Living educational theory research in the real world: results of reaching out to people and communities

Huxtable, Marie ORCID: https://orcid.org/0000-0003-1808-0670 and Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (2023) Living educational theory research in the real world: results of reaching out to people and communities. In: Collaborative Action Research Network (CARN) Conference 2023: Research in the Real World: Reaching Out to People and Communities, 26-28 October 2023, Friends Meeting House, Manchester, UK. (Unpublished)

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Abstract

The results of reaching out to people and communities are analysed in terms of the living-educational theories created, shared and legitimated by action-researchers around the world. The analysis is focused on the creation of a ‘collective imaginary’ and the explication of an extended epistemology in the explanations of educational influences in learning. These valid, evidence and values-based explanations have been produced by practitioner-researchers as they explore the implications of asking, researching and answering questions of the kind, ‘How do I improve my professional practice with values of human flourishing?”. The ‘collective imaginary’ is focused on the flows of life-affirming energy with values of human flourishing as living-educational-theories are created and shared. It includes the idea of ‘best-loved self’ from the work of Schwab (1954/1978) and Craig (2013, 2020) and the idea of ~i~we~I~us~ relationships from the work of Mounter (2023). The extended epistemologies are focused on the units of appraisal, standards of judgement and living logics of these explanations of educational influences in learning. The units of appraisal include community and individually generated explanations of educational influences in learning. The living standards of judgement are influenced by cultural influences where the standards of judgement are influenced by the context of their use. The living-logics distinguish forms of rationality that include insights from propositional and dialectical theories. The rationalities of living-logics transcend the rejections of both traditions of propositional and dialectical inquiry that have been made by both traditions of inquiry. The embodied expressions of the meanings of values of human flourishing that are used as explanatory principles in explanations of educational influences in learning are clarified and communicated using digital visual data from educational practice with a process of empathetic resonance.

Item Type:	Conference or Workshop Item (Paper)
Departments:	Institute of Education > Non-Initial Teacher Education
Depositing User:	Anna Lupton
Date Deposited:	14 Nov 2023 15:30
Last Modified:	13 Jan 2024 15:45
URI:	https://insight.cumbria.ac.uk/id/eprint/7428

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