For the Monday Group and an invitation to colleagues.
1WN 3.8 5.15-7.00 25th September 2006.
Alan Rayner has sent in the following characteristics of 'wisdom enquiry' and I'm looking forward to an exploration with Alan of their implications for our conversation on researching our educational practices of inclusionality.
"I think wisdom enquiry has the following fundamental characteristics, from which many others can be derived.
1. It seeks understanding of nature and human nature and does not attempt to set these apart.
2. It is unprejudiced and hence in a sense un-objective, based on considering all available evidence from all available perspectives.
3. It recognizes the restrictive nature of any fixed, uniquely situated perspective in which an observer is distanced from the observed.
4. It does not isolate reason from emotion or give precedence to one over the other.
5. It corresponds with and is therefore not set in opposition to natural dynamic processes and geometry, thereby obviating conflict and paradox.
6. It does not, except as an analytical tool, impose an artificial
rectilinear frame upon nature or regard linearity as precursive to non-linearity.
7. It does not, except as an analytical tool, deliberately exclude or ignore some vital aspect of nature for the sake of convenience.
8. It recognises that all form is a dynamic inclusion of space - not an occupier of space - and so is not definable in absolute terms.
9. It recognizes that all is included in and influenced by all Ð content is inseparable from context at any scale.
10. It includes love."
Yaqub Murray has sent in his responses to Alan's 10 principles for us to discuss at:
Jack has posted the latest draft of his paper on
How can explanations of educational influences in learning flow with life-affirming energy and values of humanity in relationships of affirmation and contexts of a lack of recognition?