1. “Where anything is growing, one former is worth a thousand re-formers“
from Marketa’s transfer doc
(Mann, cited by Dewey, 1915, p. 5 – Dewey, J., 1899/1915. The School and Society and The Child and the Curriculum. Eigal Meirovich.)
____________________________________________________________________________________________
Cited by Jack Whitehead: http://www.jackwhitehead.com/phdprog/PhDresource030906.htm
2. “For once men have been made to realize the crippling mutilations imposed by an objectivist framework once the veil of ambiguities covering up these mutilations has been definitely dissolved, many fresh minds will turn to the task of reinterpreting the world as it is, and as it then once more will be seen to be.”
Michael Polanyi 1958 Personal Knowledge: Towards a Post-Critical Philosophy. London; Routledge and Kegan Paul.p. 381
Also:
3. “First of all, there are the conditions for an effective democracy. I am not going to derive these from high-order principles, I am just going to announce them. They first condition is that people must feel that they have a stake in society. Stake may be a bad metaphor, because by stake I mean that not only are people concerned to receive something but that they are also concerned to give something. This notion of stake has two aspects to it, the receiving and the giving. People must feel that they have a stake in both senses of the term.
Second, people must have confidence that the political arrangements they create will realise this stake, or give grounds if they do not. In a sense it does not matter too much if this stake is not realised, or only partly realised, providing there are good grounds for it not being realised or only partly realised.” (Bernstein, 2000, p. xx)
Basil Bernstein (2000) Pedagogy, Symbolic Control and Identity: Theory, Research, Critique, Lanham, Boulder, New York, Oxford; Rowman & Littlefield Publishers, Inc.
Also:
4. “My project is one of analysis and critique, as well as redescription. What I offer is one pragmatist social feminist view, a relational perspective of knowing, embedded within a discussion of many other relational views. In Relational “(e)pistemologies,” I seek to offer a feminist (e)pistemological theory that insists that knowers/subjects are fallible, that our criteria are corrigible (capable of being corrected), and that our standards are social constructed, and thus continually in need of critique and reconstruction. I offer a self-conscious and reflective (e)pistemological theory, one that attempts to be adjustable and adaptable as people gain further in understanding. This (e)pistemology must be inclusive and open to others, because of its assumption of fallible knowers. And this (e)pistemology must be capable of being corrected because of its assumption that our criteria and standards are of this world, ones we, as fallible knowers, socially construct.” (Thayer-Bacon, 2003, p.7).
Barbara Thayer-Bacon (2003) Relational (e)pistemologies. Oxford; Peter Lang)
Finally:
5. “…we extend beyond orthodox impositional logic based on the notion of discrete objects transacting within pre-set limits of Cartesian space, to the heterodox inclusional logic of distinct, ever-transforming relational places with reciprocally coupled insides and outsides communicating through intermediary domains. In other words, we move from the ‘logic of the excluded middle’ to the ‘logic of the included middle’.“
Rayner, A. (2004) INCLUSIONALITY: The Science, Art and Spirituality of Place, Space and Evolution from http://people.bath.ac.uk/bssadmr/inclusionality/placespaceevolution.html
Compare this idea with Guttierez & Deleuze’s “Thousand Plataeaus” – and the importance of the ‘middle’…. neither the end nor the beginning, but the place where things pick up speed, a perpendicular direction…
__________________________________________________________________________________________
Making is Learning 