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of the underpinning literature in the interlocking domains of knowledge/epistemology, self andtechnology. As indicated at the end of chapter 2, a decision was taken to take out a previouslywrittensection on learning but to weave professional learning theory in and through the rest ofthe text. Figure 20 shows the three domains remaining as named parts of the sub-soil and so myreference here is part historic, thereby showing the development of thought through this processand also the reality that, although hidden, there is a dependency on other contingent discourses.Strength is further added to the structure by ties at the intersection of the canes as well as thehorizontally threaded wires that connect the canes at appropriate points. This section of thestudy is an attempt to show how the theoretically-imbued illustrative moments provide thisthematic though vertically-oriented strengthening of the theoretical framework.The seminal insight of Polanyi (1962) is that knowledge is brought to life in the experience(s) ofhuman beings and becomes meaningful when the person ‘owns’ and understands the empiricalphenomena before them. What I propose to do here is to reflect dialogically on one suchphenomenon as a way of evincing the hypothesis that it is in the joining up of the four strandsand making explicit the connections between them, through which I grew and developed as aprofessional.The chosen illustrative moment in focus will be IM3 – the New Zealand experience. This hasbeen selected for the following reasons:1. The trip to New Zealand can be evaluated as an a priori professional learning experience– I was attending a conference with the stated intention of developing further myknowledge, skills and understanding in e-learning. The trip was funded as a costeffectiveway of ‘plugging into’ a pre-existing professional community and thereby258Simon Hughes Ph.D. Thesis (October 2012)