Learning about noticing, by, and through, noticing
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ORIGINAL PAPER
Learning about noticing, by, and through, noticing John Mason1 Accepted: 28 September 2020 © The Author(s) 2020
Abstract Aspects of noticing which are often overlooked are brought to the surface and illustrated by accounting-for three accountsof specific phenomena, two of which readers are invited to experience for themselves. These are used as a springboard for both illustrating the Discipline of Noticing as a method of sensitising oneself to notice possibilities for action, and reporting insights achieved through its use. This includes augmenting the discourse of Dual Systems Theory to include S1.5 (emotion) and S3 (creative insight) and linking it to a six-fold structure of the human psyche (enaction, affect, cognition, attention, will and witness). The aim is to enrich the discourse in which to account-for incidents as experienced by teachers themselves, and incidents observed by teachers and other researchers. The paper ends by distinguishing between measurement-based research validation, and phenomenologically-based validation which is part of the discipline of noticing. Keywords Noticing · Discipline of noticing · Dual systems theory extended · Attention · Will · Witness · Six-fold human psyche · Phenomenology · Validation
1 Introduction The Discipline of Noticing arose as an articulation of the sense I made of a lecture by J. G. Bennett (1976) in 1972. It took some 30 years for me to reach my articulation (Mason 2002), based on practices developed, refined, and honed both in the Centre for Mathematics Education at the Open University, and through my personal work. Here I want to draw attention to some aspects of Noticing as a practice and as a discipline which may be overlooked as teacher-noticing displaces personal noticing as the focus. I end with a rearticulation of some personal insights developed over the last 5 or so years about the structure of the human psyche, based on noticing of myself, but often confirmed in literature. The Discipline of Noticing is foremost a systematic method for conducting research into one’s own practice. As such it is phenomenological in nature, being concerned with the lived experience of the practitioner. Unlike common research methods based on measurement and statistical analysis of numerical data, the method of validation of the outcomes of noticing are humanistic and long-term, rather * John Mason [email protected] 1
Open University and University of Oxford, 27 Elms Rd, Oxford OX2 9JZ, UK
than statistical and situation specific. They are concerned with the individual, not the ‘average’. Insights obtained by means of the Discipline of Noticing are re-validated in the experience of other people, not only by whether they find themselves noticing things that previously they had not noticed, but whether they have actions become available which enable them to act differently because of what they notice. Their validity, in turn, resides in whether those they work with find themselves noticing and acting differently. There are many definitions of ed
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