Comments on: My Ed.D. thesis: introduction and a ? http://dougbelshaw.com/blog/2008/10/11/my-edd-thesis-introduction-and-a/ Education, Technology, Productivity. Sat, 13 Mar 2010 14:10:25 +0000 hourly 1 By: Patricia Cone http://dougbelshaw.com/blog/2008/10/11/my-edd-thesis-introduction-and-a/comment-page-1/#comment-3404 Patricia Cone Sun, 12 Oct 2008 00:38:29 +0000 http://www.dougbelshaw.com/?p=1373#comment-3404 I have no suggestions, only a personal reflection. Back in the day (middle seventies) when I was completing my advanced BA in sociology, we read Burger and Luckmann (? The Sacred Canopy???) in a sociology of religion seminar. Fast forward two decades; I found the whole idea of semiotics fascinating when taking a masters degree in Educational Communications. I loved reading your introduction. It brought back some great academic memories, and almost made me want to go back to university....except I really like working in the classroom and my need seems to be to relate what I indulge my learning to what I do as a living. I'm still fascinated by how people construct realities and then proceed as if they are "fact" ignoring that these relaties are for the most part made by people not God.<br><br>Makes me think of Monte Python's Life of Brian: "We're all individuals"...."I'm not!!!" I have no suggestions, only a personal reflection. Back in the day (middle seventies) when I was completing my advanced BA in sociology, we read Burger and Luckmann (? The Sacred Canopy???) in a sociology of religion seminar. Fast forward two decades; I found the whole idea of semiotics fascinating when taking a masters degree in Educational Communications. I loved reading your introduction. It brought back some great academic memories, and almost made me want to go back to university….except I really like working in the classroom and my need seems to be to relate what I indulge my learning to what I do as a living. I'm still fascinated by how people construct realities and then proceed as if they are “fact” ignoring that these relaties are for the most part made by people not God.

Makes me think of Monte Python's Life of Brian: “We're all individuals”….”I'm not!!!”

]]> By: Doug Belshaw http://dougbelshaw.com/blog/2008/10/11/my-edd-thesis-introduction-and-a/comment-page-1/#comment-3403 Doug Belshaw Sun, 12 Oct 2008 00:27:01 +0000 http://www.dougbelshaw.com/?p=1373#comment-3403 David, thanks for the thought-provoking questions. :-) <br><br>In terms of epistemology (what we can know, for other readers) and ontology (what exists), the pragmatic method lends me a fairly clear-cut approach. As William James put it, what is true is what is 'good in the way of belief'. That is to say what *works*. So if I can find definitions in the area of digital literacy that make a difference in *practice*, than that will satisfy my and the approach I'm taking.<br><br>My focus is mainly schools. I'm going to start with the macro (conceptions worldwide), then come down to UK level (differences between Scotland and England, for example) and then look at what schools can do in the conceptual area. It's a non-empirical thesis so I won't, as you are, be collecting data from practising teachers. I may include data from *other* people's studies though... ;-)<br><br>And yes, I'll be looking at metaphors, both new and old. I'm a big fan of Gareth Morgan's 'Images of Organization'! (<a href="http://bit.ly/4gKYsl" rel="nofollow">http://bit.ly/4gKYsl</a>) David, thanks for the thought-provoking questions. :-)

In terms of epistemology (what we can know, for other readers) and ontology (what exists), the pragmatic method lends me a fairly clear-cut approach. As William James put it, what is true is what is 'good in the way of belief'. That is to say what *works*. So if I can find definitions in the area of digital literacy that make a difference in *practice*, than that will satisfy my and the approach I'm taking.

My focus is mainly schools. I'm going to start with the macro (conceptions worldwide), then come down to UK level (differences between Scotland and England, for example) and then look at what schools can do in the conceptual area. It's a non-empirical thesis so I won't, as you are, be collecting data from practising teachers. I may include data from *other* people's studies though… ;-)

And yes, I'll be looking at metaphors, both new and old. I'm a big fan of Gareth Morgan's 'Images of Organization'! (http://bit.ly/4gKYsl)

]]> By: Patricia Cone http://dougbelshaw.com/blog/2008/10/11/my-edd-thesis-introduction-and-a/comment-page-1/#comment-1377 Patricia Cone Sat, 11 Oct 2008 23:38:29 +0000 http://www.dougbelshaw.com/?p=1373#comment-1377 I have no suggestions, only a personal reflection. Back in the day (middle seventies) when I was completing my advanced BA in sociology, we read Burger and Luckmann (? The Sacred Canopy???) in a sociology of religion seminar. Fast forward two decades; I found the whole idea of semiotics fascinating when taking a masters degree in Educational Communications. I loved reading your introduction. It brought back some great academic memories, and almost made me want to go back to university....except I really like working in the classroom and my need seems to be to relate what I indulge my learning to what I do as a living. I'm still fascinated by how people construct realities and then proceed as if they are "fact" ignoring that these relaties are for the most part made by people not God.<br><br>Makes me think of Monte Python's Life of Brian: "We're all individuals"...."I'm not!!!" I have no suggestions, only a personal reflection. Back in the day (middle seventies) when I was completing my advanced BA in sociology, we read Burger and Luckmann (? The Sacred Canopy???) in a sociology of religion seminar. Fast forward two decades; I found the whole idea of semiotics fascinating when taking a masters degree in Educational Communications. I loved reading your introduction. It brought back some great academic memories, and almost made me want to go back to university….except I really like working in the classroom and my need seems to be to relate what I indulge my learning to what I do as a living. I'm still fascinated by how people construct realities and then proceed as if they are “fact” ignoring that these relaties are for the most part made by people not God.

Makes me think of Monte Python's Life of Brian: “We're all individuals”….”I'm not!!!”

]]> By: Patricia Cone http://dougbelshaw.com/blog/2008/10/11/my-edd-thesis-introduction-and-a/comment-page-1/#comment-3134 Patricia Cone Sat, 11 Oct 2008 23:38:29 +0000 http://www.dougbelshaw.com/?p=1373#comment-3134 I have no suggestions, only a personal reflection. Back in the day (middle seventies) when I was completing my advanced BA in sociology, we read Burger and Luckmann (? The Sacred Canopy???) in a sociology of religion seminar. Fast forward two decades; I found the whole idea of semiotics fascinating when taking a masters degree in Educational Communications. I loved reading your introduction. It brought back some great academic memories, and almost made me want to go back to university....except I really like working in the classroom and my need seems to be to relate what I indulge my learning to what I do as a living. I'm still fascinated by how people construct realities and then proceed as if they are "fact" ignoring that these relaties are for the most part made by people not God.<br><br>Makes me think of Monte Python's Life of Brian: "We're all individuals"...."I'm not!!!" I have no suggestions, only a personal reflection. Back in the day (middle seventies) when I was completing my advanced BA in sociology, we read Burger and Luckmann (? The Sacred Canopy???) in a sociology of religion seminar. Fast forward two decades; I found the whole idea of semiotics fascinating when taking a masters degree in Educational Communications. I loved reading your introduction. It brought back some great academic memories, and almost made me want to go back to university….except I really like working in the classroom and my need seems to be to relate what I indulge my learning to what I do as a living. I'm still fascinated by how people construct realities and then proceed as if they are “fact” ignoring that these relaties are for the most part made by people not God.

Makes me think of Monte Python's Life of Brian: “We're all individuals”….”I'm not!!!”

]]> By: Doug Belshaw http://dougbelshaw.com/blog/2008/10/11/my-edd-thesis-introduction-and-a/comment-page-1/#comment-1376 Doug Belshaw Sat, 11 Oct 2008 23:27:01 +0000 http://www.dougbelshaw.com/?p=1373#comment-1376 David, thanks for the thought-provoking questions. :-) <br><br>In terms of epistemology (what we can know, for other readers) and ontology (what exists), the pragmatic method lends me a fairly clear-cut approach. As William James put it, what is true is what is 'good in the way of belief'. That is to say what *works*. So if I can find definitions in the area of digital literacy that make a difference in *practice*, than that will satisfy my and the approach I'm taking.<br><br>My focus is mainly schools. I'm going to start with the macro (conceptions worldwide), then come down to UK level (differences between Scotland and England, for example) and then look at what schools can do in the conceptual area. It's a non-empirical thesis so I won't, as you are, be collecting data from practising teachers. I may include data from *other* people's studies though... ;-)<br><br>And yes, I'll be looking at metaphors, both new and old. I'm a big fan of Gareth Morgan's 'Images of Organization'! (<a href="http://bit.ly/4gKYsl" rel="nofollow">http://bit.ly/4gKYsl</a>) David, thanks for the thought-provoking questions. :-)

In terms of epistemology (what we can know, for other readers) and ontology (what exists), the pragmatic method lends me a fairly clear-cut approach. As William James put it, what is true is what is 'good in the way of belief'. That is to say what *works*. So if I can find definitions in the area of digital literacy that make a difference in *practice*, than that will satisfy my and the approach I'm taking.

My focus is mainly schools. I'm going to start with the macro (conceptions worldwide), then come down to UK level (differences between Scotland and England, for example) and then look at what schools can do in the conceptual area. It's a non-empirical thesis so I won't, as you are, be collecting data from practising teachers. I may include data from *other* people's studies though… ;-)

And yes, I'll be looking at metaphors, both new and old. I'm a big fan of Gareth Morgan's 'Images of Organization'! (http://bit.ly/4gKYsl)

]]> By: Doug Belshaw http://dougbelshaw.com/blog/2008/10/11/my-edd-thesis-introduction-and-a/comment-page-1/#comment-3133 Doug Belshaw Sat, 11 Oct 2008 23:27:01 +0000 http://www.dougbelshaw.com/?p=1373#comment-3133 David, thanks for the thought-provoking questions. :-) <br><br>In terms of epistemology (what we can know, for other readers) and ontology (what exists), the pragmatic method lends me a fairly clear-cut approach. As William James put it, what is true is what is 'good in the way of belief'. That is to say what *works*. So if I can find definitions in the area of digital literacy that make a difference in *practice*, than that will satisfy my and the approach I'm taking.<br><br>My focus is mainly schools. I'm going to start with the macro (conceptions worldwide), then come down to UK level (differences between Scotland and England, for example) and then look at what schools can do in the conceptual area. It's a non-empirical thesis so I won't, as you are, be collecting data from practising teachers. I may include data from *other* people's studies though... ;-)<br><br>And yes, I'll be looking at metaphors, both new and old. I'm a big fan of Gareth Morgan's 'Images of Organization'! (<a href="http://bit.ly/4gKYsl" rel="nofollow">http://bit.ly/4gKYsl</a>) David, thanks for the thought-provoking questions. :-)

In terms of epistemology (what we can know, for other readers) and ontology (what exists), the pragmatic method lends me a fairly clear-cut approach. As William James put it, what is true is what is 'good in the way of belief'. That is to say what *works*. So if I can find definitions in the area of digital literacy that make a difference in *practice*, than that will satisfy my and the approach I'm taking.

My focus is mainly schools. I'm going to start with the macro (conceptions worldwide), then come down to UK level (differences between Scotland and England, for example) and then look at what schools can do in the conceptual area. It's a non-empirical thesis so I won't, as you are, be collecting data from practising teachers. I may include data from *other* people's studies though… ;-)

And yes, I'll be looking at metaphors, both new and old. I'm a big fan of Gareth Morgan's 'Images of Organization'! (http://bit.ly/4gKYsl)

]]> By: David Noble http://dougbelshaw.com/blog/2008/10/11/my-edd-thesis-introduction-and-a/comment-page-1/#comment-1375 David Noble Sat, 11 Oct 2008 20:48:26 +0000 http://www.dougbelshaw.com/?p=1373#comment-1375 Hi Doug<br><br>This comment falls between breaks in a cootie game in the back garden, so is brief:<br><br>Will you link difficulty of conceptualising literacy to similar post-modern discourse on purpose of schooling?<br><br>Are you focusing on literacy in schools, training or society?<br><br>In taking a pragmatic approach, will you make explicit your epistemology and ontology etc?<br><br>Will your pragmatic approach include practicing teachers in the (continuing) reconstruction of the concept?<br><br>Finally, will you search for or put forward helpful, up-to-date metaphors? Hi Doug

This comment falls between breaks in a cootie game in the back garden, so is brief:

Will you link difficulty of conceptualising literacy to similar post-modern discourse on purpose of schooling?

Are you focusing on literacy in schools, training or society?

In taking a pragmatic approach, will you make explicit your epistemology and ontology etc?

Will your pragmatic approach include practicing teachers in the (continuing) reconstruction of the concept?

Finally, will you search for or put forward helpful, up-to-date metaphors?

]]> By: David Noble http://dougbelshaw.com/blog/2008/10/11/my-edd-thesis-introduction-and-a/comment-page-1/#comment-3132 David Noble Sat, 11 Oct 2008 20:48:26 +0000 http://www.dougbelshaw.com/?p=1373#comment-3132 Hi Doug<br><br>This comment falls between breaks in a cootie game in the back garden, so is brief:<br><br>Will you link difficulty of conceptualising literacy to similar post-modern discourse on purpose of schooling?<br><br>Are you focusing on literacy in schools, training or society?<br><br>In taking a pragmatic approach, will you make explicit your epistemology and ontology etc?<br><br>Will your pragmatic approach include practicing teachers in the (continuing) reconstruction of the concept?<br><br>Finally, will you search for or put forward helpful, up-to-date metaphors? Hi Doug

This comment falls between breaks in a cootie game in the back garden, so is brief:

Will you link difficulty of conceptualising literacy to similar post-modern discourse on purpose of schooling?

Are you focusing on literacy in schools, training or society?

In taking a pragmatic approach, will you make explicit your epistemology and ontology etc?

Will your pragmatic approach include practicing teachers in the (continuing) reconstruction of the concept?

Finally, will you search for or put forward helpful, up-to-date metaphors?

]]> By: Patricia Cone http://dougbelshaw.com/blog/2008/10/11/my-edd-thesis-introduction-and-a/comment-page-1/#comment-1740 Patricia Cone Sat, 11 Oct 2008 17:38:29 +0000 http://www.dougbelshaw.com/?p=1373#comment-1740 I have no suggestions, only a personal reflection. Back in the day (middle seventies) when I was completing my advanced BA in sociology, we read Burger and Luckmann (? The Sacred Canopy???) in a sociology of religion seminar. Fast forward two decades; I found the whole idea of semiotics fascinating when taking a masters degree in Educational Communications. I loved reading your introduction. It brought back some great academic memories, and almost made me want to go back to university....except I really like working in the classroom and my need seems to be to relate what I indulge my learning to what I do as a living. I'm still fascinated by how people construct realities and then proceed as if they are "fact" ignoring that these relaties are for the most part made by people not God.<br><br>Makes me think of Monte Python's Life of Brian: "We're all individuals"...."I'm not!!!" I have no suggestions, only a personal reflection. Back in the day (middle seventies) when I was completing my advanced BA in sociology, we read Burger and Luckmann (? The Sacred Canopy???) in a sociology of religion seminar. Fast forward two decades; I found the whole idea of semiotics fascinating when taking a masters degree in Educational Communications. I loved reading your introduction. It brought back some great academic memories, and almost made me want to go back to university….except I really like working in the classroom and my need seems to be to relate what I indulge my learning to what I do as a living. I'm still fascinated by how people construct realities and then proceed as if they are “fact” ignoring that these relaties are for the most part made by people not God.

Makes me think of Monte Python's Life of Brian: “We're all individuals”….”I'm not!!!”

]]> By: Doug Belshaw http://dougbelshaw.com/blog/2008/10/11/my-edd-thesis-introduction-and-a/comment-page-1/#comment-1739 Doug Belshaw Sat, 11 Oct 2008 17:27:01 +0000 http://www.dougbelshaw.com/?p=1373#comment-1739 David, thanks for the thought-provoking questions. :-) <br><br>In terms of epistemology (what we can know, for other readers) and ontology (what exists), the pragmatic method lends me a fairly clear-cut approach. As William James put it, what is true is what is 'good in the way of belief'. That is to say what *works*. So if I can find definitions in the area of digital literacy that make a difference in *practice*, than that will satisfy my and the approach I'm taking.<br><br>My focus is mainly schools. I'm going to start with the macro (conceptions worldwide), then come down to UK level (differences between Scotland and England, for example) and then look at what schools can do in the conceptual area. It's a non-empirical thesis so I won't, as you are, be collecting data from practising teachers. I may include data from *other* people's studies though... ;-)<br><br>And yes, I'll be looking at metaphors, both new and old. I'm a big fan of Gareth Morgan's 'Images of Organization'! (<a href="http://bit.ly/4gKYsl" rel="nofollow">http://bit.ly/4gKYsl</a>) David, thanks for the thought-provoking questions. :-)

In terms of epistemology (what we can know, for other readers) and ontology (what exists), the pragmatic method lends me a fairly clear-cut approach. As William James put it, what is true is what is 'good in the way of belief'. That is to say what *works*. So if I can find definitions in the area of digital literacy that make a difference in *practice*, than that will satisfy my and the approach I'm taking.

My focus is mainly schools. I'm going to start with the macro (conceptions worldwide), then come down to UK level (differences between Scotland and England, for example) and then look at what schools can do in the conceptual area. It's a non-empirical thesis so I won't, as you are, be collecting data from practising teachers. I may include data from *other* people's studies though… ;-)

And yes, I'll be looking at metaphors, both new and old. I'm a big fan of Gareth Morgan's 'Images of Organization'! (http://bit.ly/4gKYsl)

]]>