Thinking about non-positivist as opposed to positivist thought, Embodiment versus Dualism is complex.
I believe that dance is associated with a non-posistivist stance and I feel that I clearly 'know' this through my experience dancing and teaching. I know that there is an interaction between many elements or factors that affect people moving so that there can't be total certainty, or a single version of truth about it, out there.
My emotions, what has happened before I come into the studio, what I ate before class what I learnt in a class last week, last year, 10 years ago, where I am in the room, tension somewhere in my body, the teachers mood, an old injury, will all affect how I experience a tendu today and how I am able to learn or work on that particular skill. Because of all these things it will also be a totally different experience for each individual. And all this applies to my viewpoint if I'm the teacher and not the participant. Through a non-positivist lens (Im trying to see it as a spectrum though) as a teacher I would hope to attend to some of these factors in teaching skills, or movements that will help a student to understand things more fully and have more tools to use develop their own knowledge, of doing a tendu for example. I want my students to work with principles of movement rather then then idea of "this is how it's done".
I'm not sure how my understanding of these concepts today chimes with others understanding, yours and the theorists, but it helps to write about it. The blog is a bit of a testing ground which is great but also a bit scary as others might make comments that reveal to me that my thinking is superficial, narrow or off-base on this.
There are lots of versions of the truth out there including mine. This seems obvious, knowledge is always from an individual perspective, it's how each individual understands something, but I realise it's not so obvious and often raises conflict when my thinking sometimes reveals how I'm looking at certain things in quite a positivist way, especially in terms of this MA study if not perhaps so much in the dance studio.
So in my research, I'm trying to put my idea/s, on the subject out there to share, alongside other people's. And to articulate more clarity for myself about the field of research I'm inquiring into.
The module 2 research proposal is helping me challenge the way I think about research. I'm thinking about ways to match the subject I'm exploring with the methods I choose to explore it and gather data. The methods are hugely important and reflect my stance on everything mentioned above. Its starting to sink in much more, how the way we choose to do things says much about our beliefs and politics. There are so many choices to make about which qualitative frameworks and methods fit best with my stance and the ideas I'm discussing.
I was talking with a friend who has also been studying for an MA, in Psychology, about learning and emotion. It often seems to come up through Skype chats too, and I often leave the conversation with these kinds of thoughts. How new learning, perhaps especially as an adult, often challenges the identities we have constructed for ourselves. The identity of the knowledgable teacher, the pride in our position at work, the way people often link doing a good job with being a good person and the emotions of fear and uncertainty that can result from the struggles and conflicts of new learning.
Tuesday 9 December 2014
Tuesday 25 November 2014
Focusing and refocusing
Just an update from the middle of term on module 2.
I'm feeling a bit lonely being the only one working on module 2, I think I am? I'm coming across so many interesting ideas through my reading which is great but I'm also struggling to keep focused on what I'm trying to create for my research proposal. What stumbling blocks did people who have completed it find?
I'm aware that I'm not tackling tasks from the handbook in a consecutive order, I've been working on the things that I feel most able to tackle first in order to feel able to start other tasks. I'm trying to read a lot but am not getting much down in writing apart from lots of notes. I've know that reading of the literature of all kinds, needs to happen throughout the whole process of research; focusing, framing, planning, refocusing, data collection, analysis and report writing.
I keep coming back to, or coming across ideas about language and it's meaning and importance. The words we choose to represent are thoughts and beliefs, reveal and contain so much meaning, although sometimes I know I use words that aren't right but I can't find better ones! An example of this in relation to my research is the use of the word 'correction'. Do I want to use it in my teaching? Is it appropriate for dance students at university? It says right and wrong to me, "you must do it this way" and I'm not sure that's always the case in my classes. The students I teach might/should be able to find their own way, their own solution to a movement or skill, after all, no two bodies or individuals are the same. Perhaps there's not a one size fits all solution in technique classes.I certainly don't want students to dance like me, I want them to dance like themselves. What does this all mean for codified techniques such as Limon? Or perhaps it's simply the word itself, "correction" that I don't seem to like using (why do I feel a bit uncomfortable about it?) What does it mean if I replace it with "feedback" but teach in exactly the same way?
Some final thoughts on a different note. I'm not teaching dance at the moment, back to work in January, but I have been taking a few classes, mostly Pilates, but also a couple of Contemporary classes and I enjoyed dancing again so much! It's been 10 months. It felt like my body was waking up again, things felt so familiar (I was worried they wouldn't) the endorphins flowed, the knowledge was still there although I was a bit wobbly, and I REALLY enjoyed the class. It made me think about the importance of trying to find the pleasure in dance ( I was looking around at a few miserable looking students, admittedly it was 9am) that sounds obvious and I know enjoying a class depends on a multitude of different factors but I also remember the teachers at a professional gaga workshop I went to, talking again and again about pleasure, not worrying about what we look like, whether we're doing it right, it won't be right unless you can enjoy it!
I'm feeling a bit lonely being the only one working on module 2, I think I am? I'm coming across so many interesting ideas through my reading which is great but I'm also struggling to keep focused on what I'm trying to create for my research proposal. What stumbling blocks did people who have completed it find?
I'm aware that I'm not tackling tasks from the handbook in a consecutive order, I've been working on the things that I feel most able to tackle first in order to feel able to start other tasks. I'm trying to read a lot but am not getting much down in writing apart from lots of notes. I've know that reading of the literature of all kinds, needs to happen throughout the whole process of research; focusing, framing, planning, refocusing, data collection, analysis and report writing.
I keep coming back to, or coming across ideas about language and it's meaning and importance. The words we choose to represent are thoughts and beliefs, reveal and contain so much meaning, although sometimes I know I use words that aren't right but I can't find better ones! An example of this in relation to my research is the use of the word 'correction'. Do I want to use it in my teaching? Is it appropriate for dance students at university? It says right and wrong to me, "you must do it this way" and I'm not sure that's always the case in my classes. The students I teach might/should be able to find their own way, their own solution to a movement or skill, after all, no two bodies or individuals are the same. Perhaps there's not a one size fits all solution in technique classes.I certainly don't want students to dance like me, I want them to dance like themselves. What does this all mean for codified techniques such as Limon? Or perhaps it's simply the word itself, "correction" that I don't seem to like using (why do I feel a bit uncomfortable about it?) What does it mean if I replace it with "feedback" but teach in exactly the same way?
Some final thoughts on a different note. I'm not teaching dance at the moment, back to work in January, but I have been taking a few classes, mostly Pilates, but also a couple of Contemporary classes and I enjoyed dancing again so much! It's been 10 months. It felt like my body was waking up again, things felt so familiar (I was worried they wouldn't) the endorphins flowed, the knowledge was still there although I was a bit wobbly, and I REALLY enjoyed the class. It made me think about the importance of trying to find the pleasure in dance ( I was looking around at a few miserable looking students, admittedly it was 9am) that sounds obvious and I know enjoying a class depends on a multitude of different factors but I also remember the teachers at a professional gaga workshop I went to, talking again and again about pleasure, not worrying about what we look like, whether we're doing it right, it won't be right unless you can enjoy it!
Thursday 20 November 2014
The embodied mind, the heart of movement
Have a look at this link if you have a moment. Beautiful written expression about Siobhan Davies' realisation of her physical expression through the working process on Two Quartets.
http://www.siobhandaviesreplay.com/media2/UserType/00000000/00002000/00002679.pdf
I'm exploring epistemological and ontological ideas in relation to her work at the moment. More coming soon........
http://www.siobhandaviesreplay.com/media2/UserType/00000000/00002000/00002679.pdf
I'm exploring epistemological and ontological ideas in relation to her work at the moment. More coming soon........
Monday 3 November 2014
Communication
Hi all,
Yesterday's Skype meeting gave me a lot to think about, even though I had to drop out to feed my little one. Apologies for the sudden exit!
It is interesting to see what issues and questions re-surface for me and other members of the group. One thing for me is our group discussions. Skype sessions are working more smoothly and are certainly always very constructive but it seems to be a difficult thing to do well. This from someone who doesn't enjoy phone conversations! The lack of body language and facial expression definitely cause me some difficulties. There is the video option of course, but as far as I know you can't see everyone's faces at the same time, in real time? That would be really good!
Still on the theme of communication, I notice that often someone else can put into words exactly what I was trying to say, and often say it so much better, effortlessly summing up the ideas. Someone, sorry, I can't remember who, Ainsley? did this when talking about the difference between the communication spaces of Linked-in and blogs. Statements v questions, group v individual, and ease of use were all mentioned.
Thinking, reacting and responding quickly is obviously a key part of teaching (being able to think on your feet) but going back to learning styles, if someone is more of a reflective nature, needing time to formulate ideas without too much pressure, perhaps this need for a fast response is one of the more challenging aspects of teaching practice for them. This might contradict what I was saying in my last blog about responding and just putting some thoughts out there. I think it's great to do that but not always easy in case you reveal your thinking to be confused or lacking in knowledge which can result in feeling vulnerable, or even embarrassed.
Sometimes words, spoken or written, feel inadequate. It could be my language skills of course but a passage in Case Study Research in Educational Settings (Bassey, 1999, p.43)) helped shed some light on feeling unable to make your meaning clear to someone else or the possibility of your meaning being misconstrued....
'language as a more or less agreed symbolic system, in which different people may have some differences in their meanings;'
Here the author is talking about qualitative research and the problem of differences in perception, interpretation and language that which make it unsurprising that we all have different opinions on what is real. What stood out were the words 'more or less' in relation to our shared understanding of language.
Was any of that clear!?
Yesterday's Skype meeting gave me a lot to think about, even though I had to drop out to feed my little one. Apologies for the sudden exit!
It is interesting to see what issues and questions re-surface for me and other members of the group. One thing for me is our group discussions. Skype sessions are working more smoothly and are certainly always very constructive but it seems to be a difficult thing to do well. This from someone who doesn't enjoy phone conversations! The lack of body language and facial expression definitely cause me some difficulties. There is the video option of course, but as far as I know you can't see everyone's faces at the same time, in real time? That would be really good!
Still on the theme of communication, I notice that often someone else can put into words exactly what I was trying to say, and often say it so much better, effortlessly summing up the ideas. Someone, sorry, I can't remember who, Ainsley? did this when talking about the difference between the communication spaces of Linked-in and blogs. Statements v questions, group v individual, and ease of use were all mentioned.
Thinking, reacting and responding quickly is obviously a key part of teaching (being able to think on your feet) but going back to learning styles, if someone is more of a reflective nature, needing time to formulate ideas without too much pressure, perhaps this need for a fast response is one of the more challenging aspects of teaching practice for them. This might contradict what I was saying in my last blog about responding and just putting some thoughts out there. I think it's great to do that but not always easy in case you reveal your thinking to be confused or lacking in knowledge which can result in feeling vulnerable, or even embarrassed.
Sometimes words, spoken or written, feel inadequate. It could be my language skills of course but a passage in Case Study Research in Educational Settings (Bassey, 1999, p.43)) helped shed some light on feeling unable to make your meaning clear to someone else or the possibility of your meaning being misconstrued....
'language as a more or less agreed symbolic system, in which different people may have some differences in their meanings;'
Here the author is talking about qualitative research and the problem of differences in perception, interpretation and language that which make it unsurprising that we all have different opinions on what is real. What stood out were the words 'more or less' in relation to our shared understanding of language.
Was any of that clear!?
Sunday 2 November 2014
Link to Linked in
Hi all,
Here's the link to the Linked in discussion I've started. It would be really good to hear your thoughts.
It was interesting that Helen mentioned about trust on her blog this week as it's another aspect I was thinking about in relation to the student teacher relationship and the giving and receiving of feedback.
https://www.linkedin.com/groupItem?view=&item=5932981799532658691&type=member&gid=4276460&trk=eml-b2_anet_digest-hero-1-hero-disc-disc-0&midToken=AQFwFFz15Gdn_w&fromEmail=fromEmail&ut=3hNxTOMhTyRCs1&_mSplash=1
Here's the link to the Linked in discussion I've started. It would be really good to hear your thoughts.
It was interesting that Helen mentioned about trust on her blog this week as it's another aspect I was thinking about in relation to the student teacher relationship and the giving and receiving of feedback.
https://www.linkedin.com/groupItem?view=&item=5932981799532658691&type=member&gid=4276460&trk=eml-b2_anet_digest-hero-1-hero-disc-disc-0&midToken=AQFwFFz15Gdn_w&fromEmail=fromEmail&ut=3hNxTOMhTyRCs1&_mSplash=1
Thursday 23 October 2014
Thoughts and progress
Just thought I'd write a short post to keep in touch and not leave it too long since the last one. I want to get in the habit! I'm writing this pretty late, for me, so I might think it's waffle tomorrow but there's only so much waiting for a good time you can do. Bear with me.
At the moment I'm struggling to understand the big philosophical theories and ideas to be honest. I think I do but then if I imagine trying to explain the meaning of Ontology, for example, to someone else, and be able to use it in a context, Then I'm not so sure. Definitions are one thing but really understanding…. Perhaps I actually do understand it or… maybe I'm giving it a different meaning and missing the point.
Any tips greatly appreciated. I'm just trying to read about the same ideas in different books to see if it will come together.
Finding time to keep in touch with and respond to everyone's blogs and linked-in discussions is sometimes tricky, although they're always really helpful and interesting reading, so this week I'm much more in the mind set of just 'throwing my hat into the ring' and writing a quick reply to things. That means that sometimes I will read things I've written and wish I'd phrased things differently or got my meaning across more clearly somehow but I think something is better then nothing, much as I'd like to carefully compose my thoughts! It sometimes quite liberating to just 'nail your colours to the mast' so to speak. A colleague once told me to do that when assessing work and I think she meant 'be clear on your rationale and have conviction' although not 'to defiantly hold onto your beliefs until the end'! I've just looked it up. Nothing like a good idiom!
I'm not teaching dance at the moment as I'm still on my maternity leave and I haven't seen any live performances either so it's quite strange thinking about it all so much without the daily trickle of thoughts, observations and experiences that I usually get at work. It's a bit isolating but I'm teaching some Pilates to adults and many of the things I'm thinking about for my research are relevant to all physical teaching practices. Particularly feedback and it's relationship with confidence and performance. More on Linked-in soon.
Finally, my 9 month old baby daughter had physio today and we noticed a lateral bias which seems to be making learning to crawl a bit more difficult for her. Really interesting to see this so early, and what we can do to help her balance herself up! She cried when we tried to tempt her to roll onto the other side with her favourite toy, as if to say this feels so awkward! I know the feeling.
At the moment I'm struggling to understand the big philosophical theories and ideas to be honest. I think I do but then if I imagine trying to explain the meaning of Ontology, for example, to someone else, and be able to use it in a context, Then I'm not so sure. Definitions are one thing but really understanding…. Perhaps I actually do understand it or… maybe I'm giving it a different meaning and missing the point.
Any tips greatly appreciated. I'm just trying to read about the same ideas in different books to see if it will come together.
Finding time to keep in touch with and respond to everyone's blogs and linked-in discussions is sometimes tricky, although they're always really helpful and interesting reading, so this week I'm much more in the mind set of just 'throwing my hat into the ring' and writing a quick reply to things. That means that sometimes I will read things I've written and wish I'd phrased things differently or got my meaning across more clearly somehow but I think something is better then nothing, much as I'd like to carefully compose my thoughts! It sometimes quite liberating to just 'nail your colours to the mast' so to speak. A colleague once told me to do that when assessing work and I think she meant 'be clear on your rationale and have conviction' although not 'to defiantly hold onto your beliefs until the end'! I've just looked it up. Nothing like a good idiom!
I'm not teaching dance at the moment as I'm still on my maternity leave and I haven't seen any live performances either so it's quite strange thinking about it all so much without the daily trickle of thoughts, observations and experiences that I usually get at work. It's a bit isolating but I'm teaching some Pilates to adults and many of the things I'm thinking about for my research are relevant to all physical teaching practices. Particularly feedback and it's relationship with confidence and performance. More on Linked-in soon.
Finally, my 9 month old baby daughter had physio today and we noticed a lateral bias which seems to be making learning to crawl a bit more difficult for her. Really interesting to see this so early, and what we can do to help her balance herself up! She cried when we tried to tempt her to roll onto the other side with her favourite toy, as if to say this feels so awkward! I know the feeling.
Sunday 5 October 2014
The nature of questions
Hi to all, good to be in touch again, it's been a while! and nice to talk with new people on the course. So, just to follow up on the Skype meeting today.
Our conversation about questions really struck a chord with me.
It can be difficult to know how to frame a question, what language to use to give a question some clarity, to get your meaning across. But what resonated most is to remember that whatever we ask, every person responding will have their individual take on it. It will mean something different to everyone, sometimes slight differences at times huge ones, because we all have different lived experiences. We all perceive ideas and knowledge uniquely.
So this (above) can help when we want to respond to someone's question but feel we maybe don't have enough knowledge on the particular subject. The fact that we are maybe coming from a different place, and have a unique perspective and body of knowledge is interesting in itself and so our response is equally valid to that of someone who is an 'authority' on the subject.
When we put forward a question we need to explore how others might find different meaning in it to our own. That others may understand it completely differently. This leads to openness in our research and that will lead to deeper knowledge and new understanding.
It's important to remember the idea that we don't have to provide an answer, let alone the 'correct' answer, whatever the forum may be where the questions are asked, it is fine to provide our own response.
We need to learn how to ask better questions in order to gain greater insight and understanding of our research interests. I've put that in bold to remind myself!
And finally, again the idea of openness. When we ask questions, that they are asked without anticipating or encouraging a particular answer. I think that makes for better research. That we do not have to try to prove something that we think we already know the answer to.
This sums it up for me.
"adhering to the presumption of absolute and authoritarian truth is the greatest obstacle to personal inquiry and the scholarly pursuit of knowledge." (Fraleigh and Hanstein, 1999)
Thanks and bye for now
Our conversation about questions really struck a chord with me.
It can be difficult to know how to frame a question, what language to use to give a question some clarity, to get your meaning across. But what resonated most is to remember that whatever we ask, every person responding will have their individual take on it. It will mean something different to everyone, sometimes slight differences at times huge ones, because we all have different lived experiences. We all perceive ideas and knowledge uniquely.
So this (above) can help when we want to respond to someone's question but feel we maybe don't have enough knowledge on the particular subject. The fact that we are maybe coming from a different place, and have a unique perspective and body of knowledge is interesting in itself and so our response is equally valid to that of someone who is an 'authority' on the subject.
When we put forward a question we need to explore how others might find different meaning in it to our own. That others may understand it completely differently. This leads to openness in our research and that will lead to deeper knowledge and new understanding.
It's important to remember the idea that we don't have to provide an answer, let alone the 'correct' answer, whatever the forum may be where the questions are asked, it is fine to provide our own response.
We need to learn how to ask better questions in order to gain greater insight and understanding of our research interests. I've put that in bold to remind myself!
And finally, again the idea of openness. When we ask questions, that they are asked without anticipating or encouraging a particular answer. I think that makes for better research. That we do not have to try to prove something that we think we already know the answer to.
This sums it up for me.
"adhering to the presumption of absolute and authoritarian truth is the greatest obstacle to personal inquiry and the scholarly pursuit of knowledge." (Fraleigh and Hanstein, 1999)
Thanks and bye for now
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