For the Monday group and an invitation to colleagues.


5.00-7.00 1WN  3.8 Monday 13 June 2005.


News  - the proof copies of All You Need To Know About Action Research have arrived and Jean and Jack have to have these back to the publishers by the middle of July. Jean is off to Nelson Mandela University on the 20th June to talk to staff and students about action research This will be followed by talks at the Winter Research School. Just have a look at the Spartan conditions ! Jean should be back on the 2nd July.


The Monday evening session with Moira, Dean Tian and Mr. Gao, from China's Experimental Centre for Educational Action Research in Foreign Languages Teaching, has been fixed for the 11th July so do please put this in your diary. Alan, James Pryor and others working on the conference on Addiction, 'Unhooked Thinking; Beyond Habit', are hoping to book the Assembly Rooms for the 19-21 April 2006 – this doesn't conflict with AERA in San Francisco from the 8-12 April 2006. The call for papers is now out for AERA 06 with the theme Education Research in the Public Interest. Register on-line at:


After we've caught up with each other's news from the week, we will video-tape a conversation with Ken about why he values dance and the expression of Qi Gong. We will be doing this in the context of a proposed visit by Ken to James' classroom to explore the educational influence of Dance with the pupils in James' class. We'll think about some possible educational influences in pupils' learning from their experience of Ken's expression of Dance in relation to the theme of India. Do let's see if we can connect Ken's expression in Dance  to Alan's idea of inclusionality in communication networks. Please read before the session Alan's latest article published by the Scientific and Medical Network on 'Why I Need My Space – I'd Rather Be a Channel Than a Node' at:


Alon's writings on his heuristics of human existence continue with his advocacy:


>> I, therefore, advocate an account that does not conceive human 

>> beings as distinctive collectives of 'I's united in-the-world by 

>> language, discursive elements and rules, socio-culture, economy, 

>> class, cognitive ability or history that need to be analysed so as 

>> to reach the 'I' who embeds them in him/her.  Nor does the account 

>> that I subscribe to conceive human beings as an aggregate of the 

>> discretely studied and conceived human, or non-human, processes, 

>> experiences, faculties, components, mechanism and 

>> interrelationships that make up the 'I' (Serper, 1999).  Instead, I 

>> advocate an account that reaches all the elements that I mentioned 

>> here by simply having and enabling its generator to account for and 

>> self-evaluate his/her Ontological development as an 'I' in and with 

>> the world and his/her mission and expedition at fulfilling and 

>> enriching his/her own existence/ living to his/her utmost ability.  

>> This is in accordance with his/her desire to aesthetically, 

>> ethically and authentically self-fulfil and lead an agreeable, 

>> contributing and authentic existence in-the-world.


Let's continue to explore the educational influences in learning of a relationally dynamic awareness of space and boundaries as connective, reflexive and co-creative. Do pop over to the first floor foyer of 3 South near Alan's room 1.23 to see the exhibition of students' work from the undergraduate course on Life, Environment and People. It would be worth coming over a bit earlier than usual next Monday and going over to spend some time with the student's work. I think you'll share my pleasure in seeing the creativity and quality of inclusional understandings expressed by the students.


What I'd also like to do is explore the possibility of supporting a group of some 16 teachers, from next October, in educational enquiries into improving student learning and in the development of their understanding of research methods in education. If I could I'd like this work to support Joao's work in the Sensory Support Service, Marie's work in supporting pupil learning, action research and inclusion in BANES and James work on enquiry learning in his classroom at St. Martin's Garden School and with other colleagues in the area. I'd also like this work to be informed by Gordon's work in supporting the development of a Training School at John Bentley School.


I'm in no rush for responses to my draft paper on Living Educational Theory and Standards of Judgement: A contribution to the debate about assessing the quality of applied and practice-based educational research,  at:


but it would be good, Mike, Jackie, Moira, Paul, Terri, Kev, Jacqui, James, Ben, Mary, Ram, Pat, Geoff, John, Mad, Moira and Robyn, if you would just check the points I'm making about your doctorates in the main body of the text and the Appendix, just to make sure that I haven't misrepresented what you have accomplished.


Love Jack.