Richard is a part-time PhD student and full time teacher in state education.

He is currently writing on the need to expose and discuss the ontological element in education given that our vision in schools is always (and often implicitly) underscored by our ontological imagination.

The thesis also posits a theologically inspired critique of the supposed neutrality of Ofsted’s documentation, offers a different way to contemplate persons within education using the work, wisdom and witness of Jean Vanier and the L’arche communities before referring finally to the apophatic way as practice that inspires patience, listening and the purgation of academic hubris.