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ERIC Number: EJ844462
Record Type: Journal
Publication Date: 2005
Pages: 18
Abstractor: ERIC
Reference Count: 18
ISSN: ISSN-1715-2461
Living Inclusional Values in Educational Standards of Practice and Judgement
Whitehead, Jack
Ontario Action Researcher, v8 n2 article 1 2005
A previous keynote to the Act Reflect Revise Conference, focused on the significance of Creating Our Own Knowledge (Whitehead, 2000) for enhancing educators' professional knowledge-base. This 2005 keynote develops the theme of creating the author's and his colleagues' own knowledge in living theories of their productive lives in education. The author is thinking of their lives as educators and practitioner-researchers as they influence the education of their students, each other and the social formations in which they live and work. The author calls their explanations of these educational influences, living educational theories, to distinguish them from explanations generated by theories in the philosophy, psychology, sociology, history, economics, politics, administration, leadership and management of education. The living theories flowing through web-space from are used to emphasise the importance of the uniqueness of each individual's creative response to their experience, values, context, skills and understandings. Drawing on Alan Rayner's (2005) idea of inclusionality the author uses these living theories to stress the importance of developing new, relationally dynamic standards of judgement in education that appear to him to carry hope for the future of humanity and their own. Evidence from these living theories are used to show how they are contributing to the development of cultures of enquiry (Delong, 2002; Delong, Black & Wideman, 2005) within the education systems of their School Boards in Canada and their Local Education Authorities in the UK. (Contains 2 endnotes.)
Nipissing University. 100 College Drive, Box 5002, North Bay, Ontario, P1B 8L7 Canada. Tel: 705-474-3450; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada