsp;&nb=
sp; Living and sharing of =0A  life?</span>=E2=80=9D</div>=0A  <div><span s=
tyle=3D"line-height: 115%; font-family: arial, sans-serif; font-size: 10pt;=
">This =0A  for me is another way of describing the nature of the process I=
 am trying to =0A  describe.&nbsp;&nbsp; </span></div>=0A  <div><span style=
=3D"line-height: 115%; font-family: arial, sans-serif; font-size: 10pt;">Th=
e =0A  important thing here for you, Aga, is that you do what you can to de=
velop your =0A  own knowledge of sustainable development.&nbsp; Perhaps the=
 next stage then is =0A  thinking about how you can bring together a few pe=
ople with a similar interest =0A  in a group to engage in a co-operative in=
quiry, with an agreed question that =0A  you are all interested in followin=
g?&nbsp; You could do this by inviting =0A  people who live close to you wh=
o can meet in person; or you could set up an =0A  internet-based inquiry.&n=
bsp; The increasingly sophisticated advances in =0A  technology make all ki=
nds of global connections and explorations possible =E2=80=93 =0A  and they=
 are increasing in number and kind.&nbsp; Even Facebook pages are =0A  bein=
g used as a means of people sharing together the kinds of things they see =
=0A  as important for making a positive difference in the world.&nbsp;&nbsp=
; =0A  </span></div>=0A  <div><span style=3D"line-height: 115%; font-family=
: arial, sans-serif; font-size: 10pt;">Jack =0A  Whitehead=E2=80=99s idea o=
f =E2=80=98living theory=E2=80=99 is indeed a good method for those =0A  in=
terested in engaging in a transformative process, and researching their =0A=
  practice in ways that have transformative outcomes; the many living theor=
y =0A  theses on his website are testimony to that. However there are also =
other ways =0A  of thinking about and researching the process of connecting=
 individual =0A  transformation and global transformation.&nbsp; In 2001, I=
 organised a =0A  conference <i>New Paradigms in Education: Values, Relatio=
nships, =0A  Transformation</i>, and even at that time, people were sharing=
 transformative =0A  experiences, and the processes that had led to them.&n=
bsp; The core challenge =0A  now, I think, is how to connect the growing nu=
mber of individuals and groups =0A  who can relate to this idea of =E2=80=
=98transformation starting with self=E2=80=99, and =0A  research ways in wh=
ich we can get beyond the specific language and ideas we =0A  each promote =
in our own worlds, to agree shared objectives, and work more =0A  effective=
ly together to achieve global change. </span></div>=0A  <div><span style=3D=
"line-height: 115%; font-family: arial, sans-serif; font-size: 10pt;">It =
=0A  is a long, arduous journey and requires much patience, and an acceptan=
ce of =0A  whatever transpires as a result.&nbsp;&nbsp; The Buddhist philos=
ophy includes =0A  the idea of =E2=80=98non-attachment to outcomes=E2=80=99=
, and I try to keep that in mind, hard =0A  though it is. </span></div>=0A =
 <div><span style=3D"line-height: 115%; font-family: arial, sans-serif; fon=
t-size: 10pt;">Best =0A  wishes,</span></div>=0A  <div><span style=3D"line-=
height: 115%; font-family: arial, sans-serif; font-size: 10pt;">Joan =0A  <=
/span><br></div></div></div>=0A  <div class=3D"yiv6927628735gmail_extra"><b=
r><br>=0A  <div class=3D"yiv6927628735gmail_quote">On 18 August 2013 05:16,=
 aga yamin <span dir=3D"ltr">&lt;<a href=3D"" rel=3D"nofollow">agayamin@yah=
oo.co.uk</a>&gt;</span> wrote:<br>=0A  <blockquote style=3D"margin: 0px 0px=
 0px 0.8ex; padding-left: 1ex; border-left-color: rgb(204, 204, 204); borde=
r-left-width: 1px; border-left-style: solid;" class=3D"yiv6927628735gmail_q=
uote">=0A    <div>=0A    <div style=3D"font-family: arial, helvetica, sans-=
serif; font-size: 12pt;"><span>=0A    <div style=3D"margin: 0in 0in 0pt;" c=
lass=3D"yiv6927628735MsoNormal"><span><font face=3D"Calibri">Dear Joana, Sa=
ra and All</font></span></div>=0A    <div style=3D"margin: 0in 0in 0pt; fon=
t-family: calibri; font-size: 16px; font-style: normal; background-color: t=
ransparent;" class=3D"yiv6927628735MsoNormal"><span><font face=3D"Calibri">=
Joana:</font></span><span><font face=3D"Calibri">Thanks for =0A    producin=
g excellent acount. You commeneted: </font></span><span><font face=3D"Calib=
ri"><i>The big question is, what kind of research do we need =E2=80=A6.. I =
=0A    would suggest that what is required is a transformation of thinking =
and =0A    action<u></u><u></u><u></u></i></font></span></div>=0A    <div s=
tyle=3D"margin: 0in 0in 0pt;" class=3D"yiv6927628735MsoNormal"><span><u></u=
><font face=3D"Calibri"></font><u></u></span>&nbsp;</div>=0A    <div style=
=3D"margin: 0in 0in 0pt;" class=3D"yiv6927628735MsoNormal"><span><font face=
=3D"Calibri">Transformation is big word and requires extensive understandin=
g =0A    of current situation before we transform into a desired scenario. =
=0A    <u></u><u></u></font></span></div>=0A    <div style=3D"margin: 0in 0=
in 0pt;" class=3D"yiv6927628735MsoNormal"><span><u></u><font face=3D"Calibr=
i"></font><u></u></span>&nbsp;</div>=0A    <div style=3D"margin: 0in 0in 0p=
t;" class=3D"yiv6927628735MsoNormal"><font face=3D"Calibri"><span>I think J=
ack Whitehead=E2=80=99 living theory philosophy &amp; =0A    research metho=
d are good enough to transform current practices into desired =0A    practi=
ces. <span>&nbsp;</span>It focuses on =E2=80=9Cvalues=E2=80=9D and the ques=
tion such =0A    as =E2=80=9C</span><i><span>How do I improve my =0A    pra=
ctice?</span></i><span>=E2=80=9D<span>&nbsp; </span>Or more elaborately, =
=E2=80=9C<i>How =0A    do I improve what I am doing for personal and social=
 benefit? </i><span>Both =0A    questions itself are directly leading towar=
ds Transformation<i>. Our values =0A    drive the research and the research=
 process. =0A    <u></u><u></u></i></span></span></font></div>=0A    <div s=
tyle=3D"margin: 0in 0in 0pt;" class=3D"yiv6927628735MsoNormal"><i><span><u>=
</u><font face=3D"Calibri"></font><u></u></span></i>&nbsp;</div>=0A    <div=
 style=3D"margin: 0in 0in 0pt;" class=3D"yiv6927628735MsoNormal"><span><fon=
t face=3D"Calibri">One can use any authenticated qualitative or quantitativ=
e =0A    methods or philosophies. The challenge here is =E2=80=9CWhat I wan=
t to transform?=E2=80=9D =0A    this is a question that needs extensive and=
 substantial knowledge of =0A    sustainable development before we start ex=
ploring it. =0A    <u></u><u></u></font></span></div>=0A    <div style=3D"m=
argin: 0in 0in 0pt;" class=3D"yiv6927628735MsoNormal"><span><u></u><font fa=
ce=3D"Calibri"></font><u></u></span>&nbsp;</div>=0A    <div style=3D"margin=
: 0in 0in 0pt;" class=3D"yiv6927628735MsoNormal"><font face=3D"Calibri"><sp=
an>We all depend on one biosphere for sustaining our lives. =0A    Yet each=
 community, each country, strives for survival and prosperity with =0A    l=
ittle regard for its impact on others. Some consume the Earth's resources =
=0A    at a rate that would leave little for future generations. Others, ma=
ny more =0A    in number, consume far too little and live with the prospect=
 of hunger, =0A    squalor, disease, early death, social &amp; economic ine=
qualities. =0A    </span></font></div>=0A    <div style=3D"margin: 0in 0in =
0pt;" class=3D"yiv6927628735MsoNormal"><font face=3D"Calibri"><span><var></=
var></span></font>&nbsp;</div>=0A    <div style=3D"margin: 0in 0in 0pt;" cl=
ass=3D"yiv6927628735MsoNormal"><font face=3D"Calibri"><span>Sara: For insti=
tute of Transformations: what are you =0A    planning to tansform? </span><=
/font></div>=0A    <div style=3D"margin: 0in 0in 0pt;" class=3D"yiv69276287=
35MsoNormal"><font face=3D"Calibri"><span></span></font>&nbsp;</div>=0A    =
<div style=3D"margin: 0in 0in 0pt;" class=3D"yiv6927628735MsoNormal"><span>=
<font face=3D"Calibri">Regards<u></u><u></u></font></span></div>=0A    <div=
 style=3D"margin: 0in 0in 0pt;" class=3D"yiv6927628735MsoNormal"><span><fon=
t face=3D"Calibri">Aga<u></u><u></u></font></span></div>=0A    <div>&nbsp;<=
/div></span></div>=0A    <div>&nbsp;</div>=0A    <div style=3D"font-family:=
 arial, helvetica, sans-serif; font-size: 12pt;">=0A    <div style=3D"font-=
family: times new roman, new york, times, serif; font-size: 12pt;">=0A    <=
div dir=3D"ltr">=0A    <div style=3D"margin: 5px 0px; padding: 0px; border:=
 1px solid rgb(204, 204, 204); line-height: 0; font-size: 0px; min-height: =
0px;"></div><font face=3D"Arial"><b><span style=3D"font-weight: bold;">From=
:</span></b> "Salyers, =0A    Sara M" &lt;<a href=3D"" rel=3D"nofollow">sms=
[log in to unmask]</a>&gt;<br><b><span style=3D"font-weight: bold;">To:</span=
></b> <a href=3D"" rel=3D"nofollow">[log in to unmask]<=
/a> <br><b><span style=3D"font-weight: bold;">Sent:</span></b> Saturday, 17=
 August 2013, 23:55 =0A    <div>=0A    <div class=3D"yiv6927628735h5"><br><=
b><span style=3D"font-weight: bold;">Subject:</span></b> Re: Researching Ou=
r Own =0A    Practice<br></div></div></font></div>=0A    <div>=0A    <div c=
lass=3D"yiv6927628735h5">=0A    <div><br>I think this is beautifully expres=
sed, Joan. I find myself moved =0A    and inspired simply by the question o=
f how 'transformation one person at a =0A    time can become transformation=
 one group at a time'. Oddly enough, I've been =0A    working on developing=
 and launching an 'Institute for Transformational =0A    Studies' with a lo=
t of input and insight from David Adams, who I believe is =0A    also on th=
is list, and the support of a couple of stateside colleagues. The =0A    me=
chanics of transformation amaze and humble me and, from my own experience, =
=0A    there is no doubt that this world shifting process is founded in wha=
t you =0A    describe as those "fluid interconnections" between human being=
s.<br>Much =0A    love<br>Sara<br><br>Sent from my iPad<br><br>On 17 Aug 20=
13, at 17:49, "Joan =0A    Walton" &lt;<a href=3D"" rel=3D"nofollow">walton=
[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">[log in to unmask]
</a>&gt;&gt; wrote:<br><br><br>Dear Lawrence, =0A    Aga and All<br><br>It =
is interesting to me that the subject of this email =0A    chain is =E2=80=
=98researching our own practice=E2=80=99; and there is a return to the =0A =
   subject of research when Aga says:&nbsp; =E2=80=9CWe need to research ho=
w can we =0A    integrate human ethics, economic, environmental and social =
factors into our =0A    curriculums and how can we teach from parents and p=
rofessionals (who missed =0A    out sustainable education) to present and n=
ew generations to eliminate =0A    inequalities and create sustainable grow=
ths to prolong earth =0A    resources.=E2=80=9D<br><br>The big question is,=
 what kind of research do we need if =0A    we are to address these and oth=
er questions that so urgently need addressing =0A    if we are to deal with=
 the many crises that currently threaten human =0A    wellbeing, and possib=
ly human existence?<br><br>I would suggest that what is =0A    required is =
a transformation of thinking and action if the kind of elitism =0A    descr=
ibed by Lawrence, and the worldview that supports it, is to be =0A    eradi=
cated, and replaced by a more equitable society.&nbsp; However =0A    histo=
ry&nbsp; shows us that there is no =E2=80=98objectively designed=E2=80=99 s=
tructure or =0A    system than in itself will create such change. A recent =
colloquium at =0A    Liverpool Hope University entitled =E2=80=98Researchin=
g Our Own Practice=E2=80=99&nbsp; was =0A    organised on the principle tha=
t the world will only be transformed one =0A    person at a time; that each=
 of us can only change ourselves, not others; and =0A    that each person, =
through taking responsibility for researching their&nbsp; =0A    life and p=
ractice,&nbsp; can through their own transformative experiences =0A    and =
learning, make a contribution to the global transformation that is =0A    r=
equired.<br><br>I too like Ken Wilber=E2=80=99s Integral Theory, but I thin=
k we are =0A    each are influenced in very different ways by different the=
ories, world =0A    views and life experiences, and we each need to find ou=
r own way, and our =0A    own influences,&nbsp; in working out what we want=
 to be and what we want to =0A    do.&nbsp; What is important, I suggest, i=
s how each of us create our own =0A    unique ways of connecting our inner =
lives =E2=80=93 (worldview, values, spiritual =0A    influences, feelings, =
etc ) =E2=80=93 to action that makes some kind of contribution =0A    to ad=
dressing the kind of&nbsp; global crises identified by Aga, albeit at a =0A=
    local level.<br><br>We then need to explore how&nbsp; we can work toget=
her, =0A    i. e. research through&nbsp; a =E2=80=98co-operative inquiry=E2=
=80=99, to discover how the =0A    learning and knowledge that each of us d=
evelop in our own unique and =0A    creative ways, can be shared with other=
s in a systematic way that is of =0A    mutual benefit.&nbsp; My experience=
 of co-operative inquiry is that it not =0A    only allows me to share my e=
xperience, but in listening deeply to each =0A    other, there is a transfo=
rmational shift in our understanding of ourselves =0A    as well as of othe=
rs.&nbsp; The =E2=80=98shift in consciousness=E2=80=99 created through =0A =
   this process really can be significant.&nbsp; How then to =E2=80=98upsca=
le=E2=80=99 further, =0A    so that that group learning can have wider infl=
uence?<br><br>I do not know =0A    the answer to this.&nbsp; I think in =E2=
=80=98researching our own practice=E2=80=99, we =0A    need&nbsp; to connec=
t the transformative experiences an individual has (we =0A    know quite a =
lot about different ways in which that can happen), with =0A    transformat=
ion at a global level.&nbsp; Transformation one person at a time =0A    nee=
ds to become transformation one group at a time, perhaps with the =0A    in=
tention that these groups become&nbsp; bigger in size.&nbsp; We then need =
=0A    to discover ways in which such groups can connect with others having=
 similar =0A    values and global intentions (albeit having got to where th=
ey are using =0A    different starting points and methods).&nbsp; I know ma=
ny people, from many =0A    diverse backgrounds and interests,&nbsp; who be=
lieve that if we can discover =0A    how to achieve this, we will reach som=
e kind of =E2=80=98tipping point=E2=80=99, which will =0A    result in&nbsp=
; sufficient numbers of people whose commitment&nbsp; to (for =0A    exampl=
e) =E2=80=9Celiminate inequalities and create sustainable growths to prolon=
g =0A    earth resources=E2=80=9D&nbsp; is so strong that national / global=
 structures will =0A    be changed to enable that to happen.<br><br>In othe=
r words, when =0A    =E2=80=98researching our own practice=E2=80=99, I thin=
k we need to be researching the =0A    processes that will facilitate the d=
ynamic process of creating fluid =0A    interconnections between individual=
 =E2=80=98journeys=E2=80=99&nbsp; and a global =E2=80=98shift =0A    =E2=80=
=99.<br><br>Best wishes,<br><br>Joan<br><br><br>On 17 August 2013 12:03, =
=0A    Lawrence Martin Olivier &lt;<a href=3D"" rel=3D"nofollow">lawrence@d=
ut.ac.za</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>=
&gt;&gt; wrote:<br>Hi Aga<br><br>I =0A    totally agree with these ideas. I=
 find Ken Wilber's Integral Theory/ =0A    Paradigm (his integral map / 4 p=
erspectives / 2 paths objective and =0A    subjective / individual and coll=
ective etc.) a useful pedagogical tool to =0A    address the kind of holist=
ic curriculum you are suggesting. It is possible =0A    and not that diffic=
ult, to include an Integral holistic approach in the =0A    teaching of any=
 Discipline / Subject / Field. I make wide use of "Integral =0A    holistic=
 thinking" in my training of Tutors from all Disciplines.The New =0A    Eco=
nomics Foundation (UK) for example, view the science of Economics from a =
=0A    perspective that "people and planet matters" - not just economic gro=
wth in =0A    the GDP!!<br><br>Lawrence<br>________________________________=
<br>From: =0A    Practitioner-Researcher [<a href=3D"" rel=3D"nofollow">PRA=
[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D"nofol=
low">[log in to unmask]</a>&gt;] on behalf of =0A    ag=
a yamin [<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt;mailto:<=
a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;]<br>Sent: 17 Augu=
st 2013 12:10 =0A    PM<br><br>To: <a href=3D"" rel=3D"nofollow">PRACTITION=
[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">PR=
[log in to unmask]</a>&gt;<br>Subject: Re: =0A    Researc=
hing Our Own Practice<br><br>Dear Lawrence<br><br>Discussions and =0A    pr=
actices on ethnicity, religion, colour etc.&nbsp; indicate, we are far =0A =
   behind from a civilised sustainable society. The society where human =0A=
    equality is intrinsic and genetic and people are focusing: how to reviv=
e =0A    planet resources, enhance economic, social and environmental growt=
hs to =0A    enjoy the benefits of exceptionally literate, civil and a harm=
onised =0A    society. We need to research how can we integrate human ethic=
s, economic, =0A    environmental and social factors into our curriculums a=
nd how can we teach =0A    from parents and professionals ( who missed out =
sustainable education)&nbsp; =0A    to present and new generations to elimi=
nate inequalities and create =0A    sustainable growths<br>to prolong earth=
 resources. We need to redefine =0A    learning &amp; development to create=
 sustainable =0A    education.<br><br>Aga<br>From: Lawrence Martin Olivier =
&lt;<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt;mailto:<a href=
=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;&gt;<br>To: <a href=3D"" r=
el=3D"nofollow">[log in to unmask]</a>&lt;mailto:<a hre=
f=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;<br>S=
ent: =0A    Saturday, 17 August 2013, 6:57<br>Subject: Re: Researching Our =
Own =0A    Practice<br><br>Hi Aga<br><br>After making my&nbsp; earlier comm=
ents I read =0A    a report in my local newspaper about a Headmaster of one=
 of our elite =0A    schools arguing that his elite school should "be proud=
 of their elite =0A    status". I find this a concern and a problem in my S=
outh African =0A    post-apartheid society (apartheid was abolished in 1994=
) where currently =0A    "the top 20%, 10 million people receive 75% of tot=
al income, 3,7 million are =0A    white and 6,3 million are black"! The Hea=
dmaster goes on to say "we need top =0A    class schools ....&nbsp; they ar=
e beacons of light&nbsp; ...&nbsp; private =0A    schools are producing top=
 mathematicians and scientists and had past pupils =0A    who were contribu=
ting tangibly to the country's GDP"! He makes no mention of =0A    the mass=
ive inequality going on in his own society and in the global society =0A   =
 or that continually expanding the GDP in the ways we are doing is not =0A =
   sustainable on one planet!&nbsp; - these kinds of elite schools are sure=
ly =0A    not "beacons of light"!!<br><br>Lawrence<br>From: Practitioner-Re=
searcher =0A    [<a href=3D"" rel=3D"nofollow">PRACTITIONER-RESEARCHER@JISC=
MAIL.AC.UK</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">PRACTITIONER-RESEARC=
[log in to unmask]</a>&gt;] on behalf of =0A    aga yamin [<a href=3D"" rel=
=3D"nofollow">[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D"nofoll=
ow">[log in to unmask]</a>&gt;]<br>Sent: 14 August 2013 08:54 =0A    PM<b=
r>To: <a href=3D"" rel=3D"nofollow">PRACTITIONER-RESEARCHER@JISCMAIL..AC.UK=
</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">PRACTITIONER-RESEARCHER@JISCMA=
IL.AC.UK</a>&gt;<br>Subject: Re: =0A    Researching Our Own Practice<br><br=
>Dear Angela / Shelagh / Lawrence and =0A    All<br>Angela: Thanks for your=
 response. True. It is a complex question. I =0A    do agree with you that =
ownership &amp; responsibility play a crucial role in =0A    the success of=
 learning &amp; development. In e-learning or self-directed =0A    leanings=
, people do take the responsibilities of their own =0A    learning.<br>Howe=
ver,&nbsp; =E2=80=9CEmpathising=E2=80=9D with learner,&nbsp; directly =0A  =
  contributes in designing and executing a learning process. Perhaps if you=
 =0A    recall your own experience of formal learning from the age of 3 to =
date, At =0A    what stage, you started to take the ownership and responsib=
ility of your own =0A    learning.&nbsp; At what stage, you developed passi=
on for every single =0A    subject, sense of responsibility, sufficient lev=
el of maturity and motives =0A    to achieve something that derived you to =
take the ownership and =0A    responsibility of your own learning?<br>Since=
 all learners are individuals, =0A    hence a wide range of learning strate=
gies are employed, tested and =0A    experimented such as =E2=80=9CLearner-=
focused or learner-centred=E2=80=9D learning or =0A    =E2=80=9CDifferentia=
l learning=E2=80=9D or routinely considering individual=E2=80=99s learning =
style =0A    in teaching &amp; learning activities, with or without the exp=
ectations that =0A    learners will take the responsibilities of their own =
learning.<br>Success is =0A    the accomplishment of one's goals. Developme=
nt is a stage of a change =0A    process. In other words, success is the ou=
tcome and development is the =0A    process of achieving outcome.. Perhaos =
both are not =0A    interchangeable.<br>Shelagh. Thanks for your email: You=
 raised many =0A    important and interesting questions. You commented: As =
educators, do we have =0A    a compulsion to 'fill empty vessels' with what=
 we 'need' our students to =0A    learn?<br>Answer is =E2=80=9CYes=E2=80=9D=
. A three-year old does not wish to learn numbers =0A    =E2=80=9C1,2,3,4,5=
,6=E2=80=9D etc. Should we leave vessel empty?<br>You commented: How much =
=0A    of the learning is intrinsic and how much extrinsic?<br>As a general=
 rule, A =0A    successful learning contains both elements equally. For exa=
mple: if I have =0A    an intrinsic desire to learn a chemical equation, I =
will passionately =0A    explore: how to do it (Intrinsic). If information =
is available online&nbsp; =0A    or my teachers 100% persuade me (Extrinsic=
) to learn chemical equation, I =0A    will learn effectively.<br>You comme=
nted: Do we use a wide range of student =0A    centred learning methods to =
engage and motivate each student?<br>I am sure =0A    many tutors are doing=
 it. A survey perhaps is required to assess the success =0A    rate. If a s=
uccess rate is exceptionally higher, it means it is an =0A    outstanding m=
ethod.<br>You commented: How much do we value the 'process' of =0A    learn=
ing, giving time and attention to the 'journey'?<br>Value is =0A    indepen=
dent to time and attention.&nbsp; Values do not allow us to =0A    compromi=
se.<br>You commented: How much do systems, targets and assessments =0A    e=
ncourage us as educators to focus our attention entirely on the outcome or =
=0A    product to judge 'development'?<br>Systems, targets and assessments =
are to =0A    regulate consistency and fairness. They do not interfere =E2=
=80=9C the way we employ =0A    learning &amp; developmental activities=E2=
=80=9D.&nbsp; That's why&nbsp; league =0A    tables tell us, who applied th=
e right approaches in managing the learning =0A    process within the given=
 systems, targets and assessments.<br>You commented: =0A    I am terrified =
that going to school may 'knock this out' of them.&nbsp; =0A    Isn't that =
a terrible fear?<br>Initial assessment plays its role here.&nbsp; =0A    A =
school teacher must hold the abilities to conduct initial assessment to =0A=
    differentiate learners and develop an appropriate learning &amp; =0A   =
 developmental strategies. I think, rather than fear, this is an opportunit=
y =0A    for you children to be assessed externally and classified as the c=
hildren =0A    with innate abilities to learn and develop. This is also an =
opportunity for =0A    educators to prepare children with exceptional innat=
e abilities to produce =0A    leading results<br><br>Lawrence: I do agree w=
ith you that two key factors =0A    count i.e. social status of a teacher a=
nd education level to gain success in =0A    learning &amp; development.<br=
>No doubt, Finland is at the top of the =0A    schools=E2=80=99 league tabl=
es especially in Maths and science across the world. We =0A    need to see =
its impact on Finland=E2=80=99s scientific development, economic growth, =
=0A    environmental growth, social growth, employment rate and so on. Is F=
inland =0A    leading the world in all these parameters?&nbsp; If answer is=
 yes than it =0A    means learning &amp; development is taking place in Fin=
land =0A    effectively.<br>Regards<br>Aga<br><br><br><br>From: Shelagh Het=
reed &lt;<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt;mailto:<a=
 href=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;&gt;<br>To: <a href=
=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt;mailto=
:<a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&g=
t;<br>Sent: =0A    Wednesday, 14 August 2013, 8:25<br>Subject: Re: Research=
ing Our Own =0A    Practice<br><br>Pleased to meet you =0A    Angela<br><br=
>Shelagh<br><br><br><br>Date: Wed, 14 Aug 2013 07:26:45 =0A    +0000<br>Fro=
m: <a href=3D"" rel=3D"nofollow">Jamesa1@UKZN.AC..ZA</a>&lt;mailto:<a href=
=3D"" rel=3D"nofollow">[log in to unmask]</a>&gt;<br>Subject: Re: Researchi=
ng Our Own =0A    Practice<br>To: <a href=3D"" rel=3D"nofollow">PRACTITIONE=
[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">PRA=
[log in to unmask]</a>&gt;<br><br>Angela =0A    James, Uni=
versity of KwaZulu-Natal , Durban, South Africa.<br><br>From: =0A    Practi=
tioner-Researcher [mailto:<a href=3D"" rel=3D"nofollow">PRACTITIONER-RESEAR=
[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D"nofollow">PRACTITIONE=
[log in to unmask]</a>&gt;] On Behalf Of =0A    Shelagh Hetreed<br=
>Sent: Wednesday, August 14, 2013 9:22 AM<br>To: <a href=3D"" rel=3D"nofoll=
ow">[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=
=3D"nofollow">[log in to unmask]</a>&gt;<br>Subject: Re=
: =0A    Researching Our Own Practice<br><br>Dear Aga and Angela,<br><br>As=
 many of =0A    us do not know each other, could we just maybe add to our c=
ommunication =0A    where in the world that we are?&nbsp; Thank you.<br><br=
>I am Shelagh and I =0A    am in Bath UK.<br><br>1. My grandson is 3 years =
old. He learns huge amounts =0A    every day.&nbsp; He does this freely, wi=
thout coercion, praise or =0A    reward.&nbsp; I would describe this as int=
rinsic motivation.&nbsp; When his =0A    mother wants to teach him somethin=
g, he often resists, focusing on the =0A    aspect that he wants to learn i=
nstead.<br><br>As educators, do we have a =0A    compulsion to 'fill empty =
vessels' with what we 'need' our students to =0A    learn?<br>Do we use a w=
ide range of student centered learning methods to =0A    engage and motivat=
e each student?<br>How much do we value the 'process' of =0A    learning, g=
iving time and attention to the 'journey'?<br>How much do =0A    systems, t=
argets and assessments encourage us as educators to focus our =0A    attent=
ion entirely on the outcome or product to judge =0A    'development'?<br><b=
r>2. Angela, changing the term 'development' to =0A    'success':<br>I woul=
d add that perhaps we need to know what our criteria for =0A    success is =
before we start, otherwise, we may consider that we/ the student =0A    has=
 failed when actually, their success has just not reached our =0A    criter=
ia.<br><br>3. An example: When learning to ride a bike, there are so =0A   =
 many criteria to be met- balancing on a saddle, steering direction with th=
e =0A    handle bars, co-ordinating our legs and feet to turn the pedals (i=
n one =0A    direction only), co-ordinating our arms and hands to use the b=
reaks... etc.. =0A    etc. you get the picture.<br>Each step along the way =
is progress/ =0A    development/ success.<br><br>So what is our ambition fo=
r the new =0A    cyclist?&nbsp; Staying upright while moving forward, cycli=
ng safely along a =0A    lane, busy roads, city traffic, racing, off road m=
ountain biking, the =0A    Olympics in Rio?<br><br>Where was the learning a=
nd the development in this =0A    example?&nbsp; How much of the learning i=
s intrinsic and how much =0A    extrinsic?&nbsp; Of course formal learning =
isn't like that- but perhaps =0A    focusing on the incremental stages that=
 are necessary for any learning to =0A    take place and analysing where th=
ere may be a barrier to further =0A    development, will help us seek alter=
native and imaginative ways to motivate =0A    every learner.<br><br>I am l=
earning so much from close contact with the =0A    daily learning of my 2 s=
mall grandchildren. They astonish me with their =0A    capacity to learn ne=
w skills, they have huge ambitions and wonderful =0A    imaginations. I am =
terrified that going to school may 'knock this out' of =0A    them.&nbsp; I=
sn't that a terrible fear?<br><br>Formerly I was an educator in =0A    main=
stream and special schools and the mother of a two dyslexic/ dyspraxic =0A =
   daughters who the education system, in my opinion 'failed'.<br><br>Hope =
my =0A    comments help, if only to be =0A    challenged.<br><br><br><br><b=
r><br><br><br>Date: Wed, 14 Aug 2013 04:26:37 =0A    +0000<br>From: <a href=
=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt;mailto:<a href=3D"" rel=3D=
"nofollow">[log in to unmask]</a>&gt;<br>Subject: Re: Researching Our Own =
=0A    Practice<br>To: mailto:<a href=3D"" rel=3D"nofollow">PRACTITIONER-RE=
[log in to unmask]</a><br>Dear Aga,<br>A =0A    complex question to a =
complex issue. For me the crucial aspect is =E2=80=93 do the =0A    recipie=
nts take ownership and responsibility for their own learning?<br>So =0A    =
what do we need to consider in the light of this =E2=80=93 were they engage=
d and =0A    were their views about the =E2=80=9Cdevelopment=E2=80=9D proce=
ss elicited, interrogated, =0A    etc?&nbsp; Work from this stance onwards =
=E2=80=A6&nbsp; more questions could be =0A    asked.<br>Lately, I am avers=
e to using the term development as it has such =0A    staccato links. I am =
using the term success.<br>All the =0A    best<br>Angela<br>From: Practitio=
ner-Researcher [mailto:<a href=3D"" rel=3D"nofollow">PRACTITIONER-RESEARCHE=
[log in to unmask]</a>] On Behalf Of aga =0A    yamin<br>Sent: Wednesday, Aug=
ust 14, 2013 5:57 AM<br>To: mailto:<a href=3D"" rel=3D"nofollow">PRACTITION=
[log in to unmask]</a><br>Subject: Re: =0A    Researching Our Own=
 Practice<br><br>Dear All<br><br>Why learning &amp; =0A    development fail=
?&nbsp; Please do comment. Your thoughts will provide =0A    substantial le=
arning =0A    opportunities.<br><br>Regards<br>Aga<br><br><br><br><br><br>"=
This e-mail is =0A    subject to our Disclaimer, to view click <a href=3D""=
 rel=3D"nofollow">http://www.dut.ac.za/disclaimer</a>"<br><br><br><br>_____=
___________________________<br><br>"This =0A    e-mail is subject to our Di=
sclaimer, to view click <a href=3D"" rel=3D"nofollow">http://www.dut.ac.za/=
disclaimer</a>"<br><br><br><br>--<br>Dr =0A    Joan Walton<br>Faculty of Ed=
ucation<br>Liverpool Hope University<br>Hope =0A    Park<br>Liverpool<br>L1=
6 9JD<br><br>Email: <a href=3D"" rel=3D"nofollow">[log in to unmask]</a>&lt=
;mailto:<a href=3D"" rel=3D"nofollow">waltonj@hope..ac.uk</a>&gt;<br><br><b=
r><br>[<a href=3D"" rel=3D"nofollow">http://www.hope..ac.uk/media/liverpool=
hope/contentassets/images/slideshow/media,6740,en.jpg</a>]<br><br><a href=
=3D"" rel=3D"nofollow">www.hope..ac.uk</a>&lt;<a href=3D"" rel=3D"nofollow"=
>http://www.hope.ac.uk/</a>&gt;<br><br>Liverpool Hope University =0A    has=
<br><br>*&nbsp; 92% of students in employment or further study after six =
=0A    months of graduation, on average over the last five years<br>*&nbsp;=
 Awarded =0A    61% of graduates a First or 2:1 Honours degree in 2012<br>*=
&nbsp; Entry =0A    points at an average of 311 in 2012<br>*&nbsp; Invested=
 =C2=A342 million in =0A    buildings and equipment over the past five year=
s<br>*&nbsp; The best =0A    retention rate of the nine new universities in=
 the North =0A    West.<br><br>******<br><br>Liverpool Hope University acce=
pts no =0A    responsibility for this email, its contents and any loss or d=
amage&nbsp; =0A    arising in any way from the receipt or<br>use of this em=
ail and its =0A    attachments<br><br><br><br><br><br></div></div></div></d=
iv></div></div></blockquote></div><br><br clear=3D"all">=0A  <div>&nbsp;</d=
iv>-- <br>=0A  <div dir=3D"ltr">Dr Joan Walton<br>Faculty of Education<br>L=
iverpool Hope =0A  University<br>Hope Park<br>Liverpool <br>L16 9JD =0A  <d=
iv>&nbsp;</div>=0A  <div>Email: <a href=3D"" rel=3D"nofollow">[log in to unmask]
ac.uk</a><br></div>=0A  <div>&nbsp;</div>=0A  <div>&nbsp;</div>=0A  <div>&n=
bsp;</div>=0A  <div><img style=3D"color: rgb(34, 34, 34); font-family: aria=
l, sans-serif; font-size: 13px; background-color: rgb(255, 255, 255);" src=
=3D"cid:" width=3D"420" height=3D"176"></div>=0A  <div>=0A  <div style=3D"c=
olor: rgb(34, 34, 34); font-family: arial, sans-serif; font-size: 13px; bac=
kground-color: rgb(255, 255, 255);">=0A  <div>&nbsp;</div>=0A  <div><a styl=
e=3D"color: rgb(17, 85, 204);" href=3D"" rel=3D"nofollow">www.hope.ac.uk</a=
><br><br>Liverpool Hope University has<br>=0A  <div style=3D"margin-bottom:=
 0pt;"></div>=0A  <ul>=0A    <li style=3D"margin-left: 15px;"><span style=
=3D"font-family: arial, sans-serif;">92% of students in employment or =0A  =
  further study after six months of graduation, on average over the last fi=
ve =0A    years</span> =0A    </li><li style=3D"margin-left: 15px;"><span s=
tyle=3D"font-family: arial, sans-serif;">Awarded 61% of graduates a First o=
r =0A    2:1 Honours degree in 2012</span> =0A    </li><li style=3D"margin-=
left: 15px;"><span style=3D"font-family: arial, sans-serif;">Entry points a=
t an average of 311 in =0A    2012</span> =0A    </li><li style=3D"margin-l=
eft: 15px;"><span style=3D"font-family: arial, sans-serif;">Invested =C2=A3=
42 million in buildings and =0A    equipment over the past five years</span=
> =0A    </li><li style=3D"margin-left: 15px;"><span style=3D"font-family: =
arial, sans-serif;">The best retention rate of the nine =0A    new universi=
ties in the North West.</span></li></ul>=0A  <div></div>=0A  <div>=0A  <div=
>******</div>=0A  <div><br>Liverpool Hope University accepts no responsibil=
ity for this email, =0A  its contents and any loss or damage&nbsp; arising =
in any way from the receipt =0A  or<br>use of this email and its attachment=
s</div></div></div>=0A  <div>&nbsp;</div></div><br style=3D"color: rgb(34, =
34, 34); font-family: arial, sans-serif; font-size: 13px; background-color:=
 rgb(255, 255, 255);"><br></div></div></div></div></div></font></div><br><b=
r></div></div></div></div></div></div></div></div></blockquote></div></div>=
</div></div></div><br><br></div> </div> </div>  </div></div></blockquote></=
div></div><br><br></div> </div> </div>  </div></body></html>
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