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Education, educational research and the good for humankind. Stephen Kemmis Research Institute for Professional Practice, Learning and Education (RIPPLE) Charles Sturt University Wagga Wagga, NSW Australia. Sesquicentennial (150 th ) Anniversary of Jyväskylä Teacher Seminary 1863 -2013.
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Research Institute for Professional Practice,Learning and Education (RIPPLE)
Charles Sturt University
Wagga Wagga, NSW
Uno Cygnaeus (1810-1888) proposed national system of folk schools for Finland, established 1863.
Appointed Chief Inspector of Schools, 1863
Established Jyväskylä Teacher Seminary 1863 and was first Director 1863-1869.
Education has a double purpose: the formation of individual persons and the formation of societies.
Three kinds of intersubjective conditions and social media that make democratic communities possible:
An answer, for our time, to the question of what the good for humankind might look like:
In relation to the good life for humankind, education is an initiation into the kinds of practices characteristic of the good life for humankind, namely, practices that enact and secure
Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. and Bristol, L. (2014) Changing Practices, Changing Education. Singapore: Springer.
Research that asks ‘Are our current practices educational?’
Do our current practices, and … our educational institutions, unreasonably limit and constrain
Educational research that aims to foster communicative action– that is, conversation in which we strive for
Research that contributes to a way of life – living well – in the sense that Pierre Hadot (1995) described it for the ancients in Greece and Rome:
Participant research creates the conditions for practitioners to:
Participatory research by educators examining whether their own practices are educational, conducted in the mode of practical philosophy and critical participatory action research,
Around the world, schooling research threatens to supplant, undermine and obliterate educational research.
For the moment, vast parts of the world economy depend on burning fossil fuels, and a substantial section of the world economy depends on investments in fossil fuels. A changing international consciousness may yet pull us back from the brink of the irreversible climate change that will certainly follow our continued reliance on fossil fuels.
I hope you will join me in supporting the development of a social movement in our field, that will place educators at the heart of educational research, and not just their managers. Many of you now support ‘reflective practice’ and ‘action research’ in many forms in the initial and continuing education of teachers. Perhaps we can also find new ways to strengthen the capacities and resources that educators need if they are to have the professional autonomy to be the principal researchers into their own practices, to discover whether and how their practices are indeed educational.