Decided to do a search on self-discipline in education, and the results were rather thin. Most were spurious analysis confirming what we know, and then plaintive recommendations. See below for three examples.

‘Results suggest that discipline infractions are associated with more negative perceptions of school climate and provide a rationale for the use of proactive approaches to school discipline as a way to enhance student perceptions of school climate.’

Sarah A. Fefer & Kayla Gordon (2020) Exploring perceptions of school climate among secondary students with varying discipline infractions, International Journal of School & Educational Psychology, 8:3, 174-183.

‘Findings suggested that creating a sense of a whole school team-oriented culture may hold promise for enhancing school connectedness.’

Carney JV, Joo H, Hazler RJ, Geckler J. Students’ Perceptions of School Connectedness and Being Part of a Team: A Brief Report Evaluating Project TEAM™. J Prim Prev. 2019

‘Overall, the findings provide novel evidence suggesting that students’ engagement can be fostered by supportive teacher-student interactions.’

Pöysä S, Vasalampi K, Muotka J, Lerkkanen MK, Poikkeus AM, Nurmi JE. Teacher-student interaction and lower secondary school students’ situational engagement. Br J Educ Psychol. 2019


Clearly a form of lunacy is being demonstrated. The tendency of academia to pathologise both psychological and sociological behaviour, means they analyse what the problem is and provide evidence of it, and then suggest vacuous recommendations like these. Only evidence of problems, no solutions.

Academia This Week

The papers which actually tested interventions weren’t much better. Some reported conflict of interests because the interventions were supported by tech and the owner of the providing tech were amongst the writers; others who had the same authors didn’t even reveal conflict of interest. All involved training of staff, which means high overheads.

Critical Realism

Pragmatism and Critical Realism –
Transcending Descartes’ Either/Or? In: Understanding Management Research
By: Phil Johnson & Joanne Duberley Pub. Date: 2011


Pragmatism and Critical Realism –
Transcending Descartes’ Either/Or? In: Understanding Management Research
By: Phil Johnson & Joanne Duberley Pub. Date: 2011

how we treat kids

Managing with Mindfulness: Connecting with Students in the 21st Century
Author Tony Yeigh
Publisher Cambridge University Press, 2020

Some nice content on the way, though. Critical realism as between Empirical realism and Superidealism, or alternatively ontological realism and epistemic relativism; a nice model of Kant’s noumenal as real and phe-nomenal is experienced; and a nice timeline of how science has changed how we deal with kids in class. Trust business management to come up with some nice diagrams.

Dialogical Organisational Development

Also got Dialogical Organisational Development from Wendy, which shows attempts at collaborative welfare state development in Denmark. Changes are occuring, but the question is, how deep. And the basis of the multiple-system change we are suggesting, the depth is unquestionably deep. I suspect the DOD will suffer from the same financial restrictions which traditional economic imposes. Incremental change is insufficient. A fundamental shift at multiple systems is required.

Here, study and experiment provided the basis for organizational learning and development rather  than analysis and implementation of known concepts. The term Dialogic OD marks a return to a  set of original virtues on taking action in changing organizations – taking into account the past
30 years of research and developments in practice.
The unifying point is that a family of ideas comprises a field of basic positions, with an  accompanying set of methods for practice. The basic positions are known as social  constructivism, complexity theory and self-organization, discourse and dialogue theory, the theory of complex responsive processes of relationship formation, generativity and collaborative studies (ibid). Together, these positions seek to paint a picture of organizations as complex social communities bound by interactions, language and conversation.

From p66 Towards More and Better Welfare Through Dialogic Organization  Development: The “We Figure It Out Together” Project, by Jacob Storch and Julie Nørgaard Aarhus, Denmark, International Journal of Collaborative-Dialogic Practices, 10(1), 2020: 61-83. And from p67:

The purpose of methods is their use in practice! Central to the aforementioned understanding of dialogic change is the confrontation of a classic dominant idea first articulated by Kurt Lewin (Bushe & Marshak 2015: 12) in 1947, which holds that interventions follow a three-stage process
of “unfreeze, move, re-freeze”. Underlying this assumption is the notion of organizations as stable, with change being temporary in nature. This perspective was suited to the industrialized organizations of that time, in a market where development was slow enough to allow for ongoing adaptation of organizations based on analysis. Today we know that organizations are dynamic, complex social phenomena, and that change is a constant ongoing activity. As the post-industrial age has come to dominate a global, digital world, the need for a new approach and understanding in relation to change is greatly needed.

I bring this level of change, and it comes from in-the-field practice, from the white-water constant change of engaging adolescents freshly. In terms of academia, I need to remind myself that academia is one of the oldest institutional structures we have, outdating companies while at the same time being the most recently commercialised sectors in the modern world, otherwise I shall end up waking up hot and bothered, rather than pursuing more pleasant mindflow.

If the methods I employ are not acceptable by this department or indeed this university, I put this down to the underlying archaic ‘stable’ structures of departments, outdated knowledge base, inferior study methods, ineffective social science axioms. It will change, but whether it will lead the change or be merely pulled along by changes (like it will be with advent of AI), is up to people like my supervisors. They are gatekeepers of change at the moment, and their understanding of collaboration is poor. They nonetheless are trying to help me, but only as much as they are fulfilling the traditional structures within which they are placed and which they are aware are insufficient for the level of disorder we face globally.

My supervisors are not exhibiting the level of courage needed, but this may be more to do with the discipline they are in. I must persist with trying to define the DIKW which ABC State appears to subvert.


I like approaching a thing for the first time. Fresh, beginner mind, sensitive to novelty. It is a little challenging to return to ABC State, which is embedded in the structure I chose for the Confirmation Report. I think I have got a nice attitude towards a simpler presentation, however as I look into it, the complexity emerges. It is inevitable.

Nevertheless, there is one part which is new. I have never examined the components of ABC State. I have only ever looked for academic theories or constructs which seem related. It is like I have plant and I look through a book to match parts of it. I can recognised things called ‘petals’ by some, ‘sepals’ by others; or that roots are the base of the plant, whereas other descriptions see roots as the head. This is how I have approached academic texts, as a kind of typology of a thing I have experienced. It is less the formal, explicit, verbalised structure of the ABC State, which is simple enough for children to get, but the psychological dynamic which it ‘captures’, ‘reflects’, ‘induces’.

I came up with a description of a few elements, which is partially related to how I came up with the structure in the first place (on the left). And then I decided to see what the correlates were in Reflexive Reading, on the right.

Individual- collective

Dependency-interdependency. C State is dependent on individual (failure state of student, which correlates to success state of teacher with discipline policy and institutional power2, Bhaskar). A State is dependent on all (success of all, power1).

temporally fractal

Everyone listening, responsive, extended to few minutes, 20 mins solid work, whole lesson getting A State, extended to several lessons. Continuous moment, analogue experience, extending over time. Like juggling, continuous.

Simultaneous systems

The simultaneous processes involved in algebra (equality, aim, simplifying) are equivalent to metacognitive awareness of social understanding.

QUICK transitions

Well-ordered, smooth transitions between activities means more activities, better learning activities, more trust, better quality attention, no need to repeat, faster learning, better retention.

collective gain

By enable collective positive action, especially with ‘hard’ work eg 20 mins solid work, we ‘buy’ time for better activities. Collective proof that more sophisticated activities are deserved.

failure state

Employing disciplining takes time, effort to implement power2, distracting focus from subject or sensitivity to attention, ie C State. Is it something teacher wants to do? Not me!

Individual- collective

The imaginative hermeneutic is enabled/disabled by an individual. Minimal A State between two people (writer and reader). With multiple readers, dependent on all readers contributing. Definitely power1: empowering. Writer is ‘powerless’ in comparison.

temporally fractal

Achieve reflexive reading in a sentence, extending to a a paragraph, section, entire document, book. And if it works with one document, sharing, and emergent levels of collective action.

Simultaneous systems

Multiple concepts, eg three concepts as one, not linear reasoning to a conclusion; interdimensional (eg reflexive condition, language)

QUICK transitions

More fluid reading; flying not plodding. What are the improved activities? Transcendence, insights, more sophisticated social interventions, more robust social science?

collective gain

The effort of doing Reflexive Reading, creates opportunity for better activities. What positive actions opens up to collective readership? With economic empowerment through organic sharing.

failure state

Checking for critical reading is tedious, enforcing control, power2, distracting focus from internal sensitivity (to ideas, social sensitivity), ie C State. Is it something the writer wants to do?


Which means what exactly….?

My intuition that both ABC State and Reflexive Reading were similar seems to play out rather nicely. Hence the need to invent the term, ‘meta-method’, and the structure for the initial Confirmation Report. I think a mathematical description would be useful. 

It is self-evident in this blog: read as it is written, word for word. Though the ‘block’ design of this wordpress editor is a little confusing. Interrupts the flow. I suspect I shall revert to simple textual flow. Perhaps I’ll do a textango sometime soon. Formulating the mathematical ‘model’ will be… interesting. No idea how that will come about…