8-30-13
Dear Pip:
Thank you for your response. You raise important issues about students having to
to fret over college expenses. This certainly is stifling the time the student has for creative thought
and development.
I wonder if this is not the overall plan to make colleges more expensive and out of reach
for the typical students so that there are fewer scholars?
Scholars are often critical about the fabric of society, so the less scholars, the less
society is challenged.
Concerning Giroux and I having the same alma mater, perhaps, although our paths did not
cross as students, the Carnegie Mellon University (CMU) ideology of free and critical thinking
influenced both of us to develop a critical pedagogy perspective.
After all CMU was also the alma mater of contemporary avante-garde artist, Andy Warhol.
Best regards,
Cynthia
________________________________
From: Xtra <[log in to unmask]>
To: [log in to unmask]
Sent: Tuesday, August 27, 2013 4:03 PM
Subject: Re: Researching Our Own Practice
Hi Cynthia
I am 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 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.
I do get concerned about the way that a lot of political consciousness-raising 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 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 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 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 there'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 Teachers as
>Public Intellectuals during Dark Times."
>I found the article to be very truthful concernng the teacher's vulnerable position in modern
>times and passed the article along to my other teacher colleagues in Philadelphia.
>Just an aside, Henry Giroux graduated with his Ph.D. from Carnegie Mellon University
>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 crossed paths.
>I did live in the graduate student dorms for 1 year because the undergraduate dorms were full.
>I believe his dissertation is titled "The Mouse That Roared" where he analyzed the affect of the
>Disney corportation on parent and children's worldview.
>Cynthia
>
>
>
>
>
>________________________________
> 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
>
>
>
>Dear Pip,
>Thank you for sharing some of my story. We are launching a new website on
1st Sept, to coincide with the school opening, I think the previous link I sent
will still work, if not I will send a new one.
>The more ‘hits’ the better and thank you for your message!
>Helen
>
>From: Xtra
>Sent: Tuesday, August 20, 2013 12:58 AM
>To: [log in to unmask]
>Subject: Re: Researching Our Own Practice
> Hi Helen and others
>
>I found this a most uplifting reply to some of the dreadful situations
encountered by folk on the list, most recently Cynthia. I couldn't even begin to
imagine how to counter what Cynthia's up against, although I'd shared a rather
passionate and controversial essay by Henry Giroux (google "The War Against
Teachers as Public Intellectuals in Dark Times" if interested - it's on a
US-based site called 'truth-out'.)
>
>What I really liked in Helen's post is the perceptive observation of ways
to circumvent the restrictions of the local council, by identifying
possibilities 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 shared a
little of your story on the HETL Linked-In group by way of encouraging folk to
look for similar possibilities in their own situations. You might find a raft of
hits on the Swanage website!
>
>Having said that, a caution: I used to be Research Manager for a Maori
university that did just this. Te Wananga o Aotearoa was so effective in
attracting students who'd not experienced prior educational success, and
enrolling and graduating (in the main) them through programmes, that they blew
the government's budget for such work. Instead of congratulating them for their
tremendous work, the then government took an axe to them. Under the guise of
criticism for financial mismanagement and/or nepotism and/or shonky quality
standards - largely without foundation, as subsequent inquiries showed - they
succeeded in slowing the institution's progress and forcing them under Crown
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.
>
>Warm regards
>
>Pip
>
>On 19/08/2013, at 8:54 PM, Helen O'Connor <[log in to unmask]>
wrote:
>
>
>Hi,
>>
>>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 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 light of some of the comments made by other contributors in this conversation.
>>
>>I am a teacher, mother of three daughters and active member of the community. For the last four years I have been vice-chair of a community group called Education Swanage. The group was originally established to campaign against the closure of the local Middle School, which was the only provision of secondary education within 10 miles of our town. Swanage is situated on a peninsula and is often overlooked 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.
>>
>>Unfortunately our campaign failed and the school closed in July. However, there is a happy ending as from 2010 Education Swanage transformed from a campaign group into a project group and we proposed to open our own school.. Coincidentally (and controversially) the newly elected coalition government introduced a ‘free school’ policy just at the time when Education Swanage’s campaign to save the middle school failed. The free school policy enabled proposer groups to put forward plans to open new schools, free of county council control and funded by the government. Although this policy did not sit comfortably with my own political perspective, I knew that 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 ‘free’ school for Swanage. We were successful as in October 2010 we heard that our free
school plans had been accepted.
>>
>>Since then we have been working towards opening The Swanage School – 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 long story for me to tell you how we secured that site!) is being built. See this link for more information about the school www.http://www.educationswanage.co.uk/
>>
>>Our school 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 ethos as we are partnered by the Human Scale Education Movement who are working to promote relationships and smaller school communities as the springboard for effective learning, see this link for more information about human scale education and its director James Wetz http://www.hse.org.uk/hse/
>>
>>There is a lot more I could say, but I don’t want to keep 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 live, whilst growing and developing ourselves and building positive relationships with others in the process.
>>
>>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 influenced the founding of the new school. I am using a living theory methodology (with 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 theology enables me to explore how values are central in giving meaning and significance to our lives (in a sense they are ‘sacred’ – see the work of Ruard Ganzevoort http://www.ia-pt.org/wp-content/uploads/2011/11/presidentialaddress2009.pdf). Values evoke awe and passion and lead us to take action. My research is theological in the sense that I am speaking about how, as members of our little community in Dorset, we are ‘tracing’ a sacred path by creating a ‘living educational theory’ – 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.
>>
>>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’Connor
>>
>>From: cynthia cozette
>>Sent: Monday, August 19, 2013 2:34 AM
>>To: [log in to unmask]
>>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: PRACTITIONER-RESEARCHER@JISCMAIL..AC.UK<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: Jamesa1@UKZN.AC..ZA<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:waltonj@hope..ac.uk>
>>>
>>>
>>>
>>>[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
>>
>>
>>
>>
>>
>
>
