<?xml version="1.0" encoding="UTF-8"?><rss version="2.0"
	xmlns:content="http://purl.org/rss/1.0/modules/content/"
	xmlns:dc="http://purl.org/dc/elements/1.1/"
	xmlns:atom="http://www.w3.org/2005/Atom"
	xmlns:sy="http://purl.org/rss/1.0/modules/syndication/"
	xmlns:itunes="http://www.itunes.com/dtds/podcast-1.0.dtd"
	xmlns:media="http://search.yahoo.com/mrss/"
	>
<channel>
	<title>Comments on: The Practice of Freedom</title>
	<atom:link href="http://www.pontydysgu.org/2011/03/the-practice-of-freedom/feed/" rel="self" type="application/rss+xml" />
	<link>http://www.pontydysgu.org/2011/03/the-practice-of-freedom/</link>
	<description>Pontydysgu - Educational Research</description>
	<lastBuildDate>Fri, 08 Mar 2013 15:56:43 +0000</lastBuildDate>
	<sy:updatePeriod>hourly</sy:updatePeriod>
	<sy:updateFrequency>1</sy:updateFrequency>
	<generator>http://wordpress.org/?v=3.4.2</generator>
	<item>
		<title>By: Michelle Howell-Martin</title>
		<link>http://www.pontydysgu.org/2011/03/the-practice-of-freedom/comment-page-1/#comment-66382</link>
		<dc:creator>Michelle Howell-Martin</dc:creator>
		<pubDate>Sun, 17 Apr 2011 14:57:30 +0000</pubDate>
		<guid isPermaLink="false">http://www.pontydysgu.org/?p=6388#comment-66382</guid>
		<description>Thank you for this thought-provoking post. It really hit home for me, especially as it applies to my position teaching in the school which has the lowest socioeconomic profile of any in my district. There is a great divide between the haves and have-nots, particularly when it comes to access to technology and with teacher attitudes towards technology and its place in education. What I teach my students at 3rd grade they probably won&#039;t see/use again unless they continue it on their own. It&#039;s great when they choose to demonstrate their learning through technology tools, I just hope that one day more of my colleagues will see the value in it.</description>
		<content:encoded><![CDATA[<p>Thank you for this thought-provoking post. It really hit home for me, especially as it applies to my position teaching in the school which has the lowest socioeconomic profile of any in my district. There is a great divide between the haves and have-nots, particularly when it comes to access to technology and with teacher attitudes towards technology and its place in education. What I teach my students at 3rd grade they probably won&#8217;t see/use again unless they continue it on their own. It&#8217;s great when they choose to demonstrate their learning through technology tools, I just hope that one day more of my colleagues will see the value in it.</p>
]]></content:encoded>
	</item>
	<item>
		<title>By: teachingenglish (Teaching English)</title>
		<link>http://www.pontydysgu.org/2011/03/the-practice-of-freedom/comment-page-1/#comment-65836</link>
		<dc:creator>teachingenglish (Teaching English)</dc:creator>
		<pubDate>Sun, 03 Apr 2011 09:16:51 +0000</pubDate>
		<guid isPermaLink="false">http://www.pontydysgu.org/?p=6388#comment-65836</guid>
		<description>Current state of education? 2 Turning point? http://tinyurl.com/65j58f2 #teachingEnglish #BritishCouncil #elt #TESOL #tefl #esl</description>
		<content:encoded><![CDATA[<p>Current state of education? 2 Turning point? <a href="http://tinyurl.com/65j58f2" rel="nofollow">http://tinyurl.com/65j58f2</a> #teachingEnglish #BritishCouncil #elt #TESOL #tefl #esl</p>
]]></content:encoded>
	</item>
	<item>
		<title>By: lindacq (Linda Castañeda)</title>
		<link>http://www.pontydysgu.org/2011/03/the-practice-of-freedom/comment-page-1/#comment-65710</link>
		<dc:creator>lindacq (Linda Castañeda)</dc:creator>
		<pubDate>Sat, 26 Mar 2011 07:21:12 +0000</pubDate>
		<guid isPermaLink="false">http://www.pontydysgu.org/?p=6388#comment-65710</guid>
		<description>moment to read &quot;The practice of freedom&quot;  http://www.pontydysgu.org/2011/03/the-practice-of-freedom/ #purpos/ed #500words by &lt;a rel=&quot;nofollow&quot; href=&quot;http://twitter.com/grahamattwell&quot;&gt;@grahamattwell&lt;/a&gt;</description>
		<content:encoded><![CDATA[<p>moment to read &#8220;The practice of freedom&#8221;  <a href="http://www.pontydysgu.org/2011/03/the-practice-of-freedom/" rel="nofollow">http://www.pontydysgu.org/2011/03/the-practice-of-freedom/</a> #purpos/ed #500words by <a rel="nofollow" href="http://twitter.com/grahamattwell">@grahamattwell</a></p>
]]></content:encoded>
	</item>
	<item>
		<title>By: John Pallister</title>
		<link>http://www.pontydysgu.org/2011/03/the-practice-of-freedom/comment-page-1/#comment-65693</link>
		<dc:creator>John Pallister</dc:creator>
		<pubDate>Fri, 25 Mar 2011 09:32:21 +0000</pubDate>
		<guid isPermaLink="false">http://www.pontydysgu.org/?p=6388#comment-65693</guid>
		<description>Graham, as always, a cracking and thought provoking read. I kept going back to  &quot;express and exchange ideas about matters which concern us all. To exchange those ideas freely and openly without fear of ridicule, in spaces where we are respected equally. To be privileged to listen to the ideas of significantly knowledgeable others.&quot;

I kept stopping at the &quot;to listen&quot; bit.  I wanted to insert something about &#039;and equip learners with the confidence and skills that will enable them to engage in a dialogue with&#039; the significantly knowledgeable others that you mention. But you had covered that. So the emphasis on &#039;listen&#039; was deliberate and important; listening/watching/eLurking an important stage in any learning. Quite a difficult &#039;skill&#039; for learners to develop/value.

I have listened and learnt something  - Thank You (significant, knowledgable other) - John</description>
		<content:encoded><![CDATA[<p>Graham, as always, a cracking and thought provoking read. I kept going back to  &#8220;express and exchange ideas about matters which concern us all. To exchange those ideas freely and openly without fear of ridicule, in spaces where we are respected equally. To be privileged to listen to the ideas of significantly knowledgeable others.&#8221;</p>
<p>I kept stopping at the &#8220;to listen&#8221; bit.  I wanted to insert something about &#8216;and equip learners with the confidence and skills that will enable them to engage in a dialogue with&#8217; the significantly knowledgeable others that you mention. But you had covered that. So the emphasis on &#8216;listen&#8217; was deliberate and important; listening/watching/eLurking an important stage in any learning. Quite a difficult &#8216;skill&#8217; for learners to develop/value.</p>
<p>I have listened and learnt something  &#8211; Thank You (significant, knowledgable other) &#8211; John</p>
]]></content:encoded>
	</item>
	<item>
		<title>By: nele_we (Cornelie Picht)</title>
		<link>http://www.pontydysgu.org/2011/03/the-practice-of-freedom/comment-page-1/#comment-65702</link>
		<dc:creator>nele_we (Cornelie Picht)</dc:creator>
		<pubDate>Fri, 25 Mar 2011 09:13:08 +0000</pubDate>
		<guid isPermaLink="false">http://www.pontydysgu.org/?p=6388#comment-65702</guid>
		<description>Graham Attwell: &quot;The Practice of Freedom&quot;  http://tinyurl.com/65j58f2
thought provoking read</description>
		<content:encoded><![CDATA[<p>Graham Attwell: &#8220;The Practice of Freedom&#8221;  <a href="http://tinyurl.com/65j58f2" rel="nofollow">http://tinyurl.com/65j58f2</a><br />
thought provoking read</p>
]]></content:encoded>
	</item>
	<item>
		<title>By: Steve Philp</title>
		<link>http://www.pontydysgu.org/2011/03/the-practice-of-freedom/comment-page-1/#comment-65683</link>
		<dc:creator>Steve Philp</dc:creator>
		<pubDate>Thu, 24 Mar 2011 13:00:30 +0000</pubDate>
		<guid isPermaLink="false">http://www.pontydysgu.org/?p=6388#comment-65683</guid>
		<description>You&#039;ve written the purposed post I would have written had I the words or the experience. Recently I&#039;ve been trying to put both the teacher student and the student teacher thing into practice.

Always having considered myself a life-long learner, I came across the phrase &quot;lead-learner&quot; last year. There&#039;s something in that that describes a humility that enables the other learners under your leadership to have more learning room.

My students have also been experimenting as teachers this year: visiting other schools to show them how to do film-making; skyping other schools to share their learning on using Google Docs; and acting as peer mentors within my own school.

When Vygostky described how learning exists within a socio-cultural context, it had powerful implications for how teachers should act in the now - effective teaching has to be connected to this current socio-cultural context. But in addition to that, it&#039;s interesting to consider how the system is dynamic - by increasing the &#039;practice of freedom&#039; it will change the socio-cultural context of the future, meaning that teachers will have to act differently in future &#039;now&#039;s. I guess that demonstrates that Einstein really was right - space-time is curved.</description>
		<content:encoded><![CDATA[<p>You&#8217;ve written the purposed post I would have written had I the words or the experience. Recently I&#8217;ve been trying to put both the teacher student and the student teacher thing into practice.</p>
<p>Always having considered myself a life-long learner, I came across the phrase &#8220;lead-learner&#8221; last year. There&#8217;s something in that that describes a humility that enables the other learners under your leadership to have more learning room.</p>
<p>My students have also been experimenting as teachers this year: visiting other schools to show them how to do film-making; skyping other schools to share their learning on using Google Docs; and acting as peer mentors within my own school.</p>
<p>When Vygostky described how learning exists within a socio-cultural context, it had powerful implications for how teachers should act in the now &#8211; effective teaching has to be connected to this current socio-cultural context. But in addition to that, it&#8217;s interesting to consider how the system is dynamic &#8211; by increasing the &#8216;practice of freedom&#8217; it will change the socio-cultural context of the future, meaning that teachers will have to act differently in future &#8216;now&#8217;s. I guess that demonstrates that Einstein really was right &#8211; space-time is curved.</p>
]]></content:encoded>
	</item>
	<item>
		<title>By: David Truss</title>
		<link>http://www.pontydysgu.org/2011/03/the-practice-of-freedom/comment-page-1/#comment-65682</link>
		<dc:creator>David Truss</dc:creator>
		<pubDate>Thu, 24 Mar 2011 12:49:22 +0000</pubDate>
		<guid isPermaLink="false">http://www.pontydysgu.org/?p=6388#comment-65682</guid>
		<description>What I think is exciting is that some purpos/ed discourse has started, and students are leading the &#039;revolution&#039;... (You didn&#039;t use this term but what&#039;s left if, &lt;i&gt;&quot;The contradictions inherent in the different views of the purpose of education do not allow any simple compromise or reform minded tinkering with the system&quot;&lt;/i&gt;?) 

I say students are leading the revolution because they are making it so that those educators who do not work on transformative practice are becoming less likely to engage students in &lt;i&gt;their&lt;/i&gt; learning. 

The biggest fear that I have is that corporate privatization/capitalization that you so eloquently describe develops a structure where the have and have-not gap becomes too big, and structurally embedded such that an uprising of any kind is easily crushed. 

You&#039;ve inspired some big thinking, and it seems I&#039;ve got to hammer out these ideas a bit more before saying more. Sorry that I&#039;m not more succinct.</description>
		<content:encoded><![CDATA[<p>What I think is exciting is that some purpos/ed discourse has started, and students are leading the &#8216;revolution&#8217;&#8230; (You didn&#8217;t use this term but what&#8217;s left if, <i>&#8220;The contradictions inherent in the different views of the purpose of education do not allow any simple compromise or reform minded tinkering with the system&#8221;</i>?) </p>
<p>I say students are leading the revolution because they are making it so that those educators who do not work on transformative practice are becoming less likely to engage students in <i>their</i> learning. </p>
<p>The biggest fear that I have is that corporate privatization/capitalization that you so eloquently describe develops a structure where the have and have-not gap becomes too big, and structurally embedded such that an uprising of any kind is easily crushed. </p>
<p>You&#8217;ve inspired some big thinking, and it seems I&#8217;ve got to hammer out these ideas a bit more before saying more. Sorry that I&#8217;m not more succinct.</p>
]]></content:encoded>
	</item>
	<item>
		<title>By: joy thompson</title>
		<link>http://www.pontydysgu.org/2011/03/the-practice-of-freedom/comment-page-1/#comment-65681</link>
		<dc:creator>joy thompson</dc:creator>
		<pubDate>Thu, 24 Mar 2011 12:15:21 +0000</pubDate>
		<guid isPermaLink="false">http://www.pontydysgu.org/?p=6388#comment-65681</guid>
		<description>Thank you very much, Graham. You have put into words the thoughts that I have been struggling to clarify in my own mind. I will pass on your entry to colleagues for further discussion.</description>
		<content:encoded><![CDATA[<p>Thank you very much, Graham. You have put into words the thoughts that I have been struggling to clarify in my own mind. I will pass on your entry to colleagues for further discussion.</p>
]]></content:encoded>
	</item>
	<item>
		<title>By: Paul Richardson</title>
		<link>http://www.pontydysgu.org/2011/03/the-practice-of-freedom/comment-page-1/#comment-65678</link>
		<dc:creator>Paul Richardson</dc:creator>
		<pubDate>Thu, 24 Mar 2011 11:45:49 +0000</pubDate>
		<guid isPermaLink="false">http://www.pontydysgu.org/?p=6388#comment-65678</guid>
		<description>Some very interesting thoughts here, Graham.... I like the emphasis on the social aspects. Some of us take these for granted, but it&#039;s well stating these upfront, as I quite often come across people who feel that technology enables learners to do it all on their own. Learning is a bit like music, I think. You can practise on your own, but it only takes on meaning when you do it socially.</description>
		<content:encoded><![CDATA[<p>Some very interesting thoughts here, Graham&#8230;. I like the emphasis on the social aspects. Some of us take these for granted, but it&#8217;s well stating these upfront, as I quite often come across people who feel that technology enables learners to do it all on their own. Learning is a bit like music, I think. You can practise on your own, but it only takes on meaning when you do it socially.</p>
]]></content:encoded>
	</item>
	<item>
		<title>By: Doug Belshaw</title>
		<link>http://www.pontydysgu.org/2011/03/the-practice-of-freedom/comment-page-1/#comment-65676</link>
		<dc:creator>Doug Belshaw</dc:creator>
		<pubDate>Thu, 24 Mar 2011 11:17:04 +0000</pubDate>
		<guid isPermaLink="false">http://www.pontydysgu.org/?p=6388#comment-65676</guid>
		<description>You draw out an extremely powerful dichotomy in the opening couple of paragraphs, Graham. I especially like the clarity with which you draw out what could be seen to be the inevitable institutional reaction to democratization of learning (deep barriers). 

Thanks for making me think! :-D</description>
		<content:encoded><![CDATA[<p>You draw out an extremely powerful dichotomy in the opening couple of paragraphs, Graham. I especially like the clarity with which you draw out what could be seen to be the inevitable institutional reaction to democratization of learning (deep barriers). </p>
<p>Thanks for making me think! <img src='http://www.pontydysgu.org/wp-includes/images/smilies/icon_biggrin.gif' alt=':-D' class='wp-smiley' /> </p>
]]></content:encoded>
	</item>
	<item>
		<title>By: luihexis (Luisa Maria Miguel)</title>
		<link>http://www.pontydysgu.org/2011/03/the-practice-of-freedom/comment-page-1/#comment-65679</link>
		<dc:creator>luihexis (Luisa Maria Miguel)</dc:creator>
		<pubDate>Thu, 24 Mar 2011 10:54:43 +0000</pubDate>
		<guid isPermaLink="false">http://www.pontydysgu.org/?p=6388#comment-65679</guid>
		<description>&quot;The Pratice of Freedom&quot; by Graham Attwell 500 words contribution for the &lt;a rel=&quot;nofollow&quot; href=&quot;http://twitter.com/purposeducation&quot;&gt;@purposeducation&lt;/a&gt; debate on: http://is.gd/XSVZCF very worth reading</description>
		<content:encoded><![CDATA[<p>&#8220;The Pratice of Freedom&#8221; by Graham Attwell 500 words contribution for the <a rel="nofollow" href="http://twitter.com/purposeducation">@purposeducation</a> debate on: <a href="http://is.gd/XSVZCF" rel="nofollow">http://is.gd/XSVZCF</a> very worth reading</p>
]]></content:encoded>
	</item>
</channel>
</rss>
