Evolving Educational Influences in Learning: collaborative communities of practice, relationally-dynamic constellations of values and praxis
|Title||Evolving Educational Influences in Learning: collaborative communities of practice, relationally-dynamic constellations of values and praxis|
|Publication Type||Journal Article|
|Year of Publication||2020|
|Journal||Educational Journal of Living Theories|
|Type of Article||Living Theory|
This paper contains three main themes: an examination of the claim of Living Educational Theory research to be a wellfounded and credible research methodology within the field of educational research; an account of the author's cumulative development over time as a living-educational-theory researcher; and how the author is now moving his livingeducational- theory research into the future. The author's understanding of his own praxis – as a fusion of knowing, doing and being – is explored, leading to an extension of the role of values as explanatory principles for livingeducational- theory research accounts. Rather than a fixed structure, an individual's values are envisaged as a dynamic constellation that is in a state of flux; values within the constellation adjust their relationships with each other over time to fit changing contexts.
The concept of groups of researchers within collaborative communities of practice is shown to have relevance in fostering a novel web-based Living Manual that offers contextualised solutions to practical problems within the fields of disaster relief and the design of regenerative human settlements. Within the collaborative community that has gathered around the Living Manual, co-researchers are seen to have relationallydynamic constellations of values that align their value-sets with each other's.