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4.3 Stage 3 Analysis using the four stage theoretical schema of auto/pedagogy(a-e@t 3 )In this section, it is my intention to explore the IMs thematically against the framework that hasbecome the object of the research as well as one of its tools. Each 'N' is treated as a concept andillustrations from each are used to exemplify how the framework ties together horizontally aswell as vertically.On reviewing these reflections, in the latter stages of the project, I can see how they have beenformed differently over time. Most notably the latter ones, from IM3, are more sophisticated.Self-critically, I can see they are better written, more analytical and make better use of theliterature consulted. I infer that this is because my self-conscious learning has improved over theduration of this study. That in itself is perhaps an important finding of the study. If a selfspends time in auto/pedagogic enterprises, the quality of their learning improves - this seems tobe so in my case. I wonder if this is the same as the old adage about cynical and resistantteachers: "25 years of experience, or one year of experienced recycled 25 times." It is for thesimple reason of showing development over time that I have left IM1 and IM2 in their more'raw' forms.Others will judge if this ipsative assessment of my own learning is accurate.The reason why these writings are described as a-e@t 3 is because the reflexive process is nowtwo stages removed from the original incidents. The work from here on represents a meta-levelof analysis insofar as it was conducted outside the original research objects, just as suggested inthe discussion of phenomenological approaches to a cube (see chapter 3).228Simon Hughes Ph.D. Thesis (October 2012)