LSBU Learning & Teaching Conference, 21 January 2009 student, this pa - PDF document

LSBU Learning & Teaching Conference, 21 January 2009 student, this paper explores the encounters a student makes with reequality, diversity and sustainability are examined through the senex-attitude of oppression in orthodox education systems and processes is explored through the use of short dialogues and narrative forms leading e and time of transformation. The memories of which are relayed though reflective journals and the Characters (Archetypes) oned by the Thought Police. Syzygy odromic opposites, the Senex-Puer hough fictionalised (or mythologized) do reflect actual situations with which the authors have been involved over their Data interrogation, data capture, data mining – very physical, very controlling, The workshop is about to begin. As I had feared, Professor Senex is going to lead the session. Off he goes, pausing impreas is his wont. “Research is all about process. You must remain detached and impartial. We are dealing with cold, clinical, concepts. There is no place for emotion in academic research…” On and on he drones. I look towards these puer (sic) students wondering what they will make of this. A whisper in my ear says: “Now you know why we started the humour-ous journey with Melancholia!” I nod, sagely. Senex is now relating his worldly experience on the importance of objectivity, as the narcoleptic air grows thicker. “Employers look for refined skills in project management and successful comp measurable and demonstrable competence of this…” Senex pauses impassively, then looks down, leeringly, to his Narcissistic fan club, giving them a wink. always a few! How he gets away with it I’ll never know!” I cannot believe how uninspired this is. Now we have the data interrogation and statistics part (“Why must this be so adversarial?” I wonder “Is it not experience…?”). So much for his knowledge of project management, brilliant presentation skills and so on… Perhaps more of the audience will re the best cure for insomnia yet – as her head thuds dully down on her desk. At least some sense of irony lives on… That, at least, provided a break for the students so they could speak to each other and some of the other academics, before they united in a feeling of mutual superfluity! Senex, with his ‘gracious group’, were, to those with a keen eye, left somewhat isolated. So time for some real teaching! “Let’s start with the very word research” I suggest to a small group. “Try looking more closely at the word – what is its etymology?” this seems to have got more attention… “Perhaps to re-search you must first search? Now do you like the ‘process’ or would you prefer ‘journey’?” “Good” whispers my daemonic amigo “this has life, it has intrigue, look at the difference in their expressions! They are involved, perhaps even en-chanted!” being inside, being subjective, being alive, rather than standing without, in your attempt to be objective and independent, it has experience, from which can come observation, allowing your movement, hence e-motion, to prevail.” llumination, exploring metaphors of Advice from Heraclitus themselves with many particulars. Eyes and ears are bad witnesses for men with barbarous souls. Nature loves to hide. (Bly Can our research methods uncover the hidden mysteries of nature? Perhaps experiencing the stories…? oppression? Do we inhabit worlds where we take no time and no joy in what underfoot in our conquest to instantaneously interpret, to ‘know’… are often found in ancient wisdom and ritual (see McWhinney & Markos). InFor this to happen a vessel of working, the journal…a plach, modernism and postmodernism is nown as Fuschian functions could not established the existence of a class of Fuschian functions”” (Braud & Anderson p.141) Selected Bibliography (1998); Transpersonal Research Synthesis of Phychic Opposites in Alchemy CW14 (trans. R F C Hull); Bollingen Series, Princeton University Press, NJ of John Mezirow’s Transformative Learning Theory’, Journal of TransformatiMcWhinney, Will & Markos, Laura (2003); ‘Transformative Education: Across y, Malcolm (1991); From Puritanism to