We welcome submissions from educational practitioners who, as Living Theory researchers, are undertaking to understand and explain their educational influences in their own learning, the learning of others, and in their own contexts (Whitehead, 1989). We are dedicated to publishing accounts in which practitioners show how they are living their values in their working lives. Many practitioners may not before have been able to, or have wanted to, or have felt the relevance of writing and representing their significant ideas and extensive personal knowledge. Thus, one of the chief reasons for the existence of this e-journal is to give to such people the space, freedom and encouragement to speak. Although we prefer practitioners' accounts, we are open to different forms of expression from contributors who stand firmly in their lives for the life-affirming values that help others and make the world a better place for all peoples.
Ongoing discussions between Living Theorists about their work in the Open Reviewing Space and the Community Space, both accessible from http://ejolts.org/. We understand living-theories to emerge in the process of comprehending and explaining the open-ended nature of enquiries as educational researchers seek to improve learning within their own particular contexts and relate it to the wider picture.
Publishing explanations that connect the flow of life-affirming and life-enhancing energy with living values such as love, freedom, justice, compassion, courage, care and democratic evaluation.
Flexibility of forms, processes and explanations. EJOLTS is an entirely web-based journal and we feel that this medium offers advantages over other publications that rely mainly on hard copy. Publishing through the Internet permits the integration of a wide variety of multi-media forms (e.g. audio, video, photographs) with written text to give a unique life to what it is we want to communicate.
Originality and creativity in forms and processes that reflect the real lived experiences of authors. We aim to bring authors and their readers/audiences closer to what actually happens when we seek to have an educational influence in our own learning and that of others others.
We understand that Living Theorists' work is within a process of becoming but that this perspective does not lessen the requirement for rigorous accountability in the pursuit of knowledge, theory and improvements in practice.
We require accounts to be as jargon-free as possible and expressed in ways that will be comprehensible to as wide an audience as possible. Please explain technical terms clearly as you go along. For writers whose first language is not English, members of the editorial board are willing to help in the linguistic clarification any particular concepts highlighted for attention by the author(s).
Accounts can be submitted in MS Word (*.doc or *.docx) or in Open Document Format (*.odt). After the reviewing process, text will be converted to the standard Portable Document Format (*.pdf) of the journal.
Photographs, representational artwork, etc. should be sent in jpeg format (high resolution).
Please read the complete guidelines for paper submissions!
- is, or could be, of suitable academic and scholarly quality;
- is a living-theory account (that is the researcher offers their values-based explanation of their educational influence in learning) or is directly related to Living Educational Theory research
- To ensure all the Editorial Board is kept acquainted with what is coming through;
- To ensure that authors and reviewers don’t spend a lot of time on something that is not appropriate for EJOLTs;
- To identify who on the Editorial Board is able and willing to be a member of the Review Team.
The EJOLTS review process is both evaluative and educational. Addressing the evaluative aspect first:
In the following we are using the term 'author' to include both single and multiple authors. In the open review process, author and reviewers are expected to work towards a paper that meets the following criteria for publication:
1. Is there sufficient detail for a reader to understand the value-based explanation of the author for their educational influence in their own learning, the learning of others and the learning of the social formations where they live and work? Is the author transparent about what constitutes their driving values, why and how these are manifested in their practice, and through what process of reflection. In other words, has the author provided sufficient detail of their living-educational-theory for it to be understood?
2. Is it potentially comprehensible to an audience interested in extending their knowledge of the transformational possibilities of Living Theory research? By this we mean an audience who wishes to develop their understanding of how their core life-affirming and life-enhancing, ontological and relational values inform and transform their lives, personally and professionally.
3. Can it be understood by practitioners from diverse fields of practice and research? Where context-specific language and jargon are used, are they clarified?
4. Is there sufficient evidence to support the claims that are made?
5. Are there sufficient details of how the author has validated their claims to know so that the reader can share in that knowledge through the creative aspects of their own reading?
6. Is the normative background of the author and their work clear? By this we mean has the author provided sufficient details, for instance, of their socio-cultural, historical, economic and political contexts, and inter-personal relationships?
7. Is the intra-personal context of the author clear? By this we mean is there sufficient detail for the reader to know enough about the author to understand their account?
8. Are the author's' explanatory principles and living standards of judgement clear in this paper?
9. Is the paper of a high intellectual and scholarly quality? By this we mean has a reasonable and well-reasoned argument been made and has the author critically engaged with thinking of others?
Kilpatrick, W. (1951). Crucial issues in current educational theory. Educational Theory. 1(1), 1-8.