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What worries me is that I understood all this and found it funny. Best Wishes Kieran Dr Kieran Kelly, BA (Hons), PhD, MInstLM, SFHEA, Curriculum Development Fellow Bath Spa University T: +44 (0)1225 876576 Visit www.bathspa.ac.uk Join us on: Facebook <http://www.facebook.com/bath.spa.university>| Twitter <https://twitter.com/#!/BathSpaUni>| YouTube <http://www.youtube.com/BathSpaUniversity>| LinkedIn <http://www.linkedin.com/company/bath-spa-university> Newton Park, Bath, BA2 9BN On 1 February 2018 at 12:35, Lea, John ([log in to unmask]) < [log in to unmask]> wrote: > I’ve been reflecting on this thread, particularly the revolution/evolution > dimension, and I’m wondering if I would be bold enough to submit something > along these lines in the next TEF – as the written submission part. > > > > (Not that any institution is likely to ask me to write a TEF submission, > of course, so this is just a fictitious scenario for reflection amongst us > in this community of practice) > > > > Personal Notes for the next TEF submission > > > > *Conceptual Underpinning:* > > Start with a bold statement. If everything is a footnote to Plato then > it must be in The Republic somewhere – [but don’t quote Plato – probably > won't sound right in this context] > > > > Perhaps look up Peter Abbs (The Socratic Imperative) and say something > about how the institution fosters the notion of education, not as knowledge > of, but as a critical attitude of mind in search of what is good. > > > > Say something about education and the human condition (link Arendt, > perhaps?) – and how the institution tries to foster a sense of social > justice – making the world a better place through education, or how HEIs > should be viewed as the social conscience of a nation and how we try to > enact that - but use citizenship word if things are beginning to sound a > bit deep [check that this is still an appropriate buzz word] > > > > Mine the critical pedagogy tradition. Possible reference to Friere, and > students not being spoken to, but provided with opportunities to explore > how they can authentically grow – link with widening opportunity policies > of the institution [but check that the latest publicity still says WP and > not inclusive practice or diversity – use as appropriate] > > > > Jump to Monica McClean and demonstrate how critical pedagogy tradition is > being operationalized [but don’t use that work – sounds daft]. > > > > Give a nod to Carl Rogers on significant learning opportunities being > provided – and LOs being negotiated rather than prescribed [check whether > student or learner is the current PC word]. > > > > Check with head of learning technology that the digital learning landscape > still dovetails on everything [check first that they still use that phrase. > If don’t understand reply, email Helen Beetham for advice]. > > > > *Practical application in the **curriculum* > > Find some good examples in the curriculum of students having negotiated > projects with staff and employers and local community reps - demonstrate > where they have made a difference and enhanced their employability [check > that employability is still the appropriate buzz word]. > > > > Give examples of where students have been made responsible for their > learning, and become autonomous from their teachers, or free – as Rogers > said [check whether people still say flipped classroom]. Make explicit > link with assessment strategies which emphasise student negotiation on > assignments, self-assessment, and student peer mentoring. > > > > Find good examples in depts where `rounded person’ focus is evident in the > negotiation of LOs [check with Teacher Ed dept whether anyone refers to > Bloom anymore or SOLO taxonomy, etc. and whether students are made aware of > all this; not just staff – use appropriately, if yes]. > > > > Use Angela Brew’s mosaic to show how research and teaching are being > combined in the curriculum and show how staff and students work together on > all four of Boyer’s scholarships [use Boyer’s term the scholarship of > engagement to describe this] > > > > Get some good quotes from the student ambassadors on how their projects > have enhanced the student experience – [check that this is still the > correct buzz term]. Good opportunity here to refer to those projects > which have enhanced student well-being – but check that this emphasis > doesn’t undermine the role of critical thinking for students – use Boyer’s > notion of a rounded scholar to apply to students as well as staff [check > whether institutional publicity still says global citizen and that it > wouldn’t sound too pompous here and would undermine soundness of argument]. > > > > Make sure that examples of `student as partners’ are clear [check that > this is still the correct term in the institution], and use examples from > where students have been change agents on campus. > > > > Emphasise how students are not the objects of learning but a critical part > of the learning process in higher education. If that sounds a bit risky > and sounds like blaming students if they don’t learn anything then quote > von Humboldt on how the whole purpose of HE is to put everyone in the > service of scholarship [he’s too revered, surely, for any criticism on that > front] and how the institution tries to enact this. > > > > *Notes to self on things to check* > > Conveniently ignore all the departments that haven’t taken a blind bit of > notice of anything I’ve said at development events in the previous two years > [if feel that institution could be exposed here make references to how the > institution respects disciplinary differences in academic practice] > > > > Check with Quality dept. that all the quantitative data we hold will look > good on the metric side. Pretty pointless exercise, if not. > > > > If data looks dodgy, make appointment with Pro VC L and T, and start > talking about lowering expectations of Gold, and that Silver is about right > this time round. > > > > At the same time, seek intel from her on how many people she believes in > the SMT are rather transactional in their thinking about the TEF and assess > whether you think that she has gone over to the dark side in her new role > or is she is still the transformational figure she was. > > > > When final draft is ready, check whether not using the word teaching at > least once in the narrative would be a bit risky. If so, go back through > and put `teaching and’ in front of all references to learning. [Check > whether it is still PC to put `learning and teaching’, or whether the order > doesn’t matter any more.] > > > > Re-read final draft several times to make sure that the narrative is > compelling – after all this is a textual exercise – but also – for the sake > of personal integrity - that it does actually reflect everything the > institution truly believes in, and tries to enact. > > > > If Bronze comes back, comfort oneself with the J.M. Keynes explanation as > to why he got a third in Maths from Cambridge - because he obviously knew > more than the people marking his work. But put that comment out of head > when making new job applications – think Gandhi. > > > > Don’t be tempted to send these notes to anyone … > > Best > > John > > John Lea > ------------------------------ > *From:* Online forum for SEDA, the Staff & Educational Development > Association <[log in to unmask]> on behalf of Lea, John ( > [log in to unmask]) <[log in to unmask]> > *Sent:* 26 January 2018 17:49 > > *To:* [log in to unmask] > *Subject:* Re: Blog post: The purpose of education? > > > Thanks Jason, > > > > For me, I think Readings’ most substantial point was that because > everything is contestable the battle of ideas is not so much about reaching > a consensus but learning to work with dissensus. > > Best > > John > > John Lea > ------------------------------ > *From:* Online forum for SEDA, the Staff & Educational Development > Association <[log in to unmask]> on behalf of Jason Davies < > [log in to unmask]> > *Sent:* 26 January 2018 17:15 > *To:* [log in to unmask] > *Subject:* Re: Blog post: The purpose of education? > > > Didn't Foucault say something to the effect that the word 'fascism' is > only useful *because* it's underdefined, and is therefore quite easily > moulded to whatever purpose you need? > > I like Reading's book a lot (great paragraph somewhere in there about > everyone describing themselves as excellent using identical language) but > my memory of it is that he recommended universities be/become/remain places > for 'thinking', and he left that just as underdefined as 'excellence' > already was even then. > > Language being made to perform subtly (or drastically) new purposes is > surely just language at work: the driving and shaping forces are always > going to be values and relevance (not as far apart as they might initially > seem to some), which takes us back to Dilly's point that we need to keep > contesting the meanings imputed to/imposed on teaching not as guardians of > a fixed meaning but as custodians of those values that underpin what has us > teach and research in the first place. I'd suggest this isn't about > 'settling' anything though. When I started teaching, a friend said 'just > remember, more than anything else, you teach what you *are*'. Academics > are what academics *do*, which (I think) is stop, look and listen more > deeply (then poke things gently to see what happens [please translate for > your discipline as appropriate]; as long as we are doing that *to* the > metrics and the governance (and the language), there's hope;) > > Cheers > Jason > > On 26 Jan 2018, at 16:32, Lea, John ([log in to unmask]) wrote: > > “All that the system requires is for activity to take place and the empty > notion of excellence refers to nothing other than the optimal input/output > ratio in matters of information.” Bill Readings The University in Ruins > (p39) > > > > An example of this I enjoy contemplating (to see if I can think of any > equivalents in education) is how the rail companies in their desire to > reach excellence now give trains more time to get to their destinations – > so that fewer of them can be deemed late – that’s excellent in one sense > and pure nonsense in another. > > > Best > > John > > John Lea > ------------------------------ > *From:* David Roberts <[log in to unmask]> > *Sent:* 26 January 2018 16:13 > *To:* [log in to unmask]; Lea, John ([log in to unmask]) > *Subject:* Re: Blog post: The purpose of education? > > > > There's some interesting conundra/conundrums on 'excellence' contained in > the attached from Notts Uni. It seems that to be an 'excellent' lecturer, I > need to be 'easily contactable outside the classroom', among other things. > 'Excellence' now seems to me to be a vapid empty signifier, especially > since if everyone achieves excellence (and we are being told to be > excellent in everything - research; research bids; personal tuition; > engagement and on and on), we would all be the same, or rather, a new > normality would have been achieved devoid of excellence, since excellence > is presumably defined in relation to mediocrity and normality. It seems > like another whip to beat us towards a target that can be neither defined > nor achieved - nor readily criticized without imminent censure. It feels a > bit like the Cultural Revolution all over again. > > > > > Dr. David Roberts, > Senior Fellow of the Higher Education Academy > Senior Lecturer in International Relations > Loughborough University (Room BE141) > [log in to unmask] > > New publications > http://www.tandfonline.com/eprint/P3GZXEUw6saJMACuHtwW/full > > www.davidrobertsconsulting.org > www.lboro.academia.edu/DRoberts > www.davidrobertsonline.org > <http://www.davidrobertsonline.org/> > <https://lb-public.lboro.ac.uk/cgi-bin/personcite?eudr2=cdXXX> > https://lb-public.lboro.ac.uk/cgi-bin/personcite?username=eudr2&hits=10 > > ------------------------------ > *From:* Online forum for SEDA, the Staff & Educational Development > Association <[log in to unmask]> on behalf of Lea, John ( > [log in to unmask]) <[log in to unmask]> > *Sent:* 26 January 2018 15:52:26 > *To:* [log in to unmask] > *Subject:* Re: Blog post: The purpose of education? > > > Or - as often happens when you start using a word as a ruler - once people > all become excellent you then have to talk about going `beyond excellence’. > > > > Which itself has two meanings: 1: extending the ruler, or 2: deciding not > to play that game anymore. > > Best > > John > > John Lea > ------------------------------ > *From:* Online forum for SEDA, the Staff & Educational Development > Association <[log in to unmask]> on behalf of Giles I.G. < > [log in to unmask]> > *Sent:* 26 January 2018 15:37 > *To:* [log in to unmask] > *Subject:* Re: Blog post: The purpose of education? > > Oh! the inexactitudes of language. In the OED the adjectival use of good > has 7 distinct meanings (see below). Hence the importance of everyone > understanding what definition is being used in this kind of context. I > suspect that politicians would use a different meaning to those subscribing > to this list. I also think that we are in danger of creating a new > definition of excellence as there is only a single dictionary definition > which is (my emphasis): > > noun [mass noun] > the quality of being *outstanding or extremely good*: awards for > excellence | a centre of academic excellence. > > • [count noun] archaic an outstanding feature or quality. > > > To me this is a binary quality - something is either excellent or it is > not - therefore how can excellence be graded? > > Ian > ______________ > Dr Ian G. Giles PFHEA > Emeritus Professorial Fellow, Medical Education, Faculty of Medicine > University of Southampton > > > Email: > > [log in to unmask] <[log in to unmask]> > > Web: > > http://www.southampton.ac.uk/medicine/about/staff/igg.page > http://about.me/iggiles > > LinkedIn: > > http://www.linkedin.com/in/iggiles > > *"The mind is not a vessel to be filled but a fire to be kindled**”* - > Plutarch > > good | ɡʊd | > adjective (better, best) 1 *to be desired or approved of*: it's good that > he's back to his old self | a good quality of life | [as exclamation] : > Good! The more people the better! • pleasing and welcome: we've had some > good news | it's good to see you again. • showing approval: the play had > good reviews. 2 *having the required qualities*; of a high standard: a > good restaurant | his marks are just not good enough. • skilled at doing > or dealing with a specified thing: I'm good at crosswords | he was good > with children. • healthy, strong, or well: she's not feeling too good. • > useful, advantageous, or beneficial in effect: too much sun is not good > for you. • appropriate to a particular purpose: this is a good month for planting > seeds. • (of language) with correct grammar and pronunciation: she speaks > good English. • strictly adhering to or fulfilling all the principles of > a particular religion or cause: I am the eldest of five in a good > Catholic family. 3 *possessing or displaying moral virtue*: her father > was a good man. • showing kindness: it was good of you to come. • obedient > to rules or conventions: accustom the child to being rewarded for good > behaviour. • used to address or refer to people in a courteous, > patronizing, or ironic way: a man very like your good self, in fact | the > good lady of the house. • commanding respect: he was concerned with > establishing and maintaining his good name. • belonging or relating to a > high social class: he comes from a good family. 4 *giving pleasure*; > enjoyable or satisfying: the streets fill up with people looking for a > good time. • pleasant to look at; attractive: you're looking pretty good. > • (of clothes) smart and suitable for formal wear: he went upstairs to > change out of his good suit. 5 [attributive] *thorough*: now is the time > to have a really good clear-up | have a good look around. • used to > emphasize that a number is at least as great as one claims: they're a > good twenty years younger. • used to emphasize a following adjective or > adverb: we had a good long hug | it'll be good and dark by then. • fairly > large in number, amount, or size: the match attracted a good crowd | there's > a good chance that we may be able to help. 6 (usually good for) *valid*: the > ticket is good for travel from May to September. • likely to provide: she's > always good for a laugh. • sufficient to pay for: his money was good for > a bottle of whisky. 7 used in conjunction with the name of God or a > related expression as an exclamation of extreme surprise or anger: good > heavens! > > > On 26 Jan 2018, at 13:20, Fung, Dilly <[log in to unmask]> wrote: > > Interesting that you see a sense of positivism in the notion of 'good', > Nick - for me it's quite the opposite. Good for me implies morally right > (see dictionary definition), not by any means something that's in principle > scientifically 'provable'. And of course the definition of good is specific > to a given culture and time. I tried to make that point in my blog post but > perhaps not very clearly - difficult with such a limited number of words. > But yes, shared sense-making is absolutely what I have in mind here - once > you orientate towards values, there's no other way. In my book I write > about ongoing shared dialogue for exactly that reason. > > All the best > Dilly > > Prof Dilly Fung PFHEA FRSA > Professor of Higher Education Development > Academic Director > Arena Centre for Research-based Education > University College London > [log in to unmask] > @DevonDilly > > PA: Sonale Karadia > [log in to unmask] > Tel: 0203 108 6463 (ext 56463) > 10th floor, 1-19 Torrington Place > London > WC1E 7HB > > > -- > Dr Jason P Davies > Senior Teaching Fellow (Tuesday-Friday) > UCL Arena Centre for Research-Based Education > <http://www.ucl.ac.uk/teaching-learning/about-us/arena-centre> (formerly > CALT) > 10th Floor, 1-19 Torrington Place > <https://maps.google.com/?q=1-19+Torrington+Place+%0D+London%C2%A0+%0D+WC1E+7HB&entry=gmail&source=g>, > London > <https://maps.google.com/?q=1-19+Torrington+Place+%0D+London%C2%A0+%0D+WC1E+7HB&entry=gmail&source=g>, > WC1E 7HB > <https://maps.google.com/?q=1-19+Torrington+Place+%0D+London%C2%A0+%0D+WC1E+7HB&entry=gmail&source=g> > @JasonPtrDavies <https://twitter.com/JasonPtrDavies> > > Visit the UCL Teaching and Learning Portal > <http://www.ucl.ac.uk/teaching-learning> > > <https://www.ucl.ac.uk/teaching-learning/professional-development> >