The story begins
John MacBeath and Stewart Hay
The Learning School
|• Teams of school students from five (year 1) to eight (year 3) countries|
|• Visiting schools in each of those countries|
|• Spending up to 6 weeks in each school|
|• Living with host families|
|• Using tools to evaluate learning, motivation, self-evaluation|
|• Feeding back results to the teachers and management|
|• Presenting findings to policy-makers, academics, international conferences|
|• Three successive cohorts (LS1, LS2, LS3) revisiting schools with new research themes, new challenges|
Stories come in different shapes. There are stories told objectively by authors, omniscient people who perch above the narrative and give themselves licence to intrude into every private space, even into their character's deepest thoughts and feelings, admitting no ambiguity because they have assumed an unquestioned authority as to what actually happened. Then there are those more modest authors who tell their story from a singular point of view. They can only guess at what is happening in other people's lives and how the narrative will unfold. Then there are books recounted from multiple perspectives, perhaps the most stunning in the genre André Brink's A Chain of Voices, in every chapter ambushing the reader into another version of reality, reminding us that every story, every history depends on the narrator.
In David Edmond and John Eidinow's (2001) wonderful account of the historic Cambridge meeting between Wittgenstein and Popper, Wittgenstein's threat to Popper with a poker is pieced together from those who were there - eminent scholars, all of whose testimony to the events is different in significant detail. Perhaps it was the emotionally charged nature of the event that brought so many disparate recollections but the authors leave us not knowing what actually happened or even who was there and who was not.