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As can be seen in IM3 (see appendices 1 and 4), help towards understanding of this phenomenoncame from engagement with the work of Polsani (See 2002 1 and 2). His work as a philosopherattracted me to his session at ICCE 2002 at which he read from the paper that contains thesewords:"More adequate categorization would be to call software a collection of symbolicarguments. Unlike traditional tools, the symbolic assemblages (software) are applied toproduction of other symbolic groupings. Therefore, the knowledge production in theInformation Sphere is the application of knowledge for further knowledge." (Polsani,2002, 1 p.2)Elsewhere, Polsani (2002, 2) articulates in greater detail the correlation between this and what hecalls 'performative knowledge' - a term he adopts from Jean-Francois Lyotard (1984),"With preparedness for change as a fundamental principle, performative knowledge can begrouped into two categories, functional knowledge and optimal knowledge. Functionalknowledge is the ability to access correct information in the right way at the right momentto perform tasks. Optimal knowledge on the other hand is the capacity to arrangepreviously independent data into a new series of arrangements to generate new projects oroptimize the existing projects." (Polsani 2002, 2 p 3)If I synthesise the insights derived from Polanyi (1962), Gutierrez (1971) Lyotard (1984) andPolsani (2002, 2), I arrive at a point where knowledge seems to be acquired by an individualwho wishes to know and understand more about their engagement and interaction with the worldand does so by total immersion and participation. On this basis, I would argue that there arethree dominant strands in my thinking about epistemology, all of which are supported in thewords and works of those cited after each bullet point:1. Knowledge formed as a result of participation in conscious acts of learning (postAristotle (2000), Polanyi (1962), Glaser (2002), Conner et. al. (1996), Lave andWenger (2008))38Simon Hughes Ph.D. Thesis (October 2012)
2. Knowledge accumulated by professionals as an outcome of their reflective practiceand participative inquiry, including the critical feedback of pedagogical agents(Schön (1983; 1987), Dadds and Hart (2001), Whitehead and McNiff (2006))3. Knowledge acquired about self through reflexive processes, especially, again, wherethis is accompanied by feedback from professional agents (West (2004), Reid (2008),Husserl (2001), Natanson (1971), Sokolowski (2000))The first is extrapolated further in section 2.3 where the notion of pedagogical/andragogicalagency is explored since most 'conscious acts of learning' will occur in a formal educationsetting and will be more or less conducted by a learned expert or guide. Significantly, this teesup the question of whether or not a 'self' can act as her or his own pedagogical agent.The second might be said to be a statement of the present state of epistemological practice withinthe teaching profession.The third serves to act as a lead in to a summary account of literature reviewed about the 'self'.39Simon Hughes Ph.D. Thesis (October 2012)
Page 1 and 2: University of WolverhamptonTowardsa
Page 3 and 4: ContentsAbstract...................
Page 5 and 6: Chapter :5 Conclusions.............
Page 7 and 8: Figure 27: Ns in equal proportion .
Page 9 and 10: Glossary of AbbreviationsCommonly o
Page 11 and 12: career path. Such moments have been
Page 13 and 14: to teacher's professional learning,
Page 15 and 16: made 2 frontiers, traditional, ideo
Page 17 and 18: professional learning was shaped by
Page 19 and 20: “It [education] would seem to tak
Page 21 and 22: postdisciplinarity have not necessa
Page 23 and 24: ut with its roots as far back as Da
Page 25 and 26: “Who doesn’t spend time trying
Page 27 and 28: Chapter 2: Underpinning literatureT
Page 29 and 30: Rationale for selecting Epistemolog
Page 31 and 32: It is not the purpose of this study
Page 33 and 34: acquired inductively will argue tha
Page 35 and 36: lecture hall with an expert operato
Page 37: occurring in these moments is a shi
Page 41 and 42: (Goodson and Mangan, 1991) whether
Page 43 and 44: 2.2.1 Historico-philosophical appro
Page 45 and 46: potentiality to change the circumst
Page 47 and 48: 2.2.2 Buddhist approaches to the
Page 49 and 50: 2.2.3 Scientific approaches to the
Page 51 and 52: eactions, or paying homage to share
Page 53 and 54: Green goes on to state that the rem
Page 55 and 56: 2.2.4 Spiritual approaches to the
Page 57 and 58: oth soul and body in hell”) or to
Page 59 and 60: 2.2.5 Post-modern approaches to the
Page 61 and 62: ehaviours that bring personal fulfi
Page 63 and 64: of the self. The notion of developm
Page 65 and 66: teacher selves in the phenomena of
Page 67 and 68: existence of an ‘alter ego’ for
Page 69 and 70: This model and theoretical perspect
Page 71 and 72: A contextualised approach to the ph
Page 73 and 74: 2.2x: Relevant Insights derived fro
Page 75 and 76: may enable me to limit the number o
Page 77 and 78: It is important to read this diagra
Page 79 and 80: Freire (1972) would argue for the m
Page 81 and 82: Polsani's accidental intervention i
Page 83 and 84: y other adults including their pare
Page 85 and 86: 2.3.0 Reframing the literature revi
Page 87 and 88: the sounds of Varese were 'mashed u
Page 89 and 90:
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
Page 131 and 132:
more established method to explore
Page 133 and 134:
Reflexivity and dialogicsIn keeping
Page 135 and 136:
‘tomorrow’ might be designed fo
Page 137 and 138:
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
Page 145 and 146:
The intention is to take an approac
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auto/biography. The term auto/biogr
Page 149 and 150:
would be necessarily noematic, but
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As an RE specialist the use of stor
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3.1.4: Auto/biographyAutobiography
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context/situation and action. These
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The diagram in figure 15 has been d
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exploitation prevalent in South Ame
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integrate expertise to satisfy a no
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advocated by Whitehead and McNiff (
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Critically, the diagram points to t
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A further reason why I settled on t
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3.1.7: Why ‘Illustrative Moments
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3.1.8: How will this auto/biographi
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1986) has made a substantial fortun
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My first pass of each IM against th
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3.2: The relationship of my epistem
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is represented here as the outcome
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In this metaphorical presentation t
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3.3 A narrative account of the meth
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eaders/audience to draw for themsel
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The table above was constructed at
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Chapter 4: An auto/biographic analy
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vertical approach enunciated in cha
Page 193 and 194:
4.1.1 Reflection on IM1Looking back
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Evidencing this is impossible since
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necessary and the resilience I have
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It is a fact that I benefited from
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than the cyclo-styled sheets we gav
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platform as the basis for creating
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4.1.3 Reflection on IM3Professional
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• Chinese education• Chinese te
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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
Page 233 and 234:
there was a clear dialogic going on
Page 235 and 236:
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
Page 243 and 244:
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
Page 265 and 266:
4.5 Summative reflections to chapte
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It seems to me, that in my case, pr
Page 269 and 270:
that they turned up in keyword sear
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5. A mixed-economy of pedagogical a
Page 273 and 274:
eing the rigid structure that I dre
Page 275 and 276:
take from my theorising about the p
Page 277 and 278:
Alternatively, someone buying into
Page 279 and 280:
professional learning episode and t
Page 281 and 282:
The 'Zone' of Auto/PedagogyAt vario
Page 283 and 284:
Where I differ in my approach from
Page 285 and 286:
professional development context fa
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above. The problematic term here is
Page 289 and 290:
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
Page 295 and 296:
My point is that technology cannot,
Page 297 and 298:
fill the gaps in their knowledge, s
Page 299 and 300:
3) A new term, 'auto/pedagogy', whi
Page 301 and 302:
Bly R. (1992) Iron John: A Book abo
Page 303 and 304:
Foucault M. (1982) The Subject and
Page 305 and 306:
Hughes S. (2003) N-Leaning Canterbu
Page 307 and 308:
First accessed 26th September 2007M
Page 309 and 310:
Plato (Trans Jowett B.) (2004) The
Page 311 and 312:
Somekh B. (2007) Pedagogy and Learn
Page 313 and 314:
Appendices313Simon Hughes Ph.D. The
Page 315 and 316:
315Simon Hughes Ph.D. Thesis (Octob
Page 317 and 318:
Page 319 and 320:
Page 321 and 322:
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
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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
Page 353 and 354:
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
Page 359 and 360:
the value of participating in the p
Page 361 and 362:
the now ubiquitous handheld, mobile
Page 363 and 364:
and that the adoption of the signif
Page 365:
Appendix 7 - A codification of N-ne
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