This Thursday April 4th, we have Skype sessions with a Module Two [ACI3622] focus. Anybody from any Module is welcome but we will be talking about ideas and learning highlighted in Module Two activity.
We will be discussing: Practicalities of doing practice-based inquiry
These will be at:
12:30pm (time in London)
or
5pm (time in London)
Comment below to indicate which one you will attend and share relevant thinking/doing you have been mulling, reflecting on.
This Tuesday April 2nd we have Skype sessions with a Module Three [ACI3633] focus. Anybody from any Module is welcome but we will be talking about ideas and learning highlighted in Module Three activity.
We will be discussing: The ways ideas can be communicated.
These will be at:
12:30pm (time in London)
or
5pm (time in London)
Comment below to indicate which one you will attend and share relevant thinking/doing you have been mulling, reflecting on.
This Monday April 1st, we have Skype sessions with a Module One [ACI3611] focus. Anybody from any Module is welcome but we will be talking about ideas and learning highlighted in Module One activity.
We will be discussing: What are ethical considerations?
These will be at:
12:30 (time in London) or 5pm (time on London)
Comment below to indicate which one you will attend and share relevant thinking/doing you have been mulling, reflecting on.
This Tuesday, March 26th, we have Tuesday Discussion Skype sessions. Every Module is welcome. This is a great time to share ideas and talk to other members of the learning community.
These will be at:
12:30 (time in London)
or
9pm (time in London)
Comment below to indicate which one you will attend and share relevant thinking/doing you have been mulling, reflecting on.
Some useful points that came up in the conversation:
Analysis needs to revolve around you and your questions - not some thing/ activity that waits to organise the field data collected. Think about: the questions are analysis, unpicking your story and your thinking to allow the field data to move through it.
Planning in Module Two needs to include planning the analysis and therefore needs to include questioning yourself . Such as where you are in your topic so you can expand your understanding and knowledge of the topic in the Module Three inquiry
In our BAPP course we have looked at ethics from two stand points – firstly ethical proceduresthat are about ‘right & wrong’ from the perspective of agreed social moral expectations of how we should behave. Ethical procedures link to the kinds of questions ethics boards ask (for instance the MORE on-line form at Middlesex). The right-ness or wrong-ness of the procedures are dependent to some extend on historical, cultural and social contexts. Even when adhering to them it is important to notice what assumptions about ‘good’, or ‘bad’ the ethical procedure is making. It is clear that these change over time, for instance something we accepted even 50 years ago are now considered unacceptable.
In this video, Michael D. Burroughs raises the question of teaching ethical thinking (the obligation to ask yourself questions and reflect on your assumptions) to young people. There is a sense we do not engage children with ethics because adults ‘know right from wrong’ and children don’t! But it could be argued children are much more willing to adhere to the rules of fair-ness, turn-taking, and listening that society perceives to be appropriate ways to behave.
As we explore what ethics can be, where it should be we move into what on this course we have called ethical consideration(consideration = reflections, thoughts ideas).
The way you approach ideas includes ethical considerations.
The conclusion you draw from considering ideas ethically starts to form your theoretical framework. The framework into which you organise the relationship between truth, meaning, body, etc…
In this way, ethical considerations help you noticethe ‘frameworks’ you are working in.
This video might help you start to notice where you stand – where your ethical frameworks are. Watch the video and ask yourself some of the questions!!!
What are your thoughts on morality? Are you a Moral realist? A Moral Absolutist? The point is not to have answers!! But to be aware. Throughout the course as you reflect on subject or plan activity ask yourself what you are assuming about the actions you take. What do your actions assume about others? What assumptions are you making about right and wrong? Have you ever questioned something you already believed was true and had no reason to question? How do you see another perspective? If some of the ideas in the videos are interesting please research further. Comment below to link to posts you have written on the subject. Comment below please...
On Tuesday we had Skypes about the central place of analysis across the whole course with a focus on Module Three. I described a way into thinking about analysis as thinking about it as 'meaning making'.
In Module One ACI3611, you are starting to analyze what your practice is so you can describe and reflect on it in the work you are handing in at the end of the term.
In Module Two ACI3622, you are starting to check the design of inquiry you are making supports the analysis you are planning for what you find. In other words, you are not planning for collecting data for the sake of collecting things you are gathering things that will help your analysis and discover ideas around the topic you are interested in.
In Module Three ACI3633 you would be finishing gathering field data and starting to look at what it means, whats behind some of the things you experience? If you have come across new ideas you had not considered go back to the Literature/Art and see what people have said about this. It is a messy period when there are lots of ideas as you piece together new perspectives - new knowledge (to you).
Please comment below and add blog post addresses too. When you add a blog post address please say what it is about so we can discuss both on this blog post and also refer to yours.
When you interview people in ACI3633 (Module Three) or plan to in ACI3622 (Module Two) how have you composed who they are? Are they informants, participants, respondents? All these words have slightly different meanings that reflect how you see who they are, how you value them.
Sometimes people suggest they will give participants in interviews the names ‘Interviewee 1’, ‘Interviewee 2.This is to give them anonymity. But this kind of anonymity makes them less like humans and more like test tubes.
If you give them pseudonym, what names will you choose? Will the name reflect a gender, a cultural background? how does it matter to you? If someone is called Lisa Bennet in 'real' life what effect does calling that person Rashmi Patel have on how the reader views the interviewee? How does what are you doing about the their gender they are presenting. Does their name need to reflect that? Is it your job to police how the reader perceives the interviewee? What of the interviewee's identity is it important to imply and what does not matter? these are all choices about what you see as significant to the inquiry. These are ethical considerations. There is not a correct way for everyone to follow but there is an incorrect way to do this and that is to make choices you have not thought about. To just do something because you thought that was what you were told to do. What you do has to make sense to you. You have to participate….
This Tuesday March 12th, we have Skype sessions with a Module Three [ACI3633] focus. Anybody from any Module is welcome but we will be talking about ideas and learning highlighted in Module Three activity.
We will be discussing: The central place of analysis & synthesis of information through reflection.
These will be at:
12:30pm (time in London)
or
5pm (time in London)
Comment below to indicate which one you will attend and share relevant thinking/doing you have been mulling, reflecting on.
This Monday March 11th, we have Skype sessions with a Module One [ACI 3611] focus. Anybody from any Module is welcome but we will be talking about ideas and learning highlighted in Module One activity.
We will be discussing: synthesis of information through reflection.
These will be at:
12:30pm (time in London)
or
5pm (time in London)
Comment below to indicate which one you will attend and share relevant thinking/doing you have been mulling, reflecting on.
Part of the principles of BAPP are networks and collaboration. (These are ideas that carry across the whole course.)
In this course part of the idea of networks involves collaboration. But this is also a larger shift in thinking in terms of how we construct what interaction in society should look like or how we construct our Western history.
Darwin offered a world of survival of the fittestwhich mirrored the Regency and Victorian period of empire building of his lifetime. What if we let go of the *metaphor of fighting that we use in so many descriptions of ideas and replaced it with collaboration.
Below Howard Rheingold explores how we can readjust to see history (and present day) from a metaphor of 'working together'rather than 'survival of the fittest'. I think this is really important because art is often involved in activism that brings people together through making together.
Working in a show or part of a cast also rely on cooperation, so as artists we are very familiar with the idea in our professional work but how can we learn from those professional situations of collaboration? How is collaboration a part of your practice? What ethical considerations does the principle of collaboration raise in a creative process?
To push this idea further: The idea of cooperation is explored in many artists’ processes. Art activism often uses the idea of making something together as a way to value and highlight community. I feel collaboration has a part in the map of an artists practice. Where is collaboration in your practice, in your inquiry, in your field of work?
Does your experience in the network of the BAPP learning community mirror experiences in your professional practice? Are you bringing assumptions about working togetherfrom BAPP to your Practice or the other way around?
Here is a video talk about collaboration and the work of a poet who uses collaboration as part of process. If you asked yourself how to collaborate each time you started a creative process or entered a teaching situation, what interesting ethical considerations does it raise - different for each situation I would think. In this way collaboration could be seen as a principle for learning not just an organising tool.
This Thursday March 7th we have Skype sessions with a Module Two [ACI3622] focus. Anybody from any Module is welcome but we will be talking about ideas and learning highlighted in Module Two activity.
We will be discussing What if you can't interview anyone? - The central place of analysis.
These will be at:
12:30pm (time in London)
or
5pm (time in London)
Comment below to indicate which one you will attend and share relevant thinking/doing you have been mulling, reflecting on.
