Youtube urls for Jack Whitehead’s Keynote to a Council of Europe, Pestalozzi Workshop, 16th September 2010, Bergen, Norway, on:

Living Educational Theories and the Validity of Multi-Media Accounts

Parts 1 to 6 of 6

Part 1 – 14.01 minutes

The importance of making public your embodied knowledge and sharing it through the internet. See 13minutes 15 seconds into the clip for my emphasis on acknowledging love as a most significant value in our lives and the importance of overcoming the embarrassment of using love as a standard of judgment in our research. This point is continued in the first two minutes of the beginning of Part 2.

Part 2 – 14.01 minutes

The importance of responding to the questions of others.  8 minutes 30 seconds – the importance of silence in enabling others to contribute their ideas and questions. 11 minutes 30 seconds - The Practitioner-Researcher JISCmail Forum. 14 minutes – making public the embodied knowledge of educators.

Part 3 - 14.37 minutes

The validity of my claim about everyone recognizing their  (intuitive) use of action reflections which they can make public as I’m describing in the video. The mistake in the disciplines approach to educational theory. The mistake of seeing the practical principles of educators as at best pragmatic maxims with a first crude and superficial justification in practice that would be replaced in any rationally developed theory by principles with more theoretical justification from the disciplines of education.  5.00 minutes – the importance of focusing on values and the ‘I’.  7.56 minutes – the importance of grounding objectivity in intersubjective criticism. Strengthening objectivity through the mutual rational control of criticial discussion. 11.00 minutes - the work of Jean McNiff and a free booklet to download from the web. 12. 30 Joan Walton’s action research planner for the project on ‘Aiming High for Disabled Children’.

Part 4 – 14.37

The first 3 minutes  - The action research planner – what will I do about it.  What evidence do you have that you have had an educational influence in the learning of your students. The distinction between learning and educational learning. Making public the accounts. 13.30 excellent question from the audience on creating a public sphere for being critical. How do you get the quality of conversation. 4.30 – empathetic resonance – the importance of a validity group. Moira Laidlaw in China 5.30 – 9.45.  10.00 Marian Naidoo, the researcher with Marian and George – an Alzheimer’s patient and carer to communicate meanings of a passion for compassion using a visual narrative – 14.47 and into Part 5.

Part 5 – 14.37

2.02 minutes Have any of you put video-clips of your practice in a public space like youtube?  2.57 minutes Making the embodied knowledge in the room public to make the world a better place to be.

Continuing the visual narrative with empathetic validity to communicate the meanings of the expression of embodied values.

4.46 – Possibilities you can’t predict that opens up the creative potential of the research.  Developing insights that our traditional methods don’t permit. How important is collaboration and integrity. 7.47 – there isn’t one account from this room that is ‘global’.  My purpose – Can I cultivate your imaginations so that in a couple of years time there are public accounts in which we are influencing each others’ work?  You are flowing into the global communications around the world. 9.45 my loving energy is being expressed in relation to encouraging the participants to make available their accounts. Focusing on values that carry hope for the future of humanity. 11.30 the importance of courage in making public one’s own practice – a point from a Norwegian researchers. The ‘Light of the eyes’. Recognition of the Other.  Faces lighting up with pleasure. Recognition that crosses cultural boundaries. A gaze of recognition. Engaging within boundaries that are not impositional but invitational to enquiry.

Part 6 – 12.17

Researching the educative relationship. Modesty gets in the way of making your accounts public.  Making Kari Flornes’ doctorate public.  2.15 including visual data and the ‘I’ into the account. Life-affirming energy.  Engaging with more postivist minded supervisors in a mock viva was rather dispiriting  I said to myself ‘tomorrow you have got to go into your viva and shine.’ Coming from Norway you are not supposed to shine. But I decided to go into the viva and ‘shine’.  8.36 be aware of social scientists and philosophers controlling what counts as educational knowledge by transforming ‘educational’ research into ‘education’ research. The importance of self-identification with educational responsibility. The unethical behaviour of ethics committees is a danger that one has to be aware of. 11.30 - The nature of a living theory.