This paper offers a view of educational research in which individual practitioner-researchers are creating and testing their own living educational theories and living standards of practice and judgment in the course of exploring questions related to the improvement of their practice. The power behind what counts as knowledge in education has been centered in the academy, rather than in the form of knowing educators have in their professional practice as educators. The first part of this presentation focuses on the interpretation of video images from some conversations related to education that the researcher had with students whose research programs he was supervising or influencing. The presentation also includes some accounts, presented through multimedia, by teacher-researchers in which they analyzed the ways their spiritual, esthetic, and ethical values were influencing their students' learning. The focus in these discussions was on the communicability of the educators' living standards of judgment in testing the validity of claims to educational knowledge. These discussions lead to an examination of the ways in which the meanings of spiritual, esthetic, and ethical values in the researcher's discipline of education have been clarified and have evolved in the course of their engagement with institutional power relations over a 27-year period. The discussion also shows how the values and insights that have developed over the researcher's professional life have been integrated within the doctoral inquiries of students over the years. This discussion also takes into account the way in which power relations in the academy have been influenced by economic rationalism, and the tension between economic factors and moral principle this research has experienced. An appendix contains the action plan for the development of this paper. (Contains 26 references.) (SLD)