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2006). It also houses a brain which in turn contains that which is known as the mind or psyche(Freud, 1923; Bly 1992; Biddulph, 1995). The potentialities and corresponding limitations ofthat organ are yet to be discovered but what is known (Damasio, 2004; Mukundan, 2008) is thatexternal stimuli are processed by it neurologically and cause modifications to the body which aremanifest in behaviours and physical symptoms.54Simon Hughes Ph.D. Thesis (October 2012)
2.2.4 Spiritual approaches to the ‘Self’Spiritually, the self is an intangible being, formless and timeless, which is on a journey tomoksha (See RE-Net 2006 15 ), salvation (Lk 9:25), nibbana (See RE-Net 2006), Valhalla(Lindemans 2002), depending on the spiritual tradition in which it finds itself. In each traditionhere represented the self is accompanied on its journey by a body. Separation of the two isimpossible even though, historically, divergent sects within each tradition have attempted to doso 16 . Certainly anything which separates mind from body and spirit is, in Christian theologicalterms, heretical. It is perhaps, therefore, more appropriate to argue that to describe a self orselfhood is to promote a deeper understanding of an integrated and whole self where body, souland spirit are as one.One of the characteristics of the human condition is its inquisitiveness and sense of curiosity. Itis this that has taken personkind out into space and to the depths of the ocean. Journeying orquesting like this is commonplace in the lives of many. Spiritual journeys or pilgrimages can befound in the narratives of the founding figures of the principal religious traditions of the UK. Inthe Semitic traditions, Abraham, the common ancestor of Jews, Christians and Muslims left Urof the Chaldeans in search of truth and selfhood and crossed out of ancient Mesopotamia to aland flowing with milk and honey (Gen 11-12). In Jewish foundational texts, later canonised bythe founding fathers of Christendom (e.g. Ireneaus of Lyons who is credited with the assemblingof the Bible at the beginning of the 2 nd Century of the Christian Era), Moses crossed the Sea ofReeds to escape persecution and slavery (Ex 12-14). Jesus of Nazareth, the itinerant preacher ofChristianity, toured the towns and villages of Israel on an inexorable journey towards Jerusalem,15 It is to be noted that this term is used in both the Hindu and Buddhist traditions that emerged from the Indian subcontinent.16 By way of illustration here, it is necessary only to talk of the Gnostic sects of early Christianity that reinforceddualistic approaches to the self, like those whose thought inspired the apocryphal Gospel of St. Thomas (See.http://www.friktech.com/rel/canon/thomas.htm)55Simon Hughes Ph.D. Thesis (October 2012)
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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 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: Green goes on to state that the rem
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
Page 99 and 100: Kirkpatrick (2010) verifies this hi
Page 101 and 102: Figure 8: Facebook image 2Noteworth
Page 103 and 104: 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
Page 311 and 312:
Somekh B. (2007) Pedagogy and Learn
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Appendices313Simon Hughes Ph.D. The
Page 315 and 316:
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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