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did inhibit my progress in the sciences - looking back. Ironically, it was the fusion of technicalknow how with humanities-based subject knowledge (At the time of IM2, I was after all areligious education practitioner) which provided the creative energy for RE-Net. At that time aconsiderable portion of the GCSE syllabus was spent on the words and works of Dr. MartinLuther King Jnr (1929-1968), and I used to read for pleasure his lesser known theories onscience and other aspects of the human condition:"Science investigates; religion interprets. Science gives man knowledge which is power;religion gives man wisdom which is control. Science deals mainly with facts; religiondeals mainly with values. The two are not rivals. They are complementary." (MartinLuther King, Jr. 1963)It is worth re-stating here that there were moments around this time when this did feel like I wasmaking magic - a phenomenon about which contemporary RE specialists needed to have a view.Whether others saw our efforts in this way is open to question but I can really empathise withthe opening words of Naughton's (2000) book:"... And as the picture builds the solitary man smiles quietly, for to him this is a kind ofmiracle." (Naughton, 2000 p.7)I wasn't expecting to find in a hard-nosed scientific study of the history of arguably the mostmechanistic of all inventions, the computer, a writer prepared to use the language of my 'home'discourse. But why not? After all, this is a multi-disciplinary study.204Simon Hughes Ph.D. Thesis (October 2012)
4.1.3 Reflection on IM3Professionally speaking, no moment in my autobiography has been more reflected on than this.I used it as part of the formative process for the study and I refer to aspects of it extensively inother sections of the thesis (see e.g. chapter 2.1 on Polsani's influence on my epistemology andin chapter 2.3 on the development of the framework)One of the reasons for this is that although academic tourism (i.e. the practice of travelling toplaces far and wide to participate in conferences) is a well-known phenomenon, I considermyself lucky that I was granted permission and funding to attend ICCE 2002. There was someaudacity in tagging a week's holiday onto the trip so that I could explore New Zealand, and I hada great time. My learning was nonetheless rich, profound and abiding. Happily, on thisoccasion I have plenty of firsthand evidence of the value of the trip and I was delighted to find inmy notes the handwritten statement of what I had learned (see appendix 1) which I must havejotted down in the airport at Auckland before embarking on the flight home.My erstwhile head of department and close friend, Prof Kit Field, used to tease me, that I wasthe only person working on e-learning that had to physically travel to the other side of the worldto learn more about the phenomenon. 'Surely', he argued 'you could do all this from your desk';meaning, of course that the world was already connected via the internet, obviating the need forinternational travel. Nonetheless, such was the enormity of what I learned that I would not havemissed it for the world. I acknowledge, however, that this does beg the question of the rectitudeof e-learning only modes of study. It is why I dropped the notion of e-learning in my discourses- I can evidence (see Appendix 1 and 2) the profundity of learning in multi-modal settings.205Simon 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
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2.3.2: Accounts of the impact on pe
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This resonates with my experience o
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technologists who argue that the pu
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It was at a conference in Oxford th
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From the abstract to the directly r
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In essence it appears as if Halpin
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2.4: Liberation technology and prof
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2.5 Approaches to Professional Lear
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correlation between the promulgatio
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The key point to be made here is th
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own knowledge'. Frequently now I wo
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2.6: Auto/pedagogyAn Emerging Frame
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more established method to explore
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Reflexivity and dialogicsIn keeping
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‘tomorrow’ might be designed fo
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themes of the study and how it rela
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From these words I take validation
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experiencing, this might have been
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In one sense, I have taken this thi
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The intention is to take an approac
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auto/biography. The term auto/biogr
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would be necessarily noematic, but
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As an RE specialist the use of stor
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Page 155 and 156: context/situation and action. These
Page 157 and 158: The diagram in figure 15 has been d
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Page 161 and 162: integrate expertise to satisfy a no
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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
Page 173 and 174: 1986) has made a substantial fortun
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 207 and 208: • Chinese education• Chinese te
Page 209 and 210: ImpactThe impact on me of this trip
Page 211 and 212: 4.1.4 Reflection on IM4Re-reading t
Page 213 and 214: those articles that I reviewed, wro
Page 215 and 216: As part of our initial contract wit
Page 217 and 218: ContextAlluded to in 4.1.3 were the
Page 219 and 220: Figure 23: Fullan's 3 I's of Educat
Page 221 and 222: There are also 'bugs' in the domain
Page 223 and 224: from the concept of i n PD. That wa
Page 225 and 226: 4.2: Stage 2: Analytical reviews of
Page 227 and 228: AnalysisOn completing the re-readin
Page 229 and 230: 4.3.1: Analytical Reflection on IMs
Page 231 and 232: needed personal access to a compute
Page 233 and 234: there was a clear dialogic going on
Page 235 and 236: Looking back this was never more tr
Page 237 and 238: I did because my present employers
Page 239 and 240: 4.3.2: Analytical Reflection on IMs
Page 241 and 242: installing software, connecting per
Page 243 and 244: Theoretically, the most helpful met
Page 245 and 246: locations and the pupil community b
Page 247 and 248: In 2005, I contributed a paper to t
Page 249 and 250: they participate: family, friends,
Page 251 and 252: Social networking utilities such as
Page 253 and 254: 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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