Alan gave us a lecture on positionality.
Positionality yourself in a particular context where do you people see you when you are asking your inquiry question are you being Bias towards to Arts. Then where do you see yourself when you are asking these inquiry questions. If you don't know where you stand how can the group know where you are and stand. When you are recognising your positionality you do this when you are reading, observing and listening. These are all different consequences to these positions.
- How we make come to make sense of something depends on where we are coming from.
- How have we had that experience.
- Have we experienced it first hand.
- Have we read it.
- Have we heard about it.
Our different accounts of knowledge:
- Make sense in that day
- It doesn't make sense now but will later when you reflect
- Locations of positionality
- different ways of experiencing and the timing of the experience.
- It started off with different types of positions in the world. Metaphysical position - meaning its existing can't be explained through ideas from separate everyday experiences. Beyond human experience. The Greeks really believed in this in a strong way. Metaphysical position of thinking is really connected with religion - theological explanation.
- Then you have the rationalists this knowledge will be delivered from rational, logical thought out based of detective arguments. They will explain everything in the world through rational knowledge. They don't really want to know about your experience this has no use to them. Unless you can rationalise this.
- Empiriciam - This knowledge is delivered from processing our sensory experiences. This is a complete reaction against the rationalists. This was practised by the Greeks. Experiencing of observations of the world. John Looke c17th really believed in this way of thinking core of scientific methods and observing again, again and again. This is how we critically reflect. We live and benefit from this method of thinking.
- Pragmatism-The big name in this way of thinking is John Dewey C19th used this in a lot of educational research. He believes that we can understand the meaning of an object or something if we describe what it does not juts what it is. Describing areas of our practise to students is what we do in our whole career this is a way of thinking that we need to use. You have to experience this to gain the knowledge to explain and describe about it. This thinking is the closest of what we are doing at the moment and will probably feel the most natural to us. They are philosophers they understand the world in all the ways we can experience it.
Then we looked into the education of the students of today and how we learnt at school we learn in a Didacticism way the teacher stands at the front of the class the teacher knows best the teacher has the knowledge the kids are like sponges and they should be taking it all in and put on to paper. This is very hard for students I feel who learn from doing which I am that's why I worked better in practical lessons because you could do and I achieved like this. Then we have Constructivism this is the way we should be teaching we give the student the information they take it away and apply this information. You are making your own experience of this learning and making it a memory for you to remember. Positionlaity = is knowledge that is transmittable to student.
Alan went into 'The Knowledge of Landscapes'
- Theology - ( Supernatural)
- Humanities - ( Analytical, Critical and Speculative)
- Natural Histories - ( Demonstrable truths)
- Social Sciences - ( Demonstrable Qualities)
You need to make sure you are clear on your positions and your behaviourist way you think.
What we last thought and discussed about and for me has really stuck with me is this quote:
'All of our experiences pass away forever........ But only memories that we make remain'
Daniel Kahneman Israel/USA C20th
Experiences will always leave us but memories are what stays and develop and sometimes change. When we look at the world and think about this we are incredibly powerful we make our own sense of the world and memories. We rethink a memory we re shape a memory then this becomes and going process. we think why did it happen? what could have we done differently? This is all based on critical reflection and we reflect on what happened.
So how does all that relate to us in Module 2:
- When your writing your Inquiry its gong to make more sense to the students, parents and teachers if you are fully aware where you are positioned.
- Ethics is the account we give off when investigation other people we have to be aware of the positionality and where we stand.
- Ethics is also applied when writing these inquiry questions we want to make sure all parties are safe and aware of all outcomes.
- We want to apply philosophy to our inquiry.
- You want to make sure your ethical about your school/ business.
Ethics to consider:
- No awkward positions (students/parents/teachers)
- Confidentiality
- General point of inquiry
- School permission on Data and using students.
- Direct impact of your inquiry
- Researching areas to look into : BERA and BSS
- Will the students give you a reliable answer
A sentence I feel that sums up this lecture is: A reflection is a process by which we make sense of our postitionality.
We then for the last 2 hours split into our Module groups and discussed what we needed to for the rest of the Tasks and modules. This really helped me as I was getting a bit stuck with Task 5 but it actually makes more sense. We developed some of out inquiry questions as well. We basically sat as our own SIG. It was a great day with great peers and full of great information. ( Thank you)
Hope this makes sense and helps anyone who wasn't there at the Campus session 2 ask me any questions I will be happy to help.
Thanks Geri
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