Greetings! I am very much looking forward to the e-seminar and hope to learn more not only
about 'living educational theories' and the stabilising of educational values which can be used as
standards of judgement, but also more about other forms of 'researching lived experience'. I am
enjoying re-reading Van Manen's writings (1990) at the moment and recently (thanks to a posting
on Living-Action-Research) finally made time to read Frankl's moving account 'The Meaning of
Life'. From the experience of critically engaging with both texts, I am less sure than I was about a
distinction (if there is one) between living and lived educational theories and how far this matters!
So, in short, I am hoping to learn more about the nature of living educational theories and what
might distinguish them from 'lived educational theories'. I am keen to learn more about the role
of consciousness in emergeant educational theories - how far is the 'Hawthorne effect' a positive
or a negative affect in the creation of living/lived educational theory? What other questions beyond
the kind 'How can I improve?' assist practitioners in researching their own work and (as a research
mentor) how can I assist the teachers and students I work with by 'scaffolding' through mentoring
so that they create understandings, which we can share, about their values, skills and knowledge?
Thanks for the invitation, Jack, to contribute resources -
You can see some of my emerging educational theories at http://www.TeacherResearch.net and, I
trust, evidence of my influence at http://www.teacherresearch.net/rm_wiltshirespring02-3.htm
Kind regards
Sarah
"Ultimately, man should not ask what the meaning of his life is, but rather must recognize that it
is he who is asked. In a word, each man is questioned by life; and he can only answer to life by
answering for his own life; to life he can only respond by being responsible."
Man's Search for Meaning, p.172
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