Click here to download 85.8 MB video-clip of Jackie Delong responding as a member of an international panel to a question on supporting networks of teacher-researchers at the International Conference of Teacher Research in Vancouver, April 2001

This is to support a discussion on the nature of living educational standards of practice in relation to a global tendency to produce lists of linguistic statements to represent professional standards of practice - WARNING - DO TAKE NOTE OF THE SIZE OF THIS FILE. IT TOOK 7 SECONDS TO UPLOAD ON MY 100 BASE-T SYSTEM AT WORK BUT USING MY MODEM AT HOME IT COULD HAVE TAKEN OVER 60 MINUTES.

Click here to download 25 MB video-clip of Paul Murray on Values and Story at AERA 2000 in New Orleans

This is to support the S-SSTEP Discussion of August 2001 - WARNING - DO TAKE NOTE OF THE SIZE OF THIS FILE. IT TOOK 5 SECONDS TO UPLOAD ON MY 100 BASE-T SYSTEM AT WORK BUT USING MY MODEM AT HOME IT WOULD HAVE TAKEN 40 MINUTES.

Click here to download 20.07 Mb video-clip of Terri Austin receiving her Doctoral Degree from the Chancellor of Bath University on 4th July 2001

This is to support the S-SSTEP Discussion of August 2001 - WARNING - DO TAKE NOTE OF THE SIZE OF THIS FILE. IT TOOK 4 SECONDS TO UPLOAD ON MY 100 BASE-T SYSTEM AT WORK BUT USING MY MODEM AT HOME IT WOULD HAVE TAKEN OVER 30 MINUTES.

Click here to download 18.07 Mb video-clip of James Finnegan receiving his Doctoral Degree from the Chancellor of the University on 4th July 2001

This is to support the S-SSTEP Discussion of August 2001 - WARNING - DO TAKE NOTE OF THE SIZE OF THIS FILE. IT TOOK 5 SECONDS TO UPLOAD ON MY 100 BASE-T SYSTEM AT WORK BUT USING MY MODEM AT HOME IT WOULD HAVE TAKEN OVER 30 MINUTES.

Click here to download - Love in Organisation by Eleanor Lohr. A transfer paper from the M.Phil. to the Ph.D. phase of her action research programme.

Click here to download rich text format

Elaine Fernandez's paper on Participatory Inquiry in Health Care for discussion in the 1st Dec. 2000, Workshop in the Centre for Action Research in Professional Practice

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Mary Hartog's Draft Ph.D. Abstract - 'Finding Voice in the Academy' for discussion in the 1st Dec. 2000, Workshop in the Centre for Action Research in Professional Practice

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Judy Ryde's discussion paper 'An Exploration of my Values-in-Action in Working Towards Cultural Diversity in a Psychotherapy Organisation, for the CARPP Workshop on the 1st December 2000

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Anna Dufty's Educational Standards of Judgement for her Dissertation Enquiry at the Royal Agricultural College, Cirencester, U.K.

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Robyn Pound's paper on methododogy for discussion at the seminar on 23rd October 2000 in the Department of Education at Bath. This is part of her action research enquiry, 'How do I improve my health visiting practice supporting developing family relationships?

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The video-clip of Geoff Suderman-Gladwell responding the Jack Whitehead and expressing his living standards of practice in his educative relationship with his students. This clip was made on the 13 May 2000 during a session on action research from the Masters degree programme of Brock University ( a partnership programme with the Grand Erie District School Board in Ontario).

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The paper by Jackie Delong, Superintendent of Schools in the Grand Erie District Board of Ontario, on 'How do I explain my educative influence?'. Paper prepared for presentation at the Third International Conference of the Self-Study of Teacher Education Practices, Special Interest Group of AERA, Herstmonceaux Castle, England. July 2000

Click here to download Moira Laidlaw's final paper for action researchers in the Department of Education of the University of Bath, before her voluntary service overseas in China begins in August 2001.

'What has the Holocaust got to do with Education anyway?'

Accounting for my value of 'responsibility' as a developmental standard of judgement in the process of helping to improve the quality of my educational influence with students over thirteen years.

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Peter Mellett's review process on educational action research and research-based professionalism

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Pat D'arcy's response to Key Stage 2 testing in English - issues of validity

Feeling our wholeness and living contradictions in love, beauty, truth and goodness in the names of education and community

Jack Whitehead, Peter Mellett, Moira Laidlaw, Ben Cunningham

View Ben's 1995 paper on Spiritual Qualities
E-Mail Ben

View Ben's 1997 CARN paper on Spiritual Qualities in his claims to Educational Knowledge

View Moira's, Jack's and Peter's paper on
Living Educational Theory

We want to share with you our understanding of Love, Beauty, Truth, Goodness, Freedom, Democracy, Material Security, Compassion, Forms of Knowledge, Systematic Enquiry, Political Participation, Economic Well-Being and Employment, and Use Value, as Educational Standards of Judgement. These educational standards are evolving in our life and work and we are inviting you to share in the evolution of their meanings as we strive to understand them better, to develop them, to learn from them, and to live them more fully in our relationships and productive work.

We feel good in being together. This isn't said lightly. This experience of feeling at one with ourselves when we are together is what we mean when we say that we share a sense of community. This does not mean that we do not sometimes experience tension and some discord. In our work together we recognise each other as unique individuals each with our own personal and educational enquiries. Whilst respecting the uniqueness and integrity of each other we share a concern to understand the nature of the educational standards of judgement which we use to validate and legitimate each others' contributions to educational knowledge and educational theory. We also wish to understand and participate in the politics of educational knowledge as we enquire into the possibility of gaining academic legitimacy for these standards of judgement in the Academy.

Like Plato we are influenced by Socrates' notion of the art of the dialectician in holding both our syntheses (the One) together with our analyses (the Many). We understand that western epistemologies have emphasised the analytic pole of dialectic in claims to knowledge and that it is only recently that efforts to legitimate holistic claims to knowledge are being rewarded with legitimacy in Western Academies. We see ourselves as attempting to hold both the One and Many together in the sense that as individual and community enquirers we wish to experience wholeness in our knowing.

This is not to deny the importance of our analytic and critical capacities. We recognise the importance of exercising these capacities in understanding the ideas of others and in judging the validity of their ideas and our own.

What we want to explore is the possibility of developing new educational standards of judgement for validating and legitimating claims to educational knowledge. We want to stress that we do not believe that these are new standards in relation to what good teachers do in their educative relationships with their students and pupils. We do believe that some of these standards, or values, have not been recognised or understood in the criteria used to validate and legitimate claims to educational knowledge within the Academy.

The papers we are including in this collection in November1997
are, Ben Cunningham's, 1995 & 1997 papers

"How can we understand and help each other? Accounting to my spiritual self in my educative relationships and loving communities"

"How do I express, communicate and have legitimated as valid knowledge the spiritual qualities in my educational journey?"

and Peter Mellett's, Moira Laidlaw's and Jack Whitehead's,

"What is it to ask - what this thing, Living Educational Theory, is?".

We are sharing our accounts through the internet as part of our commitment to public and democratic accountability. We believe that education is a power for good in the world and that every individual's living educational theory can contribute to improving the world.

We are inviting you to share our concern with living our values as fully as we can in our lives and work. This does not mean that we are asking you to accept our values. Indeed we hope that where you think them inappropriate or too limited you help us to understand how we might develop them. We would welcome your help as we account for ourselves. We hope that you will feel moved to share with us your strategies for living your values as fully as you can in your life and work.

With special thanks to Terri Austin, of the Alaskan Teacher Action Research Network for stressing the importance of community during our conversations and seminars with her on her visit to the Action Research in Educational Theory Research Group during July 1995.