Inclusional Research
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Brief Introduction Orthodox educational theory, practice and standards are selective and based on the hierarchical authority of the educator to know and judge what’s best for and amongst learners as performing objects. Learners are regularly tested for their ability to conform with prescriptive expectations, and those who do not match imposed criteria are excluded, in much the same way that ‘natural selection theory’ competitively tests and discards those ‘unfit’ to fill a pre-existing ‘niche’. The upshot is an elite of successful conformers who in turn impose their authority on upcoming generations, at the expense of enormous wastage, hopelessness, resentment and loss of creative potential amongst those excluded. An evolutionarily stultified Academic Establishment Structure emerges, which resists rather than enhances new opportunities for learning whilst sustaining endless rounds of re-iteration. Inclusional Education seeks co-creatively to recognise and inspirationally to ‘bring out’ (the original meaning of educate) ‘all the talents’ of a diverse, mutually supportive and explorative community, not just a select few Icarus-like ‘high fliers’. It entails an invitation to learners by learners to participate in and feel they can contribute to deeper enquiry. This enquiry is not boastful but honestly and challengingly reflects on the accomplishments and limitations of current understanding, and the opportunities that arise from these. There is both an acknowledgement of the status quo and a readiness to question the status quo, which enables learners to feel they can contribute both individually and collectively to the continual evolutionary transformation of our understanding relationship with the world about us. There is a sense of adventure, discovery, surprise and readiness to be surprised. Educational theory, practice and standards become ‘living’, ‘evolutionary’ and lovingly and respectfully receptive-responsive to our diverse and complementary human qualities and needs as dynamic relational learners, not high class performing objects stuck in a rut. Contacts
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