dear Jean

I am brand new to this forum and all i have had is reams and reams of your 
current debate (conflicts?) that i have absolutely no understanding of nor 
interest in.

Sincerely sorry I've picked on you, but at what Bera address can I be 
involved --without being immersed inpages of email I cannot possibly connect 
with.

Your guidance will be very much appreciated

sincerely

Ed Cumings
----- Original Message ----- 
From: "Jean McNiff" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Friday, February 16, 2007 8:21 PM
Subject: Re: replying to Jack's post


> Dear Sarah, dear Pip, dear all,
>
> I don't think Jack has ever claimed to have originated living educational 
> theories. He has certainly never claimed to have originated my living 
> educational theory. He has definitely helped me to come to the 
> understanding that I can generate my own living theories of practice, but 
> these are my theories, not his. I have done this for myself, with the 
> support of Jack and many others. I would vigorously resist the idea that 
> anyone had generated my living theory of practice, other than me. Right 
> now I am reading the final draft of a PhD thesis in which a colleague is 
> offering her own deep understanding of theorising her practice, about 
> encouraging children, and herself, to think more critically and to 
> challenge normative assumptions. It is a lovely read. I will never claim, 
> however, that I originated her living theory of practice. It is an 
> absolute privilege to think that I was part of her journey of exploration 
> into her own learning, as she has been in mine. I don't know what an 'LET' 
> is. I do know what a PhD thesis is that offers a claim by a person to be 
> able to offer descriptions and explanations for why they are doing what 
> they are doing. I wonder if other people on this list can help us all to 
> understand more clearly what is involved in generating one's own living 
> theory of practice and how that can be communicated as a piece of quality 
> research? Especially, like Pip, how do we as educators encourage the 
> children we are working with to come to think for themselves and make 
> their own living theories of practice public? This is the focus of the 
> thesis I am reading right now, and which makes the reading such an 
> exciting experience.
>
> Best wishes,
>
> Jean
>
>
> On 16 Feb 2007, at 16:56, Sarah Fletcher wrote:
>
>> Dear Jack,
>>
>> I find the first part of your response very helpful
>> and not all surprising - you adhere as you (and I)
>> must to the criteria specified by each/every
>> university where we assess work put forward for
>> academic evaluation.
>>
>> The second part is less clear to me as you pass on
>> Moira's evaluation of how you supervise but that isn't
>> wasn't precisely what I was asking for.  I am sorry to
>> trouble you but could you say, please, in your own
>> words, exactly what you look for ie what are your own
>> standards of judgement specifically for Living
>> Educational Theories (since you originated them)?
>>
>> I'm not asking about living standards rather 'living
>> educational' theory.
>> Thus as a student seeking to achieve a PhD I ask what
>> SoJs distinguish an LET & could you add how, please,
>> how these differ from non-LETs?
>>
>> Best wishes,
>>
>> Sarah
>>
>> --- Jack Whitehead <[log in to unmask]> wrote:
>>
>>> On 16 Feb 2007, at 12:11, Sarah Fletcher wrote:
>>>
>> re. Dear Jack, could you advise me as to the standards
>> of judgement you use and  expect/intend others to use?
>>>
>> re. When I make judgments as an internal or external
>> examiner I use the  standards of judgment I am given
>> by the University
>>
>> Sarah Fletcher
>> http://www.TeacherResearch.net