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Hi Geisha and others From the rush of replies from me, you'll figure that I finally found time to read some of this discussion! And it's inspiring and challenging, for sure.. Geisha, I love the thinking in your final sentence - "We need to find ways to squeeze through conflicting situations". I hope that you find such ways to squeeze in your present very pressured environment. Warm regards Pip On 20/08/2013, at 1:09 AM, geitza rebolledo <[log in to unmask]> wrote: > Cinthia,Briam,Jack,Joan and all, > Thank you so much for this interesting discussion, > I felt very empathic to Sylvia description of her conflicting environment as I myself come from a similar comming from Caracas, Venezuela. At the moment at the pedagogic University together with all the Universities of the country we have been on a strike for 3 months....Reasons: no budget for the public Universities ,no increase of teachers salaries in the last 4 years having a 50 % inflation in the country, and many economic aspects affecting the poor quality of education and research, in addition to political discrimination of our Universities compared to the government ones.However, I feel that at Univeristy level I am still free to innovate in my classroom in teacher trainning.This is why I am writting a research on my own practice teaching Action Research at pregraduate teaching trainning to improve my practice considering the point of view of my students through posted facebook. In this experience I have found several conflicting situations If I made list some of them I could point at the following: 1.Myself accepting my students as colaborators 2.Some of my students considering the facebook posting as a" waste of time" 3.Lack of students skills in reflective writting 4. How to design and put into a practice a more constructivistic,dialogic, Action Plan( refering to my own pedagogic practice ). > I try to be concrete and to find practical ways to solve these conflicts in my writting, however I am dubious if we ,colaborators and teacher,really solved them .... > On the other hand I had the experience of working as aBilingual Science Teacher at a Middle School in N.J. at Plainfield teaching "latino and African American students ". > I was amazed of the way teachers are controlled by the administrators in their teaching ... the curriculum is controlled by lesson plans revised by head masters . Teaching Practice is supervised in many ways,including superivsors walks inside classrooms !!! Even external tests measure "teachers effectivity " However, inspite of all that controll, I found small spaces to work with my students together in developing human values of togetherness,love,respect and environmental learnning... Some through outside classroom activities, visiting N.Y. Natural Science Museum, Natural Gardens, Building a Garden Project with parents on Saturdays also the ,aflaunch of an afternoon school Astronomy Club... > I believe today, we need to find ways to squeeze through conflicting situations... > Many greetings, g. > > > Date: Mon, 19 Aug 2013 12:56:16 +0100 > From: [log in to unmask] > Subject: Re: Conflicts in Researching Our Own Practice > To: [log in to unmask] > > Hello Cynthia, > > You may find something of value in this: > > In my career I faced cultural environments that were in conflict with my values. > There were policies that irked, and styles of management that offended. > > Here were some alternatives that were suggested to me: > > 1. Resign from this hostile situation and seek a post that is more in harmony with your beliefs. > (This was all very well, but I had a family). > > 2. Keep the public and private separate. Have your own values but don't let them clash with occupational policies. > (I was uncomfortable with this) > > 3. Ignore the clashes and follow your own principles. > (This would bring conflicts with corporate policies, affect work assessments, and invite legal issues) > > 4. In so far as work environments allow, bring your own values into your professional practice. > (I followed this path) > > 5. Work at a political level within the institution and wider community to change policy and practice. > (I tried to do this through seeking leadership responsibilities in the profession, and outside through writing.) > > Perhaps considering and weighing up the relative merits of these alternatives might be helpful? > > Sincerely, > > Brian > From: cynthia cozette <[log in to unmask]> > To: [log in to unmask] > Sent: Monday, 19 August 2013, 2:34 > Subject: Re: Researching Our Own Practice > > 8-18-13 > Dear Joy, Jack and Everyone: > Greetings to all in Liverpool(the home of the Beatles) and to the global community of researchers. > I was also feeling very disillusioned about my current teaching predicament. > 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 environment that is breeding unhealthy transformation? What do I do as a researcher when unhealthy transformation is forced upon me? > > I was one of 3,800 educators (all counselors, nurses, assistant principals, music teachers, special education teacher aides, cafeteria and bus aides and some art and physical education teachers) laid off this past summer in the School District of Philadelphia, Pennsylvania, USA public schools. I recently received a call back to teaching notice and will be one of 1,000 educators called back to service 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 school are selected by a lottery system. The majority of the students score eighty percent or higher on their standardized achievement test scores in mathematics, reading and science. > > Almost every other day there are public protests in the City of Philadelphia by concerned parents, students, teachers and educators. Many local parents are threatening to place their children in home study programs in September, 2013. Many parents say they are planning to leave the school district with their children because they feel school safety is an issue with so little adult staff to supervisor students because of the massive layoff. > > The teachers themselves are even concerned about school safety and some are now on hunger strikes. Local and state politicians are battling back and forth over who will pay badly needed funds of 304 million dollars to support the school district. Some politicians are demanding the teachers take a thirteen percent pay reduction to help find school funding. The school superintendent has suspended seniority rights for teachers and is calling laid-off teachers 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…teacher performance will be tied to student scores on state standardized achievement tests. If an administrator 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. > > How do I improve my practice in world of education that has developed into chaos? > Suggestions are welcomed. > Cynthia Cozette Lee, Ed.D. > Middle School Teacher – Philadelphia , Pennsylvania USA > > > 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 > > 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 last academic year was very stressful and I found myself feeling disillusioned and very tired. Reading your conversation has re ignited the spark of learning I thought extinguished, thank you! > > 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. > > The Internet as a tool for forging links and connections is amazing. Children have the confidence and innate belief in the concept of 'one world' through ICT. Current and new friendships cross boundaries, information is shared trustingly and they are excited by the prospects and do not see any limits. > > This is the tool 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 boundaries of belief, knowledge and expectations. A way to spread influence and truly realise the part we all play in a world community. > > 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 education as it has traditionally been taught. Could we encourage a natural belief in exploration, the idea of transformation will be part of the internal belief of daily life? > > Rambling ideas, but I do enjoy sharing your thoughts. > > Joy > > 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 > > Dear Aga > Your passionate commitment to sustainable development shines through what you write.; as does your frustration that it is such a ‘big task’ , and there is apparently little sign of progress. > You say: “The challenge here is ‘What I want to transform?’ this is a question that needs extensive and substantial knowledge of sustainable development before we start exploring it”. > I would like to suggest that the answer to ‘what do I want to transform?” would produce many different answers from many different people; and that each of these responses may be equally valid. My interest, similar to Sara’s I think, is the process of transformation itself. And I think here the key word is ‘process’. For me, there is a spiritual dimension to this – by ‘spiritual’, 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 give themselves the time, space and stillness to connect with that. Within that context, I then think it is important for people to be ‘true to themselves’; 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 would hope that they would be encouraging others to do the same. This, I would suggest, is the kind of ‘ethos’ 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 words. For example, I introduced the word ‘spiritual’ in what I wrote. Many people do not like that term, and may be put off listening to what I say because of that. Other people are wary about using this term, or others that are meaningful to them, because they fear that others will ‘judge’ them in some way for doing so. The important thing about ‘deep listening’ and engaging in cooperative inquiry is that we learn about where the other person is coming from beyond 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, whatever our stated beliefs and perspectives. > Andy Henon wrote: > “I believe that provided an individual is empowered to make informed choices and is aware of alternatives beyond whatever educational models, systems and authoritative views they are exposed to, thriving societies can prevail……. It is not the end objective that matters, it is the process, the journey, the ever changing world of knowledge creation? Living and sharing of life?” > This for me is another way of describing the nature of the process I am trying to describe. > The important thing here for you, Aga, is that you do what you can to develop your own knowledge of sustainable development. 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 interested in following? 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. The increasingly sophisticated advances in technology make all kinds of global connections and explorations possible – and they are increasing in number and kind. Even Facebook pages are being used as a means of people sharing together the kinds of things they see as important for making a positive difference in the world. > Jack Whitehead’s idea of ‘living theory’ 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. However there are also other ways of thinking about and researching the process of connecting individual transformation and global transformation. In 2001, I organised a conference New Paradigms in Education: Values, Relationships, Transformation, and even at that time, people were sharing transformative experiences, and the processes that had led to them. The core challenge now, I think, is how to connect the growing number of individuals and groups who can relate to this idea of ‘transformation starting with self’, and research ways in which we can get beyond the specific language and ideas we each promote in our own worlds, to agree shared objectives, and work more effectively together to achieve global change. > It is a long, arduous journey and requires much patience, and an acceptance of whatever transpires as a result. The Buddhist philosophy includes the idea of ‘non-attachment to outcomes’, and I try to keep that in mind, hard though it is. > Best wishes, > Joan > > > 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 question is, what kind of research do we need ….. I would suggest that what is required is a transformation of thinking and action > > Transformation is big word and requires extensive understanding of current situation before we transform into a desired scenario. > > I think Jack Whitehead’ living theory philosophy & research method are good enough to transform current practices into desired practices. It focuses on “values” and the question such as “How do I improve my practice?” Or more elaborately, “How do I improve what I am doing for personal and social benefit? Both questions itself are directly leading towards Transformation. Our values drive the research and the research process. > > One can use any authenticated qualitative or quantitative methods or philosophies. The challenge here is “What I want to transform?” this is a question that needs extensive and substantial knowledge of sustainable development before we start exploring it. > > 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 more in number, consume far too little and live with the prospect of hunger, squalor, disease, early death, social & economic inequalities. > > Sara: For institute of Transformations: what are you planning to tansform? > > Regards > Aga > > > From: "Salyers, Sara M" <[log in to unmask]> > To: [log in to unmask] > Sent: Saturday, 17 August 2013, 23:55 > > Subject: Re: Researching Our Own Practice > > I think this is beautifully expressed, Joan. I find myself moved and inspired simply by the question of how 'transformation one person at a time can become transformation one group at a time'. Oddly enough, I've been working on 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 list, and the support of a couple of stateside colleagues. The mechanics of transformation amaze and humble me and, from my own experience, there is no doubt that this world shifting process is founded in what you describe as those "fluid interconnections" between human beings. > Much love > Sara > > Sent from my iPad > > On 17 Aug 2013, at 17:49, "Joan Walton" <[log in to unmask]<mailto:[log in to unmask]>> wrote: > > > Dear Lawrence, Aga and All > > It is interesting to me that the subject of this email chain is ‘researching our own practice’; and there is a return to the subject of research when Aga says: “We need to research how can we integrate human ethics, economic, environmental and social factors into our curriculums and how can we teach from parents and professionals (who missed out sustainable education) to present and new generations to eliminate inequalities and create sustainable growths to prolong earth resources.” > > The big question is, what kind of research do we need if we are to address these and other questions that so urgently need addressing if we are to deal with the many crises that currently threaten human wellbeing, and possibly human existence? > > 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 ‘objectively designed’ structure or system than in itself will create such change. A recent colloquium at Liverpool Hope University entitled ‘Researching Our Own Practice’ was organised on the principle that the world will only be transformed one person at a time; that each of us can only change ourselves, not others; and that each person, through taking responsibility for researching their life and practice, can through their own transformative experiences and learning, make a contribution to the global transformation that is required. > > I too like Ken Wilber’s Integral Theory, but I think we are each are influenced in very different ways by different theories, world views and life experiences, and we each need to find our own way, and our own influences, in working out what we want to be and what we want to do. What is important, I suggest, is how each of us create our own unique ways of connecting our inner lives – (worldview, values, spiritual influences, feelings, etc ) – to action that makes some kind of contribution to addressing the kind of global crises identified by Aga, albeit at a local level. > > We then need to explore how we can work together, i. e. research through a ‘co-operative inquiry’, to discover how the learning and knowledge that each of us develop in our own unique and creative ways, can be shared with others in a systematic way that is of mutual benefit. My experience of co-operative inquiry is that it not only allows me to share my experience, but in listening deeply to each other, there is a transformational shift in our understanding of ourselves as well as of others. The ‘shift in consciousness’ created through this process really can be significant. How then to ‘upscale’ further, so that that group learning can have wider influence? > > I do not know the answer to this. I think in ‘researching our own practice’, we need to connect the transformative experiences an individual has (we know quite a lot about different ways in which that can happen), with transformation at a global level. Transformation one person at a time needs to become transformation one group at a time, perhaps with the intention 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 starting 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 ‘tipping point’, which will result in sufficient numbers of people whose commitment to (for example) “eliminate inequalities and create sustainable growths to prolong earth resources” is so strong that national / global structures will be changed to enable that to happen. > > In other words, when ‘researching our own practice’, I think we need to be researching the processes that will facilitate the dynamic process of creating fluid interconnections between individual ‘journeys’ and a global ‘shift ’. > > Best wishes, > > Joan > > > On 17 August 2013 12:03, Lawrence Martin Olivier <[log in to unmask]<mailto:[log in to unmask]>> wrote: > Hi Aga > > I totally agree with these ideas. I find Ken Wilber's Integral Theory/ Paradigm (his integral map / 4 perspectives / 2 paths objective and subjective / individual and collective etc.) a useful pedagogical tool to address the kind of holistic curriculum you are suggesting. It is possible and not that difficult, to include an Integral holistic approach in the teaching of any Discipline / Subject / Field. I make wide use of "Integral holistic thinking" in my training of Tutors from all Disciplines.The New Economics Foundation (UK) for example, view the science of Economics from a perspective that "people and planet matters" - not just economic growth in the GDP!! > > Lawrence > ________________________________ > From: Practitioner-Researcher [[log in to unmask]<mailto:[log in to unmask]>] on behalf of aga yamin [[log in to unmask]<mailto:[log in to unmask]>] > Sent: 17 August 2013 12:10 PM > > To: [log in to unmask]<mailto:[log in to unmask]> > Subject: Re: Researching Our Own Practice > > Dear Lawrence > > Discussions and practices on ethnicity, religion, colour etc. indicate, we are far behind from a civilised sustainable society. The society where human equality is intrinsic and genetic and people are focusing: how to revive planet resources, enhance economic, social and environmental growths to enjoy the benefits of exceptionally literate, civil and a harmonised society. We need to research how can we integrate human ethics, economic, environmental and social factors into our curriculums and how can we teach from parents and professionals ( who missed out sustainable education) to present and new generations to eliminate inequalities and create sustainable growths > to prolong earth resources. We need to redefine learning & development to create sustainable education. > > Aga > From: Lawrence Martin Olivier <[log in to unmask]<mailto:[log in to unmask]>> > To: [log in to unmask]<mailto:[log in to unmask]> > Sent: Saturday, 17 August 2013, 6:57 > Subject: Re: Researching Our Own Practice > > Hi Aga > > After making my earlier comments I read a report in my local newspaper about a Headmaster of one of our elite schools arguing that his elite school should "be proud of their elite status". I find this a concern and a problem in my South African post-apartheid society (apartheid was abolished in 1994) where 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 say "we need top class schools .... they are beacons of light ... private schools are producing top mathematicians and scientists and had past pupils who were contributing tangibly to the country's GDP"! He makes no mention of the massive inequality going on in his own society and in the global society or that continually expanding the GDP in the ways we are doing is not sustainable on one planet! - these kinds of elite schools are surely not "beacons of light"!! > > Lawrence > From: Practitioner-Researcher [[log in to unmask]<mailto:[log in to unmask]>] on behalf of aga yamin [[log in to unmask]<mailto:[log in to unmask]>] > Sent: 14 August 2013 08:54 PM > To: [log in to unmask]<mailto:[log in to unmask]> > Subject: Re: Researching Our Own Practice > > Dear Angela / Shelagh / Lawrence and All > Angela: Thanks for your response. True. It is a complex question. I do agree with you that ownership & responsibility play a crucial role in the success of learning & development. In e-learning or self-directed leanings, people do take the responsibilities of their own learning. > However, “Empathising” with learner, directly contributes 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 responsibility, sufficient level of maturity and motives to achieve something that derived you to take the ownership and responsibility of your own learning? > Since all learners are individuals, hence a wide range of learning strategies are employed, tested and experimented such as “Learner-focused or learner-centred” learning or “Differential learning” or routinely considering individual’s learning style in teaching & learning 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 the 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 empty vessels' with what we 'need' our students to learn? > Answer is “Yes”. A three-year old does not wish to learn numbers “1,2,3,4,5,6” etc. Should we leave vessel empty? > You commented: How much of the learning is intrinsic and how much extrinsic? > 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 will passionately explore: how to do it (Intrinsic). If information is available online or my teachers 100% persuade me (Extrinsic) to learn chemical equation, 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 assess the success rate. If a success rate is exceptionally higher, it means it is an outstanding method. > You commented: How much do we value the 'process' of learning, giving time and attention to the 'journey'? > Value is independent to time and attention. Values do not allow us to compromise. > You commented: How much do systems, targets and assessments encourage us as educators to focus our attention entirely on the outcome or product to judge 'development'? > Systems, targets and assessments are to regulate consistency and fairness. They do not interfere “ the way we employ learning & developmental activities”. That's why league tables tell us, who applied the right approaches in managing the learning process within the given systems, targets and assessments. > You commented: I am terrified that going to school may 'knock this out' of them. Isn't that a terrible fear? > Initial assessment plays its role here. A school teacher must hold the abilities to conduct initial assessment to differentiate learners and develop an appropriate learning & developmental strategies. I think, rather than fear, this is an opportunity for you children to be assessed externally and classified as the children with innate abilities to learn and develop. This is also an opportunity for educators to prepare children with exceptional innate abilities to produce leading results > > Lawrence: I do agree with you that two key factors count i.e. social status of a teacher and education level to gain success in learning & development.. > No doubt, Finland is at the top of the schools’ league tables especially in Maths and science across the world. We need to see its impact on Finland’s scientific development, economic growth, environmental growth, social growth, employment rate and so on. Is Finland leading the world in all these parameters? If answer is yes than it means learning & development is taking place in Finland effectively. > Regards > Aga > > > > From: Shelagh Hetreed <[log in to unmask]<mailto:[log in to unmask]>> > To: [log in to unmask]<mailto:[log in to unmask]> > Sent: Wednesday, 14 August 2013, 8:25 > Subject: Re: Researching Our Own Practice > > Pleased to meet you Angela > > Shelagh > > > > Date: Wed, 14 Aug 2013 07:26:45 +0000 > From: [log in to unmask]<mailto:[log in to unmask]> > Subject: Re: Researching Our Own Practice > To: [log in to unmask]<mailto:[log in to unmask]> > > Angela James, University of KwaZulu-Natal , Durban, South Africa. > > From: Practitioner-Researcher [mailto:[log in to unmask]<mailto:[log in to unmask]>] On Behalf Of Shelagh Hetreed > Sent: Wednesday, August 14, 2013 9:22 AM > To: [log in to unmask]<mailto:[log in to unmask]> > Subject: Re: Researching Our Own Practice > > Dear Aga and Angela, > > As many of us do not know each other, could we just maybe add to our communication where in the world that we are? Thank you. > > I am Shelagh and I am in Bath UK. > > 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 intrinsic motivation. When his mother wants to teach him something, he often resists, focusing on the aspect that he wants to learn instead. > > As educators, do we have a compulsion to 'fill empty vessels' with what we '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 'development'? > > 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. > > 3. An example: When learning to ride a bike, there are so many criteria to 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 picture. > Each step along the way is progress/ development/ success. > > So what is our ambition for the new cyclist? Staying upright while moving forward, cycling safely along a lane, busy roads, city traffic, racing, off road mountain biking, the Olympics in Rio? > > Where was the learning and the development in this example? How much of the learning is intrinsic and how much extrinsic? Of course formal learning isn't like that- but perhaps focusing on the incremental stages that are necessary for any learning to take place and analysing where there may be a barrier to further development, will help us seek alternative and imaginative ways to motivate every learner. > > I am learning so much from close contact with the daily learning of my 2 small grandchildren. They astonish me with their capacity to learn new skills, they have huge ambitions and wonderful imaginations. I am terrified that going to school may 'knock this out' of them. Isn't that a terrible fear? > > Formerly I was an educator in mainstream and special schools and the mother of a two dyslexic/ dyspraxic daughters who the education system, in my opinion 'failed'. > > Hope my comments help, if only to be challenged. > > > > > > > > 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 – do the recipients take ownership and responsibility for their own learning? > So what do we need to consider in the light of this – were they engaged and were their views about the “development” process elicited, interrogated, etc? Work from this stance onwards … more questions 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]] 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 > > Dear All > > Why learning & development fail? Please do comment. Your thoughts will provide substantial learning opportunities. > > Regards > Aga > > > > > > "This e-mail is subject to our Disclaimer, to view click http://www.dut.ac..za/disclaimer" > > > > ________________________________ > > "This e-mail is subject to our Disclaimer, to view click http://www.dut.ac..za/disclaimer" > > > > -- > Dr Joan Walton > Faculty of Education > Liverpool Hope University > Hope Park > Liverpool > L16 9JD > > Email: [log in to unmask]<mailto:[log in to unmask]> > > > > [http://www.hope.ac.uk/media/liverpoolhope/contentassets/images/slideshow/media,6740,en.jpg] > > www.hope.ac.uk<http://www.hope.ac.uk/> > > Liverpool Hope University has > > * 92% of students in employment or further study after six months of graduation, 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 £42 million in buildings and equipment over the past five years > * The best retention rate of the nine new universities in the North West. > > ****** > > Liverpool Hope University accepts no responsibility for this email, its contents and any loss or damage arising in any way from the receipt or > use of this email and its attachments > > > > > > > > > -- > Dr Joan Walton > Faculty of Education > Liverpool Hope University > Hope Park > Liverpool > L16 9JD > > Email: [log in to unmask] > > > > > > www.hope.ac.uk > > Liverpool Hope University has > 92% of students in employment or further study after six months of graduation, 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 £42 million in buildings and equipment over the past five years > The best retention rate of the nine new universities in the North West. > ****** > > Liverpool Hope University accepts no responsibility for this email, its contents and any loss or damage arising in any way from the receipt or > use of this email and its attachments > > > > > > >