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Living educational theory


Living educational theory (LET) is a research method in educational research.

The idea of action research as a living practice entered the mainstream of action research from the book, "Action Research as a Living Practice" by Terrance Carson and Dennis Sumara in 1997. Carson and Sumara transformed the concept of traditional action research with the idea that, ..." participation in action research practices are particular ways of living and understanding that require more of the researcher than the "application" of research methods. Rather, action research is a lived practice that requires that the researcher not only investigate the subject at hand but, as well, provide some account of the way in which the investigation both shapes and is shaped by the investigator (Carson & Sumara 1997, p. xii). This requires what Martin Buber called an "I-Thou" approach toward other and this approach applied to action research as well. To make Buber's language more modern and accessible, LET translated Buber's "I-Thou" approach toward another human being to an "I/you/we" approach to action research. This differs greatly from an approach to living theory action research imagined by Jack Whitehead (2002) where he imagines living theory action research as forming an "I-theory" of knowledge. Director of the Philosophy for Children Project at Notre Dame de Namur University William Barry proposes LET focuses on the connections between the researcher and the other person or subject where the lives of action researchers are inextricable linked in a profound manner with the individuals and communities involved in the subject of study. LET from a Barryian perspective is a critical theory and emancipatory action research approach which seeks the dialectic, not debate and battles of [discourse].

A major difference of William Barry's version of living educational theory, which was the focus of his successful completion of a Ph.D. thesis at Nottingham Trent University, UK, is the essential question behind the living educational theory approach to action research (2012b). The question is not "How can I generate a living legacy for myself through an I-It theory approach toward knowledge and other forms of life?" Rather the essential question is, "How does one conduct a life that includes the practice of educational action research?"(Carson & Sumara 1997, p. xvii) The theory/practice problem disappears when honesty about one's biases regarding spiritual, existential, and emotional intelligence are made clear in the action research process.


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