The Evolution of Ideas

Its interesting to discover how one changes as a learner during the process of learning, and that learning, thinking, considering and reconsidering happens all the time.

This process has given me a great deal of food for thought, but I'm coming to realise that its also something I've been considering for many years in former incarnations, quite different from the student life I now lead, but which have all been leading me to this point.

So, I seem to have spent a number of years of my adult life, thinking and learning - about thinking and learning.

During 21 years of parenthood, and 13 years of preschool-leading, I've been fascinated in the process of learning, of how people develop, of ways to encourage learning and the ways in which learning can be inhibited. Learning has always struck me as being a 'natural' process, but one which can easily be derailed. I have applied these ideas to the process of  student mentoring over the past two years, and I'm looking forward to helping the first year students in the London module from next week.

Learning is very exciting; witnessing this process in others, even more so. Watching the process of developing maturity as learning takes place is a privileged viewpoint. 

Time is one of the greatest resources in the process, but it's this aspect which is overlooked. Learning, in the school environment at least, has become a rushed activity, and one which is constantly assessed to see if it's happening. When young students come into academia, this is an area which needs to be addressed.

They are so used to 'finding the answer' that they take time to settle into the notion that their own development depends not on finding the answer, but exploring the questions. 

Perhaps this is where mature students benefit, as they are perhaps more likely to have recognized themselves as the products of a lifetime of development - not 'finished' in the manner of the school leaver, but a work in progress, unfinished, in need of honing.

As a society I believe we place far too much emphasis on the teaching to order, and fail to recognise the value of real learning. As long as schools, tests and results are the emphasis, then the learning we do by exposure to life as a whole will always be undervalued, and this to the detriment of society as a whole.

The whole 'no holidays in term time' issue spins on the axis of learning versus teaching, but it's probably best not to get me started on that particular bit of insidiousness...

On Conferences

I've just attended another conference, this time hosted by the Centre for History and Culture at my own university. Organised by Professor. Elaine Chalus and Dr Roberta Anderson, the event was rooted in the 18th century, under the title 'Georgian Pleasures'.

During the two days, the postgraduate group, along with several enthusiastic undergrads, began to run with Bobby and Elaine's idea of hosting their own conference, in June 2014.

Attendance at previous conferences has given me a flavour of what is involved, what is required, and ideas for successful future events. 

Our topic is the 300th anniversary of the accession of George I, and the changes which happened in the transition from the Stuarts to the Hanoverians. This will give a wide canvas to explore, from social to political, cultural to military history. 

Having jotted down a list of tasks, thoughts and initial plans, the next step will be to gather the group and decide what to do next. It's an exciting prospect. The group is composed of a range of people, with a range of skills, and between us we should be able to organise a terrific event.

Watch this space.

The trouble with holidays...

1. Break from study, pros and cons
2. Reading for pleasure versus reading for research. Is there a difference?
3. Hitting the ground running once again

Well this was a list of notes I'd prepared for another post, probably some time in July. Shall I try and remember what I was going to say?

There's always a problem with holidays. On the one hand, they are much needed, to refresh and recreate, sooth the senses and recoup energy levels.

On the other, the brain calms down and its hard to rev it up again.

So, do you take reading with you? Or rest the brain properly and give yourself space to really think?

During two separate weeks away, I opted for the latter. But this means I've allowed some thoughts to get through, sparked a few new ones, and prepared mentally for the next stage.

And the answer to question 2 is.....? To be decided. 

September Air

The sun is still shining but a sniff of autumn lies in the morning air. September is here and the summer holidays have slipped away.

Work in the archive has continued throughout the summer months, but the new term still has that feeling of 'real work about to begin'.

So today I've picked up two books via the lovely Becky and the Inter-Library Loan system, and work will progress in earnest.

The summer has given me the chance to think around my subject, and to plan ahead. I've synthesized one aspect of my research into a poster presentation for the upcoming 'Georgian Pleasures' conference, which has given me a chance to look at ways of presenting the information, ways of thinking issues through, and ways of meeting a different challenge. This has included learning a programme I had not used before (Microsoft Publisher) and two very useful meetings with fellow PhD students.

My son leaves for University in less than two weeks, and although this will mean changes in my family life, I'm looking forward to focusing more of my effort on study and work.

Piles of books, and other relevant things...

Today I had an impromptu meeting with two of my fellow PhD students. I hope it will be the first of many.

The value of talking to people engaged in the same activity is enormous. Not only do they understand the issues you face, but it's possible to discuss things without fear.  I have found that if there's one way to stop most conversations, it's to tell acquaintances that you are studying for a PhD...

So, today I had a meeting and chat with Georgina and James, and we swapped a few notes on our research journeys so far. We discovered that we share some confusion over the forms we've encountered so far, and that uncertainty over where we are in the whole studying process seems par for the course. 

It might appear that they are more at home with certain aspects of research and intellectual approach, but I have a little more experience of conferences, lecturing, and student mentoring. It will be good to be able to offer guidance and support to one another as we move ahead in the coming months. 

As George and I had both been to the library, it was interesting to discover we have opposite approaches here. G prefers a huge pile to tackle, moving books from the 'unread' to the 'completed' stack. By contrast, I am daunted by a huge pile, preferring to tackle a few at a time, returning them to the library before attempting a fresh lot. 

But one thing we are all certain of...no-one has enough room for all the books they need! 

IHR Summer School

As part of my supervisor's brief to 'Get Out There' amongst fellow toilers in the historical research field, I booked myself onto an IHR Summer School last week.

Situated in London, a stone's throw from the British Museum, the Institute of Historical Research provides a range of services for historians, based at the University of London. The theme of the three day school was advertised as Local History, and I hoped it could point me in a few new directions. 

Although not all of the papers and lectures were directly relevant, I nonetheless heard a great deal to ponder on. When the subject matter is several centuries away from your own research, you can at least sit back and observe technique and delivery. After all, this is a skill I will have to master during the course of my studies; the practical side of being a PhD student, if you will.

Over the past few years, I've had the opportunity to attend a number of conferences and to hear a number of papers delivered. The speakers I've heard have ranged from working academics to writers to individual researchers and archivists, but it seems that current occupation is no clue to the ability of the speaker to be engaging and to show what fascinates them about their chosen topic. So often, speakers are hampered in their ability to put this across to an audience - the technology goes wrong, the acoustics in the room are tricky, or that histrionic hand action gets in the way.

So I'm grateful that my undergraduate course put a strong emphasis on learning and practising the skills involved in presentation, and feel I've had the chance to hone them a good deal. Sitting listening to the delivery of papers, it's clear why we had all that rehearsal time. 

I hope, when its my turn, that I can achieve a standard of delivery which at least does justice to my subject and sources. Whether that can be realised after years  of research, is a question I will have to wait to answer...

As for the IHR Summer School, the range of speakers was stimulating and several really helped. I've discovered a while range of resources, potential routes of research and new archives to visit. Meal breaks and discussions with other history types led to all sorts of revelations and contacts. And being so close to the British Museum was a great treat.

I hope to become more involved with the IHR, despite the expense involved with a stay in London. Those who live closer to the capital have a distinct advantage, although I did enjoy the number of mentions to Bath in some of the lectures. Perhaps the advantage is mine, after all...? 

The PhD student info pack has arrived...

Well now its getting real.

A set of paperwork to read through, and a huge pile of huge books to read.

I've had a meeting with my supervisor, Dr Roberta Anderson (known as Bobby) and talked through how to really begin research in earnest. It was a good meeting, not least because chatting with members of the history department at BSU is always an inspiration. Its a great team, with great people, and I look forward to working with them even more.

My extra reading has also turned up a fascinating snippet of information, that the last family owner of Newton Park, Algernon Temple Gore Langton, was a member of the British Fascist Party in the 1930s. (according to David Cannadine) This adds a terrific extra layer to the background story of the property. One of my students on the BSU Archive is also interested in this as a potential dissertation topic, so I look forward to finding out more along with her.

My second supervisor is Dr Alison Hems, who was my tutor for the MA in Heritage Management last year. It was Alison who pointed me in the direction of the Cannadine book (Decline and Fall of the British Aristocracy) as a good background text on this topic.

So, between all the experts in history and heritage at Bath Spa, I've been set in the right direction.

Time to read the PhD handbook...