My Living Educational Theory Grounded In My Life: How can I enable my communication through correspondence to be seen as educational and worthy of presentation in its original form?


This thesis is submitted in partial fulfilment of the requirements of the University of Bath for the degree of Master of Arts


HILARY SHOBBROOK


ABSTRACT

In the process of writing, this dissertation has developed a dialogue which goes some way towards explaining my own educational development. It thereby reveals my living educational theory which is grounded in my own life. I have engaged in dialectic enquiry which is progressed through ongoing dialogue and represented mainly in the form of correspondence. In the course of my dialogue, I have explored the possibility of using correspondence as a means of educational research as well as a means of representing that research.

I have included the University criteria for judging a dissertation as a subject of my debate in order to enable me to come to terms with such criteria in the context of this account. I hold the view that my personal and professional practice are inextricably linked to each other and to my life as a whole. I therefore insist that my enquiry must be natural and authentic, and fit in with my life. The result has been the discussion of the criteria within the text of an informal letter.

My contribution to educational theory has been in my attempt to show you my living educational theory grounded in my life. I have done this by providing an example of the dialogue and dialectic that is part of my life and, within this, explaining its centrality and value to me.

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CONTENTS


Introduction: Letter to Reader dated 27 April 1997 page 1

Interlude: Back Garden dated 4 June 1997 page 7

LETTERS TO MY TEACHER: Letter to Jack dated 1 April 1997 page 10

Justify the Appropriateness of the Methodology to the Nature of the Enquiry page 12

Nature of the Enquirypage 18

Justify the Appropriateness of the Methodology (a bit more) page 24

Show Evidence of a Critical Review of Appropriate Literature page 27

Show Evidence of the Systematic Collection of Valid Data page 39

Show Evidence of an Ability to Interpret, Analyse and Evaluate the Data page 42

Demonstrate a Coherent Approach, Clarity of Thought and Quality of Argument page 43

Relate the Special Theme to the Wider Field of Educational Knowledge and Contribution to Theoretical Perspectives page 45

Draw Justifiable Conclusions Acknowleding the Limitations of the Study page 48

Demonstrate an Acceptable Standard of Presentation and Satisfactory Use of English page 53

And Now to the Postbox page 55

AT LAST, SUBMISSION OF MY DISSERTATION: dated 6 June 1997 page 56

REFERENCES page 58

BIBLIOGRAPHY page 62

POSTSCRIPT, OR SHOULD IT BE "THE START OF SOME MORE DISCUSSION" page 69