Attending responding becoming : a living-learning inquiry in a naturally inclusional playspace

Gardiner, Louie Jean Nora

Abstract

Traditional scientific paradigms emphasise writing in the third person, effectively marginalising the subjective perspective of the researcher. Many systems thinking, cybernetics and complexity approaches are better in this regard, as they involve systemic interventions where the relationships between the researcher and other participants really matter. Writing in the first person therefore becomes acceptable.
In this Thesis (and a partner document coupled with it), I have explored how to reincorporate subjective empiricism into my systemic intervention practice. This has brought forth many unanticipated contributions. These take the form of new frameworks, concepts and approaches for systems and complexity practice, emerging from my engagements with myself and others, as well as from reflections upon those engagements.
However, the content of my reflections and ‘becomings’ are not all that represent my doctoral contribution; there is also the form of my representation(s), as well as the emergent nature of the process through which they have come to be. I have drawn from Gregory Bateson’s use of metalogues: where the nature of a conversation mirrors its content – e.g. getting into a muddle whilst talking about muddles! Intuitively, I grasped the importance of metalogue in what I was attempting, and found myself coining the term metalogic coherence. Without fully appreciating what this might mean in practice, I groped my way into undertaking and documenting my research in ways that I believed would be metalogically coherent with the complexity-attuned principles to which I was committing. In sum, and key to appreciating what unfolds in the narrative, is recognising this Thesis and its partner document as metalogically coherent artefacts of naturally inclusional, complexity-attuned, evolutionary research.
To fully acknowledge the different ways of knowing that have flowed into my inquiry, I have written in multiple voices (called statewaves, for reasons to be explained in the thesis). I found myself shifting from one voice to another as I explored and expressed different dimensions of what I was experiencing and discovering.
In addition, I have made liberal use of hyperlinks, so both documents are far from linear. They are more akin to a mycorrhizal network, interlinking flows of ideas and sensemaking, all of which can be accessed and experienced differently, depending on each reader’s engagement with and through it.
The thesis and its partner document are part of a composite submission that contains both poetry and artwork (visual depictions and animations of the ideas). These elements, along with the more conventional academic text, are augmented by penetrating reflections on my personal motivations, guided by a narrator signposting the streams as they flow into and between each other. All of my being has been implicated and impacted by this endeavour. When insights and new ‘becomings’ emerged flowfully during my practice, my joy was reflected in my narrative; as indeed were my pain, doubts and reinterpretations associated with ideas that were difficult to birth. I present all this in my submission, without retrospective sanitisation or simplification. In so doing, I am keeping faith with the principle that I remain at the heart of my research, and cannot be extracted from it without doing violence to the metalogical coherence that gives it meaning.

Citation

Gardiner, L. J. N. Attending responding becoming : a living-learning inquiry in a naturally inclusional playspace. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4224223

• Thesis Type: Thesis
• Deposit Date: Jul 29, 2022
• Publicly Available Date: Feb 24, 2023
• Keywords: Abduction; Systemic action research; Complexity; Critical systems thinking; Living theory action research; Metalogue; Metalogic coherence; Natural Inclusion; Presence in Action; Second order cybernetics; Subjective empiricism; Symmathesic agency; Systemic intervention; Systemic Research Framework
• Public URL: https://hull-repository.worktribe.com/output/4224223
• Additional Information: Business School, The University of Hull
• Award Date: Mar 1, 2022