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For Buddhists, the search for enlightenment begins with a rigorous analysis of the self whichincludes the adoption of ascetic modes of being, subjection of the mind to deep immersion inreading and the adoption of contemplative practices aimed at knowing the self better.Astandard critique of Buddhism is that its practices can become self-indulgent, disengaged fromreality and thus, potentially solipsistic or even narcissistic. This critique will become a frame forassessing my own assertions about the self and how it develops in professional learning settings.48Simon Hughes Ph.D. Thesis (October 2012)
2.2.3 Scientific approaches to the ‘Self’Returning briefly to Plato and Aristotle, it is possible to say that however ineffable, intangible orimmeasurable the self is, there is indubitable evidence that zoologically selves exist. Dawkins,pre-eminent among popular natural scientists, advances empirical and quantitative evidence ofthe physical presence of selves (Dawkins, 1978 or Dawkins, 2006). For him there is no virtualreality, there is only organic matter. The self is thus a collection of tissues, formed fromgenetically-controlled reactions, and ‘bonded’ together in a chemically-organised manner whichseems to have something to do with the functions it needs for the survival and perpetuation of itsown genetic identity (Dawkins, 1978 p. 7). In the post-Darwinian discourse in which Dawkins’work is situated this is unproblematic. Outside that paradigm, there remain debates about theverifiability of his theses and the reliability of the science on which they are predicated(McGrath, 2007).More helpfully, from within the neuro-scientific community, Damasio writes eloquently aboutthe neurobiology of feelings (Damasio, 2004 p. 101). In so doing, he points to the anatomy ofthose things, ‘hard’ science has often found it difficult to explain, things like beauty, altruismand love. Based on a number of ‘scientific experiments’ conducted within laboratory settings hereports the physiological modifications that occur when a self is experiencing feelings, which heargues are the precursor to emotions. Of particular interest to this study is Damasio’s conclusionthat, “an entity capable of feeling must be an organism that not only has a body but also meansto represent that body inside itself” (Damasio, 2004 p.109). Contributing to the modificationsdescribed above are hormones, chemicals, electrical impulses and secretions all of which areconnected to the personal interior landscape of the self being affected by external stimuli. Thisresearch would appear to validate in absentia, therefore, the belief systems of many, apparently‘quack’, alternative therapies like acupuncture, the manipulation of chakras and reiki that49Simon 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 and 38: occurring in these moments is a shi
Page 39 and 40: 2. Knowledge accumulated by profess
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: 2.2.2 Buddhist 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
Page 91 and 92: stables, the people who curried hor
Page 93 and 94: Examining texts written around the
Page 95 and 96: technologies, placed them. Most wou
Page 97 and 98: 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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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
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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
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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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