Schon contends that Boyer's vision for a new paradigm of scholarship, which includes research, teaching, application and integration, requires a new epistemology of practice that would take the form of action research. This article explores the validity of Schon's assertion through the use of a living theory approach to teaching "active participation in learning" to a group of second-year undergraduate students, influenced by an ontology of a participative reality and a pedagogy of whole-person learning. The level of engagement by the students, and their reflections on their experience of the module, support Schon's claim; and demonstrate the significance of a living theory approach to action research in realising Boyer's vision as a means of enhancing the quality of students' learning in higher education. (Contains 1 table.)