[NLA] Philosophical Naivete--Evidence and the Personal

[PDRNRI@aol.com]

A few short observations from a quick read of Catherine's meaningful letter:

1.  I would like to hear from other researchers on this list on how the 
research field is grappling with the govt.'s emphatic prioritizing of a 
rather one-dimensional approach to research.  It seems to me that there are a 
great many researchers in the field today who seek to approach learning and 
development as something "dialogic, self-reflective, political, ethical and 
creative" (Catherine's terms).  How are you responding to this?  

 2.  Reflecting on Catherine's important, ongoing reminder that we view our 
society as a "maturing democracy" - it occurs to me that for most of our 
history (certainly the 20th century) the predominant question challenging the 
democratic process in the US. has been "who gets to participate?" .  The 
dilemma of modern adult education, it seems to me, is partly connected to a 
shift (or the lack thereof) in the popular discourse from  "who gets to 
participate?" to "how do we prepare ourselves to participate?"  I suspect 
that while many of the folks on this list -- who have thought hard about 
democratic participation for so long -- see this question clearly and have 
developed very carefully considered answers.  But I'm less sure that the 
popular thinking on this question has advanced a great deal -- partly because 
issues around "who gets to participate" are not fully resolved, partly 
because actual preparation for participation is more threatening to those who 
exert the most power, and perhaps partly because many of those who have had a 
long-standing right to participate have been effectively dissuaded from doing 
so, having bought into the idea that particaption ends, rather than begins, 
at the ballot box.  In that case, the issue of preparing for more effective 
participation would simply not be on the radar among those who can apply 
political pressure through popular opinion.  

3.  More good books, for the same purposes, I think, as Catherine's: 
Making Spaces (Sissel and Sheared, eds.)  In Defense of the Lifeworld  
(Welton, ed.) -- and for teacher development purposes, Becoming a Critically 
Reflective Teacher (Brookfield)

David Hayes
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