Values can be those that are concerned with the flourishing of humanity or they can be self-serving. When referring to 'values' in Living Theory research, it is done so with an understanding that 'values' are taken to be those that join us together to realise our common humanity.
Values are essential in explaining and judging educational influences in learning. This is because the nature of education is that it is a values-laden practical activity. The nature of the explanatory principles for explaining educational influences in learning are also values-laden. Each individual embodies their own unique constellation of ontological and relational values that give their lives and educational practices, meaning and purpose. The meanings of embodied expressions of ontological values can be expressed through value-words such as freedom, justice, compassion, love and hope. The meanings that each individual expresses ostensively in what they are doing are clarified in the course of their emergence in practice, rather that being defined through lexical definitions in which the meanings of words are defining in terms of other words. In other words, do they practice what they preach? The difference between ostensive expressions of the meanings of embodied values and lexical definitions of values, is central to the clarification of the meanings of the embodied expressions of the values that are used as explanatory principles in explanations of educational influence in learning and standards by which they hold themselves to account in their practice.
The Common Cause Foundation  works to place values that prioritise community, environment and equality at the heart of our cultural, political and civic institutions. You can download the Common Cause Handbook  that emphasises the importance of civil organisations working together to foster more 'intrinsic' values in society.
All of the Living Theory doctorates at [] have justified the ontological and relational values that the Living Theory researcher uses as explanatory principles and standards of judgment in their original contributions to knowledge.