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Table 2: A key to understanding Gutierrez's hermeneuticComponentExemplarContextReflectionScriptureIn this component of the hermeneutic circle, the participants describe or narratetheir experience. In all context theologies, the experience to be described is anexperience arising out of marginalisation, alienation, oppression or exclusion frompower sharing within society. It is through these lenses that actions or behaviourson the part of others are observed and noted. Campesinos living in the mountainsof Peru were encouraged to look at their experience of injustice (see John MedcalfVamos Caminandos.) in comparison with their European counterparts.Gutierrez exhorted his readers to form themselves together into basic churchcommunities to unite in a common purpose. The next step on the cycle was toexamine the shared experience as an intellectual activity through structuredreflection in the light of, in his case, Marxist sociological analyses (see Gutierrez,1971). In some ways this was his most notable achievement in that he effected areconciliation between the rational religious position of the Church and thesecularised sociological position of workers in the field, a reconciliation that wascrucial for the, then, Pope who sensed the movement of his flock towards thosewho would be more likely to achieve freedom in this lifetime.“Catholic thinkers in the past generally followed the Greek tradition ofdefining the human person as a thinker. In presenting the human person asfundamentally a worker, the Pope in Laborem Exercens is breaking from theGreek tradition and following in the tradition of Karl Marx. Of course hedoes not become a Marxist merely by adopting this approach.Nevertheless, it is evident that his understanding of human life and societyhave been profoundly affected by some aspects of Marxist philosophy”(Dorr, 1992 p. 309)Thus, the campesinos would examine land ownership and note that ‘their’ land hadbeen ‘stolen’ by European settlers during the migration into Latin America in the17 th and 18 th Centuries.Given the theological construct in which this was taking place and the fact that,frequently in South America and in the townships of South Africa the one, free,focal point for the community was the church, it is not surprising that thisintellectual activity fed into biblical analysis to find scriptures that might beilluminating for the ‘experience’ to be examined. The Old Testament is packedwith stories of hero leaders rescuing ‘the people’ from slavery, imprisonment,oppression or injustice. It is not surprising that the Exodus narrative (Ex 1-20) hasbecome a model for liberation movements sponsored by believers from theJudaeo-Christian tradition. The finding of empathic biblical texts became a sourceof inspiration in taking forward the challenges into political action:“On reaching Jerusalem, Jesus entered the temple area and began drivingout those who were buying and selling there. He overturned the tables of themoney changers and the benches of those selling doves, and would notallow anyone to carry merchandise through the temple courts.” (Mk 11;15-16)ActionGutierrez believed that orthopraxy was more important than orthodoxy (1971). Bythis he meant that people must act on the basis of their reflections and findings.So the interpretation of impoverishment, exclusion or imprisonment must beaddressed in concerted and collaborative action. In this sense he was no differentfrom the Marxists who provided a secularised interpretation of the conditions of158Simon Hughes Ph.D. Thesis (October 2012)
exploitation prevalent in South America in the 1960s and 1970s. The history ofthat period is speckled with coups, revolutions, insurrections and counterrevolutions.If, as the quotation from Dorr (1992) above shows, Gutierrez (and others, e.g Boff, 1981;Segundo, 1982) could prompt the Pope to accommodate a hitherto anathema creed, and thus toarrive synthetically at a more enriched interpretation, it would appear to follow that theimbuement of empirical experiences with insights from the most eclectic range of externalsources will make the findings of this study powerful and productive potentially."Here is a preliminary definition of the hermeneutic circle: it is the continuing change inour interpretation of the Bible which is dictated by the continuing changes in our presentdayreality, both individual and societal. 'Hermeneutic' means 'having to do withinterpretation'. And the circular nature of this interpretation stems from the fact that eachnew reality obliges us to interpret the word of God afresh, to change reality accordingly,and then to go back and reinterpret the word of God again, and so on." (Segundo, 1982 p.8)So scripture is interpreted in the light of experience and experience is interpreted in the light ofscripture. This dynamic and dialogic to'ing and fro'ing is redolent of the iterative processes ofsoftware development (see Naughton, 2000 p. 261 or Friedman, 2006 p. 96) and, in complexitytheory, the feedback loops that are essential for relevant organisational development (see Stacey,1994 or McMaster, 1996). It is thus appropriate for this study which has been a continualreflexive dialogic methodologically, as I worked to find a rationale for warranting my truebeliefs.It is for this reason that the next table sets out a revised, adapted and enriched schema to beapplied to the five illustrative moments that follow.Table 3: A key to understanding my hermeneuticComponent Exemplar My intended research activityContextIn this component of the hermeneutic circle, theparticipants describe or narrate theirexperience. As was seen in section 3.1.4, theuse of narrative has become an establishedFor each illustrative moment, I intendto write a narrative account which willprovide details of what happened butwhich teases out those salient details159Simon Hughes Ph.D. Thesis (October 2012)
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University of WolverhamptonTowardsa
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ContentsAbstract...................
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Chapter :5 Conclusions.............
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Figure 27: Ns in equal proportion .
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Glossary of AbbreviationsCommonly o
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career path. Such moments have been
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to teacher's professional learning,
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made 2 frontiers, traditional, ideo
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professional learning was shaped by
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“It [education] would seem to tak
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postdisciplinarity have not necessa
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ut with its roots as far back as Da
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“Who doesn’t spend time trying
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Chapter 2: Underpinning literatureT
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Rationale for selecting Epistemolog
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It is not the purpose of this study
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acquired inductively will argue tha
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lecture hall with an expert operato
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occurring in these moments is a shi
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2. Knowledge accumulated by profess
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(Goodson and Mangan, 1991) whether
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2.2.1 Historico-philosophical appro
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potentiality to change the circumst
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2.2.2 Buddhist approaches to the
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2.2.3 Scientific approaches to the
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eactions, or paying homage to share
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Green goes on to state that the rem
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2.2.4 Spiritual approaches to the
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oth soul and body in hell”) or to
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2.2.5 Post-modern approaches to the
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ehaviours that bring personal fulfi
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of the self. The notion of developm
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teacher selves in the phenomena of
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existence of an ‘alter ego’ for
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This model and theoretical perspect
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A contextualised approach to the ph
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2.2x: Relevant Insights derived fro
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may enable me to limit the number o
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It is important to read this diagra
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Freire (1972) would argue for the m
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Polsani's accidental intervention i
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y other adults including their pare
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2.3.0 Reframing the literature revi
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the sounds of Varese were 'mashed u
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2.3 Relevant Literature about (Info
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stables, the people who curried hor
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Examining texts written around the
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technologies, placed them. Most wou
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Lynch makes these observations in a
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Kirkpatrick (2010) verifies this hi
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Figure 8: Facebook image 2Noteworth
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Robinson's statement above is a nea
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there are an increasing number of l
Page 107 and 108: 2.3.2: Accounts of the impact on pe
Page 109 and 110: This resonates with my experience o
Page 111 and 112: technologists who argue that the pu
Page 113 and 114: It was at a conference in Oxford th
Page 115 and 116: From the abstract to the directly r
Page 117 and 118: In essence it appears as if Halpin
Page 119 and 120: 2.4: Liberation technology and prof
Page 121 and 122: 2.5 Approaches to Professional Lear
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Page 125 and 126: The key point to be made here is th
Page 127 and 128: own knowledge'. Frequently now I wo
Page 129 and 130: 2.6: Auto/pedagogyAn Emerging Frame
Page 131 and 132: more established method to explore
Page 133 and 134: Reflexivity and dialogicsIn keeping
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Page 137 and 138: themes of the study and how it rela
Page 139 and 140: From these words I take validation
Page 141 and 142: experiencing, this might have been
Page 143 and 144: In one sense, I have taken this thi
Page 145 and 146: The intention is to take an approac
Page 147 and 148: auto/biography. The term auto/biogr
Page 149 and 150: would be necessarily noematic, but
Page 151 and 152: As an RE specialist the use of stor
Page 153 and 154: 3.1.4: Auto/biographyAutobiography
Page 155 and 156: context/situation and action. These
Page 157: The diagram in figure 15 has been d
Page 161 and 162: integrate expertise to satisfy a no
Page 163 and 164: advocated by Whitehead and McNiff (
Page 165 and 166: Critically, the diagram points to t
Page 167 and 168: A further reason why I settled on t
Page 169 and 170: 3.1.7: Why ‘Illustrative Moments
Page 171 and 172: 3.1.8: How will this auto/biographi
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Page 175 and 176: My first pass of each IM against th
Page 177 and 178: 3.2: The relationship of my epistem
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Page 181 and 182: In this metaphorical presentation t
Page 183 and 184: 3.3 A narrative account of the meth
Page 185 and 186: eaders/audience to draw for themsel
Page 187 and 188: The table above was constructed at
Page 189 and 190: Chapter 4: An auto/biographic analy
Page 191 and 192: vertical approach enunciated in cha
Page 193 and 194: 4.1.1 Reflection on IM1Looking back
Page 195 and 196: Evidencing this is impossible since
Page 197 and 198: necessary and the resilience I have
Page 199 and 200: It is a fact that I benefited from
Page 201 and 202: than the cyclo-styled sheets we gav
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Page 205 and 206: 4.1.3 Reflection on IM3Professional
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ImpactThe impact on me of this trip
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4.1.4 Reflection on IM4Re-reading t
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those articles that I reviewed, wro
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As part of our initial contract wit
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ContextAlluded to in 4.1.3 were the
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Figure 23: Fullan's 3 I's of Educat
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There are also 'bugs' in the domain
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from the concept of i n PD. That wa
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4.2: Stage 2: Analytical reviews of
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AnalysisOn completing the re-readin
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4.3.1: Analytical Reflection on IMs
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needed personal access to a compute
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there was a clear dialogic going on
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Looking back this was never more tr
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I did because my present employers
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4.3.2: Analytical Reflection on IMs
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installing software, connecting per
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Theoretically, the most helpful met
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locations and the pupil community b
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In 2005, I contributed a paper to t
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they participate: family, friends,
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Social networking utilities such as
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dynamism of networks and the inter-
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describe as auto/pedagogy, ‘new-n
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4.4: Stage 4 - Analysis by case stu
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gaining access to intellectual capi
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Of greater relevance for the thesis
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NetworkHad I only joined in with th
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4.5 Summative reflections to chapte
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It seems to me, that in my case, pr
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that they turned up in keyword sear
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5. A mixed-economy of pedagogical a
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eing the rigid structure that I dre
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take from my theorising about the p
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Alternatively, someone buying into
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professional learning episode and t
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The 'Zone' of Auto/PedagogyAt vario
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Where I differ in my approach from
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professional development context fa
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above. The problematic term here is
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that progress in personal, professi
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it would be linguistically tautolog
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have created, to scaffold my own se
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My point is that technology cannot,
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fill the gaps in their knowledge, s
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3) A new term, 'auto/pedagogy', whi
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Bly R. (1992) Iron John: A Book abo
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Foucault M. (1982) The Subject and
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Hughes S. (2003) N-Leaning Canterbu
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First accessed 26th September 2007M
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Plato (Trans Jowett B.) (2004) The
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Somekh B. (2007) Pedagogy and Learn
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Appendices313Simon Hughes Ph.D. The
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315Simon Hughes Ph.D. Thesis (Octob
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Appendix 2 - IM1 - 1989 (A@t 1 )Con
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‘cyclostyled’ resources. In a s
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“miracles” on screen, trying to
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My enthusiastic adoption of the tec
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Appendix 3 - IM2 - 1996-1998In Janu
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I now had access to the greatest li
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having a computer on my desk with a
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School when we had been given a New
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Centuries with so-called ‘Silicon
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cost-effective. The point here very
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Frustrated by the tardiness of the
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the value of participating in the p
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the now ubiquitous handheld, mobile
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and that the adoption of the signif
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Appendix 7 - A codification of N-ne
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