|Abstract||As we write this editorial in December 2020 the world continues to reel from the effects of the COVID-19 pandemic. Even though vaccines are starting to be used it is likely to be well into 2021 before the beneficial influences will be felt throughout the world. The introduction to the June 2020 issue of EJOLTs on https://ejolts.net/node/352 continues to be relevant to our 13(2) issue:
“This issue of EJOLTs has been published at a moment in time when we are experiencing a pandemic, COVID-19. Around the globe people are being placed in 'lockdown', which individuals are experiencing in different ways; some with a sense of isolation from humans, other animals and nature, others with a sense of developing new connections within their local communities… A question that is common to those engaged in Living Educational Theory research and publishing in EJOLTs is, ‘how do we improve our practice as global citizens as our individual and collective contributions to bringing into being a world of human flourishing?'”
What constitutes Living Educational Theory research and an individual’s living-educational-theory research has been well established and the distinction an individual’s living-educational-theory, and ‘living theory’, has been made clear (see for example Whitehead, 2018). This is reflected in the development of the EJOLTs review processes to be educational in the course of preparing papers to meet the highest academic, intellectual and scholarly standards. The first stage is a double blind review by reviewers and the Editorial Board to establish whether or not a paper:
• Is of an academic and scholarly quality appropriate for an academic journal;
• Includes distinguishing qualities of a Living Educational Theory research methodology and/or makes a contribution to the field of Living Educational Theory research.