Living-educational-theory

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living-educational-theory (living-theory) - with lower case - refers to the unique embodied and ostensive expressions of meaning in an individual's explanation of an individual’s educational influence in their own learning in the learning of others and in the learning of the social formations that influence the practice and understandings.

Compare with Living Educational Theory (Living Theory) - with upper case - which refers to a lexical definition of meaning which distinguishes Living Theory research from other forms and processes. For example, Living Theory researchers includes the 'I' of the researcher in questions of the kind 'How do I improve what I am doing?'. A Living Theory researcher includes 'I' as a living contradiction in explanations of educational influence in learning with the recognition that the researcher is not yet living their ontological and relational values as fully as they could do. Living Theory research includes a process of validation in which researchers submit their explanations of educational influence to validation groups of between 3-8 peers. A validation group seeks to respond to the explanation to enhance its comprehensibility, the evidence used to justify assertions, understanding the normative (sociohistorical and sociocultural) influences on practice and understandings, the authenticity.

See also Living Educational Theory research

A text that is often referred to in relation to the creation of a living-educational-theory is:

Whitehead, J. (1989) Creating a living educational theory from questions of the kind, "How do I improve my practice?'Cambridge Journal of Education, 19(1); 41-52. The text of the paper can be accessed from http://www.actionresearch.net/writings/livtheory.html