Why a focus on ‘what is educational?’ matters so much in reconstructing education?

Whitehead, Jack ORCID logo ORCID: https://orcid.org/0000-0002-9644-0785 and Huxtable, Marie ORCID logo ORCID: https://orcid.org/0000-0003-1808-0670 (2023) Why a focus on ‘what is educational?’ matters so much in reconstructing education? Irish Educational Studies .

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Official URL: https://doi.org/10.1080/03323315.2023.2251451


This paper offers an argument as to why a focus on ‘What is educational?’ matters so much in reconstructing education. Living Educational Theory Research is presented as an approach that enables professional, educational-practitioners to contribute to reconstructing education locally and globally. The research is focused on the generation and testing the validity of living-educational-theories through researching questions of the kind, ‘How do I improve my professional practice in education?’ Living Educational Theory Research is a form of professional practitioner, self-study educational research. A living-educational-theory is an individual’s explanation of their educational influence in their own learning, in the learning of others and in the learning of the social formation within which the practice is located. Research accounts are subjected to the mutual rational control of critical discussion with peers. This criticism strengthens the research, by enhancing the validity of the knowledge claims. It contributes to the reconstruction of education using an educational lens in determining what matters in reconstructing education. This extends the idea that education is focused on the transmission of knowledge. It extends it by including the knowledge-creating capacities of each individual. The conclusions concern the importance of an ‘educational’ lens in understanding what matters in reconstructing education.

Item Type: Article
Journal / Publication Title: Irish Educational Studies
Publisher: Taylor and Francis Group
ISSN: 1747-4965
Departments: Institute of Education > Non-Initial Teacher Education
Additional Information: This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Depositing User: Insight Administrator
SWORD Depositor: Insight Administrator
Date Deposited: 19 Sep 2023 14:25
Last Modified: 13 Jan 2024 15:31
URI: https://insight.cumbria.ac.uk/id/eprint/7302


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