Creating a living-educational-theory from questions of the kind, ‘how do I improve my practice?’ 30 years on with Living Theory research
|Title||Creating a living-educational-theory from questions of the kind, ‘how do I improve my practice?’ 30 years on with Living Theory research|
|Publication Type||Journal Article|
|Year of Publication||2019|
|Journal||Educational Journal of Living Theories|
|Type of Article||living theory|
30 years ago, a paper of mine, Creating a living-educational-theory from questions of the kind, ‘how do I improve my practice?’ was published, that is most often referenced in relation to Living Theory research. The paper still offers an easy introduction to my ideas about living-educational-theory. I re-visit the paper in order to share my present understanding of Living Theory research and living-educational-theories. I have used the hypertext facility enabled by EJOLTS, to update the six headings of the 1989 paper with my 2019 insights.
I also use the latest technology to include digital visual data to communicate the meanings of educational practices and educational relationships. I use these data to show how I clarify and communicate the meanings of my embodied and ontological values. I use these as explanatory principles and standards of judgment in explanations of educational influences in my own learning, in the learning of others and in the learning of the social formations that influence my practice and understandings.
I provide evidence from universities around the world that living-educational-theory accounts (valid values-based explanations of educational influences in learning) have been recognised as contributing to global academic knowledge and discourse. I conclude the paper by focusing on enhancing the influence of Living Theory research as a contribution to a global social movement with values of human flourishing and projections into the future.