Chapter 5 Toward collective research
In the "Introduction: Toward Collectivity", the author explores the shift from individualism to collective knowledge construction in the context of education. The chapter emphasizes the importance of finding fresh ways of understanding and fostering the potential for people to work together, address complex problems, and comprehend quasi-objects. The author promotes the use of thought experiments as an underappreciated tool in educational research and suggests that investigating pragmatic and philosophical approaches could facilitate the involvement of teachers and learners as partners in addressing educational issues.
The chapter begins with a discussion of thought experiments and ongoing conversations as pragmatic tools that can transcend interpretive approaches to research, enabling teachers to view research findings as data to inform their practice rather than abstract theories to apply in the classroom.
In the second section, the author revisits Wittgenstein's work, focusing on how it can inform collective philosophical methodologies and pedagogies. The author acknowledges that the proposed shifts in praxis are not entirely novel but rather an endorsement of existing educational practices. The strength of a collective, according to the author, lies in its ability to embrace dissensus and paralogical argument, where various voices and forms of reasoning coexist alongside common sense. Quality is judged in terms of catalytic and disruptive forms of validity.
The chapter concludes with a review of key points from the thesis, with a focus on collective entities instead of individual selves. This prepares the reader for the final chapter, which describes an attempt to involve teachers as co-constructors of educational theory. The challenge for teacher education is to support teachers in their central role as educational leaders within communities, especially in their work with young people and parents, with the aim of constructing healthier futures.
Section 5.1 of the chapter titled "Thought Experiments and Ongoing Conversations" explores the concept of thought experiments and their role within pragmatic research. The author seeks to transcend interpretive research, moving beyond the limitations of dualistic thinking, and encourages the reader to embrace both/and dualism, which constantly challenges the distinctions it creates.
The author uses the symbol of an infinite (∞) loop to represent unachievable equilibrium within paired oppositions, one of which is the tension between interpretive and pragmatic approaches to research. The concept of unachievable equilibrium highlights the perpetual, adaptive nature of self-organizing systems.
The postrealist philosophical shift is discussed, emphasizing the attention given to synthetic meaning-making over analytic approaches. The author distinguishes between interpretive and pragmatic research, arguing that it's essential to consider the role of pragmatic, philosophic research in teacher education and beyond.
The section introduces the idea of thought experiments as pragmatic tools that enable insights into shaping the future through actions. Thought experiments differ from truth claims and interpretive claims and are seen as a means of fostering discussion and imagination. They align with the responsibility of teachers to act pragmatically.
The author argues that thought experiments are crucial for fostering creativity and difference in research and suggests that more attention should be paid to valuing creativity and exploring how collective thought experiments might emerge in the future.
A collective thought experiment is described as a discourse where a group of people with a shared interest in fostering social change work together to bring about an emerging object. This concept goes beyond the limitations of time, location, resources, and resistance, suggesting that collective thought experiments are enduring and self-organizing.
The section emphasizes the need for a discourse that constantly addresses societal problems and the pragmatic question of what to do about them. It highlights that a collective is more than a specific project and is an ongoing, self-organizing system fueled by internal communication and feedback mechanisms.
In summary, this section delves into the use of thought experiments as pragmatic tools, the importance of embracing both/and dualism, and the concept of collective thought experiments as a means of fostering social change and addressing pressing issues.
The ongoing conversation, as presented in this text, emphasizes the centrality of conversation in understanding knowledge and its role in various contexts. The author discusses how conversations are key to forming collective understandings, even though they may not always lead to specific conclusions. Conversations are described as spaces where ideas flow freely, with participants having some control but not dominating the discussion.
The text introduces the concept of "serious gossip," emphasizing the value of small group conversations in fostering various educational activities, including play, moral investigation, self-reflection, and self-expression. These conversations are seen as a form of solidarity, allowing the circulation of information and promoting the creation of new values.
Resistance is discussed as a form of communication, particularly in educational settings, where it can signal issues of exclusion or inequality. The author suggests that addressing resistance and inequity requires open conversations within classrooms and research networks.
The text also highlights the importance of ongoing conversations that loop back upon themselves. These ongoing conversations serve as a source of redundancy, which is essential for self-organizing systems and decision-making in constrained situations.
Overall, the text underscores the significance of conversations in shaping knowledge, fostering social change, and addressing issues of resistance and inequality, especially in educational contexts.
Section 5.2 discusses Wittgenstein's conversational methods and their relevance to research and pedagogy in teacher education. Wittgenstein's methods are described as non-theoretical, focusing on understanding the subtleties of the present moment rather than theoretical constructs.
The discussion emphasizes that Wittgenstein's methods encourage learners to focus on novelties and things that often go unnoticed. It shifts the focus of learning from convincing others of theoretical validity to understanding what to do next. Wittgenstein's dialogical and conversational approach, emphasizing language games, is highlighted.
Four strategies that Wittgenstein uses to "remind us" of things we already know are discussed. These strategies involve inviting readers to think for themselves, using various forms of imagery, highlighting both what works and what does not in language and meaning, and pointing out the synthesis of trivialities.
The text emphasizes that Wittgenstein's methods don't lead to final, fixed accounts of meaning, supporting the idea that past meanings and dialogues will change in future discussions.
Wittgenstein's methods are presented as directing attention away from theory and critique, focusing on the practical and the conversational. This approach aligns with a philosophy that privileges the practical over dialectical and argumentative approaches, emphasizing the importance of knowing what to do next in educational contexts. The text also suggests that "I understand" can be seen as an utterance signaling knowledge of what to do next, emphasizing the political nature of understanding and influencing others' understandings.
In Section 5.3, the focus shifts towards the idea of collective praxis and the need for further research in the area of collective self-study. The text acknowledges an emerging emphasis on collective learning and knowledge construction, especially in research projects involving teachers and students as research partners rather than mere subjects. The challenge is to articulate and develop theories related to collective research, collective pedagogy, and collective praxis.
The concept of praxitioner research, which bears similarities to participant action research and partnership research, is introduced. The goal is to encourage the educational community to work together in generating knowledge about collective pedagogies, research practices, and knowledge construction, aiming to address pressing social injustices. The text reflects on the dream of education being closely linked to positive social change and the removal of structural barriers for individual achievement by nurturing a sense of community.
The argument is made against the idea of applying existing theory in the classroom, suggesting that teachers need access to various theoretical models and practical activities to make flexible pedagogical decisions. The text proposes pragmatic criteria for assessing the quality of existing theory, emphasizing its social consequences.
A shift in perspective from truth as correspondence with reality to truth claims as a form of social control is advocated. The text aligns with postmodern understandings of knowledge as socially and linguistically constructed and recognizes the importance of existing theory in guiding individual and collective actions.
The text underscores the need for collective conversations, collective knowledge construction, and collective praxis in the pursuit of democracy and social justice. It calls for a move away from the reliance on single correct answers and towards valuing pluralism and dissensus.
The vision presented involves balancing individualism with collectivism, emphasizing care for all through the elimination of oppressive exclusion. This vision presents pedagogical, methodological, and philosophical challenges that require extensive research, reflection, and theorizing.
The promotion of the praxitioner vocabulary is not meant to impose it on the reader but rather to provoke consideration of how using these terms might lead to different practices and approaches in education. The eclectic nature of these ideas defies easy categorization and is open to ongoing discussions and exploration.
The final chapter of the thesis acts as an opening for further exploration, describing a group of teachers working together to understand substantive issues. It serves as a modest yet inspiring example of how small events can have significant and far-reaching consequences, aligning with the principles of chaos theory.
Summary of "all of the above"
In this academic work, the author explores the realms of education, research, and pedagogy with a focus on collective praxis and the transformative potential of collective learning. They advocate for a shift towards collective research practices and collective pedagogy, emphasizing the need for collaborative knowledge construction to address pressing social injustices. The text challenges the idea of applying existing theory in the classroom, suggesting that teachers should have access to a range of theoretical models to make flexible pedagogical decisions based on pragmatic criteria and social consequences.
The work aligns with postmodern understandings of knowledge as socially and linguistically constructed and calls for a move away from relying on single correct answers in favor of valuing pluralism and dissensus. The author envisions a future in which education is closely linked to positive social change, breaking down structural barriers for individual achievement through collective care for the community.
The text promotes the use of the "praxitioner" vocabulary, which encapsulates the ideas presented, and invites readers to consider how these terms might lead to different educational practices and approaches. It serves as a starting point for discussions and exploration in the field of education. The thesis concludes by highlighting the transformative potential of small events, echoing the principles of chaos theory.
In summary, this work underscores the importance of collective praxis, the limitations of applying existing theory, the value of diverse theoretical models, and the need for collaborative, socially conscious education to foster democratic and inclusive societies.
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