Pete writes;

"Thus I am convinced that, by addressing within dialogue the concerns of
another, my own concerns become explicated and resolved. You say you are
conscious of bringing yourself to the edge of your competence/incompetence
and have a creative sense of failing to explicate the processes of
pedagogising living educational theories (now - is that living educational
theories as a general category or each of your own living educational
theories? "

I am thinking of each living theory as a singularity and not a general category.

I like the idea of addressing your concerns. I'd like to do this in the hope that I can
help with the communication of the values that give meaning and purpose to your
life in assessing the quality of practitioner-research. I think we share a concern for
your well-being as you move into the post-operative and radiotherapy phase of the
treatment for prostate cancer. I certainly feel that we share a desire to assist each
other to live as meaningful. pleasurable and productive lives as possible in whatever
time we have left! Your story, which only a few on the list will know, about your
father's belief in love and understanding and the influence of these qualities in your
own learning and beliefs, continues to move and inspire me. I'd like to see in this
review if it is possible to share, through dialogue, and perhaps with visual narratives,
love and understanding as criteria of quality and as living standards of judgement.
When Moira Laidlaw joins the conversation I think she will be able to help with this.

"If Maggie Farren has achieved your aim in her own work, then I assume from your
sub-text that you feel you cannot adopt wholesale her form of resolution to create
your own. Perhaps each piece of living educational theory has its own unique and
optimal way of expressing its pedagogy – which I maintain requires careful listening
while holding the concern within a dialectical arena."

I probably expressed myself badly in the previous letter. What I meant to say was
that Maggie has achieved her own aims with her own pedagogy of the unique and
web of betweenness (Ideas that Maggie uses to describe and explain her influence).

In seeing the legitimation of the living educational theories of others at:
http://webpages.dcu.ie/~farrenm/ I also feel affirmed because of the freely
acknowledged value that others have found in some of my ideas. So, I'm agreeing
with what you say about the uniqueness of each living theory.

"A final rememberance from my dissertation days – one that made me face the
public arbitrariness of my own personal certainty: Marx wrote (in Ilyenkov,
p.29) "Even with philosophers who gave their work a systematic form, e.g.
Spinoza, the real inner structure of their system is quite distinct from
the form in which they presented it. … it is necessary ... to distinguish
between that which the author in fact offers and that which he (sic) gives
only in his own representation." ".

So, let's work with others in this review to express the meanings of all our criteria for
judging quality with as little distortion as possible in our representations. I'm
wondering if an account of your work as a magistrate might help to communicate the
values of justice, care and compassion flowing through your judgements?

Love Jack.