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my home PC was not sufficient <strong>to</strong> cope with the resource requirements of videoediting).<strong>It</strong> <strong>is</strong> a fact of h<strong>is</strong><strong>to</strong>ry that that new knowledge was applied on the RE-Netproject when we produced a range of talking heads of the great <strong>and</strong> good in RE as aresources for tu<strong>to</strong>rs new <strong>to</strong> RE <strong>to</strong> use in their sessions in initial teacher educationwork 44 . Th<strong>is</strong>, of course, meant that we were free from the need <strong>to</strong> pay forprofessional film companies <strong>to</strong> make usable quality movies available online. <strong>It</strong> wasalso invaluable experience when I came <strong>to</strong> apply the editing principles <strong>and</strong> processes<strong>to</strong> Teacher's TV programmes.The above illustrations provide uncorroborated evidence that technology had a liberating effec<strong>to</strong>n aspects of my career. I certainly felt enhancements <strong>to</strong> my cognitive self as I was able <strong>to</strong> dothings I could not do before. I knew things, I hadn't known previously but I was also motivated<strong>to</strong> acquire such knowledge, skills <strong>and</strong> underst<strong>and</strong>ing which made the process that bit moresat<strong>is</strong>fying.<strong>It</strong> <strong>is</strong> my contention that professional learning should be a liberating process. I think t<strong>here</strong> <strong>is</strong>support for th<strong>is</strong> assertion in th<strong>is</strong> extract from Whitehead <strong>and</strong> McNiff':"...the video showed him actively denying the values underpinning h<strong>is</strong> on<strong>to</strong>logicalcommitments <strong>to</strong> creative independent investigation, because he saw himself imposing h<strong>is</strong>own ideas on h<strong>is</strong> students <strong>and</strong> telling them what <strong>to</strong> do <strong>and</strong> think, rather than encouragingthem <strong>to</strong> find out things for themselves <strong>and</strong> explore their own ideas.[...] over the last thirtyyears, Jack has systematically worked at improving h<strong>is</strong> practice of enquiry learning <strong>by</strong>responding <strong>to</strong> people in a way that <strong>will</strong> encourage them <strong>to</strong> have faith in their owncapacities <strong>to</strong> create their own knowledge." (Whitehead <strong>and</strong> McNiff, 2006 p. 26)In my ep<strong>is</strong>temological tradition (i.e. theology <strong>and</strong> philosophy as shown in chapter 2.1), theacqu<strong>is</strong>ition of new knowledge, skills, underst<strong>and</strong>ing, w<strong>is</strong>dom, expert<strong>is</strong>e or experience <strong>is</strong> theequivalent of 'emancipation from mental slavery' (after Bob Marley Redemption Song, Isl<strong>and</strong>Records, 1980). The next line of Marley's song <strong>is</strong>, "...None but ourselves can free our minds"(Marley, 1980 ibid). In modern parlance, Marley <strong>is</strong> arguing that we should 'back ourselves';Whitehead <strong>and</strong> McNiff would articulate th<strong>is</strong> as 'having faith in our own capacities <strong>to</strong> create our44 Some of those resources are now being made available through Facebook, though they are hosted on my ownwebspace (http://www.fernbankassociates.co.uk/renet_legacy.htm).126Simon Hughes Ph.D. Thes<strong>is</strong> (Oc<strong>to</strong>ber 2012)
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