ABSTRACT
This process was to step back from defining educational transactional analysis. People have resisted capturing or fixing what the concept has to mean for all those who use and develop its theory and practice. Instead, they have an enthusiasm for seeing what emerges from the common endeavour of those leading the way in educational transactional analysis. People assert their capacity for the creative indifference referred to in the introduction, and have appreciated throughout this project how educational transactional analysis exists for now, anticipating that it will inevitably become something different again in subsequent stages of its development. Essentially, sufficiency is a counter-cultural concept for educators caught in systems that prioritize measurement, preference exponential examination success, and render learning as a strong concept. Being sufficient as an educator is an act of creative subversion and educational transactional analysis offers a significant framework for understanding its psychological and pedagogic implications.
