If these questions or topics stimulate your imagination then this book is a fine place to wrestle with some fresh insights and some solutions found by a creative team of innovators who have been persuaded to put their thoughts on paper. Reading them was a privilege.The book ends with a fascinating collection of ten short but memorable personal narratives presenting stories of what made a difference to each author. You will know some of these story tellers. The paragraphs are strewn with anecdotes attending to resilience,
What educational practitioners have in common is the intention of contributing to the learning of communities and those who comprise them, to live values of human flourishing, and to help other people and communities to do so too. Professional educational-practitioner researchers can contribute to communities creating positive futures locally and globally by making public valid values-laden explanations of educational influence in learning. Whitehead (1989) coined the term llvlng-educatlonal-theory for such explanations. The implications of educational practitioners accepting professional responsibility for realising their humane values as fully as possible in practice, and contributing to the growth of a global educational knowledgebase by developing a Living Educational Theory Research approach to community-based educational research, are explored in this article. These include individuals and communities identifying where they experience their educational-practitioner self as a living contradiction and their values negated, and creating constructive ways forward-testing the validity of claims of improving educational practice that enhances educational, values-laden influences in learning-and strengthening accounts of learning to make positive social change in this complex and interconnected world through a process of social validation. Illustrative examples are given and limitations, challenges, and next steps identified.
In our last paper in GEI we presented an argument for teachers to engage in Living Educational Theory research as Continuing Professional Development. In this paper we extend our analysis to show how this can empower educators to improve their practice and, by offering as a gift the knowledge they generate in the process, contribute to the creation of a profession of educators. The extension is grounded in the idea of enhancing professionalism in education through recognising and accrediting accounts of livingeducational-theories as knowledge generated by professional practitioners as master and doctor educators. We distinguish Living Educational Theory research from a livingeducational-theory. Living Educational Theory research refers to the conceptual principles that distinguish the research approach. A living-educational-theory is a values-based explanation offered by an individual of their educational influence in their own learning, the learning of others and the learning of social formations. It is argued that for this knowledge to be legitimated by universities, in the form of accredited awards, an extension and transformation will be required in the dominating forms of knowledge. It is also argued that educators teaching in continuing professional development programmes need to develop their talents, knowledge and expertise by researching their own practice in the same way as the teachers they are supporting. In doing so they exemplify an educational pedagogy appropriate to providing gifted education internationally for students of any age.
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