From the Editor

It is exciting to be writing this editorial under the new banner of the Pymble Institute, the College’s home of research, innovation and professional learning.

The launch of the ‘PI’, as the Pymble Institute has become known, took place in October 2021 with a video composed of student and staff creations representing our commitment to research and education. Their creations depicted lighthouses, kites, the scientist Cecilia Payne, airports and gardens; ways people come together, share ideas, grow in their understanding and drive thinking forward. The latter phase is the vision statement of the Pymble Institute!

Dr Janet Dutton, Lecturer from Macquarie School of Education, was our fantastic keynote speaker. Janet’s presentation stated, “Teacher research was once innovative practice but increasingly it is what good teachers do. So, how can teachers make space for research?” A contributor to the previous edition of Illuminate where she advocated for critical thinking and cognitive wellbeing through active and embodied learning (Dutton, Derrick & Rushton, 2021, pp. 30-36), Janet used her presentation to draw our attention to ways the teacher researcher can utilise a ‘nimbleness of gaze’ (Dutton, 2017) to support an inquiry stance.

Curiosity and inquiry are core to all forms of research, regardless of the field of study or level of formality. The authors in this edition demonstrate how a nimbleness of gaze can be applied within classrooms and schools, and education more broadly, through their willingness to think critically and openly about questions in their orbits.

The theme of wellbeing continues in this edition of Illuminate with articles ranging from personal insights, such as Riina Hämäläinen’s reflective comparison of education in Finland and Australia, Reverend Punam Bent’s discussion of girls’ education in a global context and Sarah Turner’s exploration of music and neuroscience. We are also pleased to publish work from Professor Gin Malhi, a member of the College Board and Director of the CADE Clinic at the University of Sydney, and his PhD student Erica Bell, whose work in the field of irritability and mood will have great relevance for adolescent mental health. The College is proud to be able to support their research. Dr Arne Rubinstein and the Rites of Passage team have partnered with the College this year to support our Mind Body Spirit Wellbeing framework. Arne’s article shares the core of the Rites of Passage approach and invites us all to consider the role of transitions and connections in our own lives.

Research within the Pymble learning context is showcased by Madeleine Gardiner’s experience using the Deep Learning approach in PDHPE, Cedric Le Bescont’s critique of what it means to teach Science students to think deeply and by Kieran Dale-O’Connor’s examination of the challenging topic of how educators navigate emotional topics in English texts.

Wellbeing takes many forms and, in a school as diverse and dynamic as Pymble, we are thankful for our staff and partners who are committed to furthering our knowledge of its links to teaching and learning. I hope you enjoy exploring the journeys and stories in this edition. Dr Sarah Loch

BA, MTEACH, MEDST , PHD EDITOR

References

Dutton, J., Derrick, L., & Rushton, K. (2021). Out of their seats and asking great questions: Fostering critical thinking and cognitive wellbeing through Embodied Pedagogies. Illuminate: Research and Innovation, Pymble Ladies’ College, (pp. 30-36, Ed. 5). Dutton, J., (2017). English teachers in the making: Portraits of pre-service teachers’ journeys to teaching. Unpublished thesis. University of Sydney.