What do you mean by having an 'educational influence in my own learning, the learning of others and the learning of social formations?

As an educational psychologist I spent years wondering how to evaluate my work. I was familiar with the approaches built on notions of ‘cause and effect’, which have contributed to the development of such concepts as ‘impact indicators’, and ‘value added’. Yet I was, and am, aware that life is much more complicated and subtle than that, and I do not believe I can ascribe to myself the power that such approaches require. I find Whitehead’s (1989a) notion of  ‘educational influence’ far more nuanced and this has enabled me to look at my work in a different way. Like Whitehead, for me to feel I have had an educational influence in the learning of another I need evidence that what I have offered has been transmuted by them to contribute to their progress to giving expression to their best intent, which is informed by their values: I do not believe I have had an educational influence if what I offer is unthinkingly replicated.

For me to feel I have had an educational influence in the learning of a social formation I need to see some evidence that I have contributed to developing a context where humanity can flourish. By educational influence I also mean the contribution I make to learning in the direction of my values with the ‘best intent’ of the other/s in sharp focus. I am using the notion of intent quite specifically and giving it my own meaning. By ‘best intent’ I mean the values-based hope that is the fuel of living a loving, satisfying, productive, worthwhile life, which makes this a better world for us all. That is not the same as what is in a person’s ‘best interest’, which is to do with what might be best for the individual/s and may or may not include consideration for anyone else. It can be challenging to support the other to realise their best intent when it is not in their best interest. Lifton (1988) gives an account of Korczak, a Polish-Jewish children’s author and paediatrician who, during the second world war, chose to accompany the children in his care to Treblinka against the advice of his friends. His actions were an expression of his best intent but as that led to certain death they were by no means in his best interest.