What is Living-Theory research and what is a living-theory?
return to FAQ about Living-Theory research
I take a living-educational-theory to be an individual’s explanation of their educational influence in their own learning, in the learning of others and in the learning of the social formations in which we live, work and research. At the heart of these explanations are the value-laden practical principles that an individual uses to give meaning and purpose to their life. These explanatory principles become the standards of judgment for evaluating the validity of an individual’s knowledge-claim in their living educational theories. (Whitehead, 2013, p.33)
(Whitehead, J. (2013) How do I contribute to enhancing the flow of values that carry hope for humanity in personal, professional, local and global contexts and generate educational knowledge? in Moules, C. (ed) Action Research in Diverse Contexts: Contemporary Challenges: CARN Bulletin 16 Autumn 2010 published Spring 2013 p.33-36. Access from http://www.esri.mmu.ac.uk/carnnew/resources.php
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Living-Theory research is concerned with a continual process of the researcher evolving their understanding and offering values-based explanations (the why) of their educational influence as they work to improve their values-based practice. I understand my living-theory as my values-based explanation of why I have sought to bring about change and the nature of the change I am trying to make. My living-theory account includes narratives and explanations of what I have done to enhance the educational influence I have in my learning, the learning of others and social formations, in the process of living my values as fully as I can through my practice. Whitehead and McNiff (2006) elaborate on their use of the word ‘living’:
‘These theories are living in the sense that they are our theories of practice, generated from within our living practices, our present best thinking that incorporates yesterday into today, and which holds tomorrow already within itself.’ (p.3)
They point to a process through which theory is continually evolving with past, present and future existing in a dynamic relationship. As I research my practice to improve it and create a living-theory account, I clarify and develop my ontological and societal values as explanatory principles and living standards of judgment. I understand ontological values to be what it is that gives meaning and purpose to my life. When I refer to values as living standards of judgment I do so following Laidlaw (1996). I understand my standards of judgment to be ‘living’ in the sense they are evolving and are in a dynamic and reciprocal inter-relationship with my values and the practice through which they emerge. Rather than being seen as a reflection of poor research-design they are recognized here as an inherent and valid feature of Living-Theory research.
