Why do some people think Sudoku is good for them?

I digress.
The plodding, methodical, predictability of some of my colleagues, beggars belief.
We create a maze of methodology and then criticise the masters of spin.
I have previously asked if anyone was interested in creating a Dorothy translation. I had several interesting responses. Some of which I intend to use in my retirement speech!
I am rarely, no that is not true, I am always, astounded by some of the the utterances that are made in meetings. I assume that my colleagues are not trying to make me feel inadequate on purpose. Ha, ha.
In fact, they have entered into a field of competition I find difficult to recognise from my earlier years in education.
Undermined and undervalued are common views I now hear from younger colleagues who would willingly change their career route if there were alternatives available. Unfortunately in our current recession these do not exist.
Lessons are being learnt and not all of them are positive.
Current MoE work with students has been focused on issues way beyond my experience of, oh lets say, 20 years ago. Kuwait, Bosnia and now...well let's be honest it's a pretty long list.
I do my best to keep up.
Nowadays it seems that is all I can do.
My students are brilliant.

This is not a Love Song

Mantle of the Expert. MoE
Drama for Learning. DfL
Learning through Drama. LtD

This is beginning to remind me of the false creation of battles in the 90's which proved so divisive, in my opinion, for Drama in Education. You had to be seen to be taking sides. Were you a supporter of Hornbrook or not? And so forth.
Forward to 2010 -National Conferences attended by 75 people for goodness sake.
The profile of Drama in Education is dimming again it seems to me.
I mention the far away look of colleagues as I promote MoE at meetings and I receive considerable acknowledgment from around the world that this is not uncommon.
As leaders in the field in the UK we promote outwards, always a good thing in my opinion, however, we work on the basis of only 25.
[ The current figure given by Luke ].

Many of my students are grounded in a reality that is defining an extremely narrow range of options for them at present. They are bold in their intent but very few of us seem to be listening to them. We hear them of course, but, so they tell me, we don't really think about what they are trying to tell us.
They don't believe me when I tell them 75 people are, and they don't find it credible when I tell them of the support they can get from 25 other people.
The figure is derisory, or so it seems to them.
Frankly who can disagree?