Commitment and scope
The Educational Journal of Living Theories (EJOLTS) is committed to publishing living-educational-theory (often shortened to living-theory) accounts of practitioner-researchers from a wide range of global, social, cultural and professional contexts. We welcome submissions from all Living Educational Theory (often shortened to Living Theory) researchers who wish to contribute rigorous and valid accounts of their living-theories to improving educational knowledge. EJOLTs offers distinctive, stimulating opportunities for creativity, learning and spreading knowledge of educational influences in learning; learning which carries hope for the flourishing of our individual and collective humanity.
The journal focuses on the living-theories of practitioner-researchers. Researchers generate their living-theories as their values-based ‘explanations for their educational influences in their own learning, the learning of others and the learning of social formations’ (Whitehead, 1989) in the process of researching questions such as, 'How do I improve what I am doing'. The values at the heart of Living Educational Theory research (often shortened to Living Theory research) are the life-enhancing values that are relational and ontological, in the sense that they give meaning and purpose to the lives of individuals and groups. They are values that carry hope for the future of humanity, such as love, freedom, justice, compassion, courage, care and democracy.
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