For the Monday group and an invitation to colleagues


5.00-7.00 1WN 3.17, 12/02/07.


After we've caught up with each others' news of the week we have contributions from Margarida, Marie and Alan. Je Kan's first complete draft of his doctoral thesis can be accessed from and Je Kan says that he would appreciate our responses.  Eden's thesis was handed in a week last Wednesday. Jean has just received her  copy of the new Handbook of Narrative Inquiry: Mapping a Methodology with her chapter:


McNiff, J. (2007) My story is my living educational theory, in D. J. Clandinin (ed) Handbook of Narrative Inquiry: Mapping a Methodology. Thousand Oaks, Sage Publications, pages 308-329.


I've a couple of copies of the Handbook on order for the Library and will let everyone know when these are available.


Congratulations to Maggie on the funding of a project at Dublin City University for 12,000 euros on teaching and learning for digital accounts of learning using living theory and e-media. Maggie and Yvonne have been provided with funds from DCU to present at AERA in Chicago in April.


For this coming Monday evening's conversation we have the video of Margarida introducing proprioception to our South African Visitors from the 29th Jan.


We have Marie's posting of the 8th Feb. (below) to the BERA practitioner-researcher e-seminar about the significance of Maggie's research in contributing to world leading standards of judgment for educational research that is contributing to the creation of a world of  educational quality. Do have a read of Maggie's paper if you have the time:


From:           marie_huxtable@YAHOO.CO.UK

Subject: Re: Is Truth Relational?

Date: 8 February 2007 15:29:29 GMT




"Many thanks for this Eleanor, Je Kan, Jack, Moira, Alan, Susie - and all the other postings I have been too slow to respond to on the list but have influenced my thinking. Like you say Eleanor 'my brain works slowly'. I really appreciate the way you have written


Living theory and living action research is the process by which I make sense of the world, how I put my (o)ntological experience into practice and then into words.


and the posting in which it rests. I find it very coherent and it is helping me find the words to articulate and communicate what is at the core of what I am trying to do; what drives me, and why I find living theory and living action research makes more sense to me than the other approaches and methodologies I have experimented with over the years. I find trying to communicate with others, especially those who come from a very different place, is a challenge to me and you express it really well.  It is particularly timely as I am trying to prepare a response to some government initiatives and have a pressing focus of a workshop for a group of teachers next week. It brought to mind something I read by Maggie Farren about living theory and living action research which is in the paper she presented at BERA 2005 (Farren M. (2005) Creating a Pedagogy of the Unique through a Web of Betweenness Paper presented at the BERA Annual Conference, University of Glamorgan, 14-17 September 2005 retrieved  8th Feb 06 from ) Maggie's was the first paper I read at a time I was trying to make sense of it all. I knew there was something that really attracted me, made sense to me inside rather than just in my head - if you know what I mean, but I didnt have the words to help me understand for myself let alone to try to communicate with (and I mean with not to) anyone else. As you can see I am still struggling and you have given me another way forward as Maggie did over a year ago.


Hope life is smiling



We also have Alan's posting of the 7th Feb to the BERA e-seminar to consider:


From:           bssadmr@BATH.AC.UK

Subject: Re: Is Man the cause of climate change etc?

Date: 7 February 2007 14:05:32 GMT




"An important implication of inclusionality is awareness that to provide a definitive answer to questions of the kind 'What do I/we do?' is actually  to stall the ongoing process of evolutionary enquiry ('learning') along the lines of 'how may I attune (respond receptively) with my/our ever-transforming situation so as to sustain the possibility for ongoing evolution ('learning')?'. This is because the rationalistic dislocation of 'material cause' (local 'I' self) from contextual space (non-local 'everywhere' that includes 'I') is implicit in asking 'what do "I" "do"?' Both the definitive question and the definitive answer closes down possibility and so collapses the flow-form, converting space-including 'receptive responsiveness' ('male'; 'yang'; assertion) and 'responsive receptivity' ('female'; 'yin'; 'induction') into purely assertive, independent, Newtonian, 'action' and 'reaction'.


So, I can't, inclusionally, give a definitive answer to the question 'what do I do?', because to do so would violate my understanding of evolutionary flow-form. I can only suggest to 'respond receptively, through 'feeling watchfulness', in your situation so as to sustain evolutionary possibility via the dynamic balancing of inner world with outer world'. This is the    difference between 'living educational standards', which evolve with circumstances, and 'prescriptive educational standards', which 'fix for all time'. This 'feeling watchfulness' may be how 'to be and not to be', as a dynamic flow-form, expresses itself co-creatively." (Rayner, e-mail, 7/02/07)


Any more news do e-mail it in.


Love Jack.