I am looking forward to discussing what is the same and what is different when tutoring face to face and tutoring online, facilitating learning online, with no in person contact raises a number of interesting questions.

I also teach courses on building websites and social networking and look forward to spending some time discussion how to use social networks ethically. What networks to be using and some top tips for effective social networking.

I am proposing to take a look at an idea from early TA which I think gets overlooked but is worth re-visiting. It’s Woollams and Brown’s (1978) Vulnerability Quotient.

This is a neat little notion that was originally presented to help make sense of the context out of which the small child creates a script. I really like it just for that purpose, however, I have noticed how useful it is to make sense of what goes on in the educational experience.

Hal very generously spent some time discussing with us person-centred education, the research underpinning the approach, his two late co-authors and some personal experiences not in the book.

Giles Barrow (TSTA – Ed) offers a personal view about some of the distinctive features of educational transactional analysis (EdTA).

The seminar will include ideas about central theory and models in EdTA, and thoughts on underpinning philosophy. An important consideration will be exploring the distinction between educational TA and TA in education, arguably the central question for those practitioners interested in CTA in the field education.

Neil’s aim is to inspire us to assess the role of values in our lives and work. He demonstrates how a common values vocabulary can become an ethical code on which we can base our lives: giving us a personal compass that helps us to find meaning and purpose. Neil shows us how values become a lifeline for some and a life enhancer for all, helping us to make positive decisions about ourselves. He explores how values act to help us to raise our awareness (consciousness), as would a positive nurturing and structuring parent, so that we act in alignment with our essence.

Focussing on the work of Parker J Palmer this third session will consider the integration of soul and role. How many educators leave themselves at the classroom door, only to rely on technique and policy initiatives to shape how they work with students. Often we ask what is to be taught, and occasionally how to teach. Rarely are teachers encouraged to consider why they teach and fewer to consider who it is that shows up to teach. Re-connecting with an early sense of vocation, clarifying core values and living out who we are in relationship with students, is new territory for many contemporary educators.

Education is always taking place in context which in turn shapes how individuals make sense of themselves as intelligent, capable, competent and worthwhile, or not.

Our experience of being schooled can be profoundly important in terms of shaping personal script and which reverberates into adult life and career.

We began the series with the concept of natality – birth. Invariably overlooked by its more familiar partner – mortality – the importance of natality is most present in the process of education. Natality is all about renewal and what more obvious a way does a society engage in renewal but through how it educates the next generation.

We looked at the features of natality, the principal writers and its link with education. We also focused on the Cycle of Development as a powerful educational model. Based on the early work of Pam Levin, extended by Jean Illsley Clarke and Connie Dawson, we considered how development is essentially cycle of renewal spanning a lifetime.

This online conversation is with Lynette Green and Max Hope. Lynette is a person-centred psychodramatist and Max is a person-centred educator.

During this online discussion, they talked about the benefits of using psychodrama as a tool for learning as well as their own views of person-centred education. They addressed the dilemmas of being open to being led by a group whilst also having their own agenda (in terms of content and method).

Giles has written and presented on the “Educator as Cultivator”, reflecting on his experience moving with his family from London to live and work on a farm and the steep earning curve he experienced.

Considering the role of cultivation in his own experience of learning, holding space in a way that supported him through the shame of conscious incompetence, was vital in sustaining his development.

Giles describes the need for the cultivator to be grounded in the learning relationship and be able to act courageously on our intuition that something “may be amiss”, while not intervening in a way that diminishes the learners energy and autonomy.