How do I Evolve Living-Educational-Theory Praxis
in Living-boundaries?
Abstract of PhD Submission to the University of Bath, 2012
Marie Huxtable.
My educational practice is concerned with enhancing children and young
persons' abilities to learn to live a loving, satisfying, productive and
worthwhile life, for themselves and others. This thesis offers an original
contribution to knowledge as a multimedia narrative. It communicates my
ontological values of a loving recognition, respectful connectedness and
educational responsibility, and social values of an inclusive, emancipating
and egalitarian society. I clarify meanings of my values, as they emerge
within living-boundaries through the evolution of my living-theory praxis,
to form explanatory principles and living standards of judgment in my claim
to know my practice.
Working as a senior educational psychologist responsible for implementing
policy on high ability learning, I experienced the following concerns:
Practice, theory and research often appeared to lose connection with the
purpose of education; Theory and practice appeared to be developed
independently, and without explanation or evaluation related to values
of education; Those involved with education appeared to be in discrete
worlds, each vying to exert their hegemony over the totalising development
of educational theory, practice and provision.
Emerging from my research I offer four original ideas:
1) Living-Educational-Theory praxis, highlighting the fundamental
importance of educators creating 'values-based explanation of their
educational influences in learning' (Whitehead, 1989a), as they research to
develop praxis within living-boundaries.
2) Living-boundaries as co-creative space within which energy-flowing
values can be clarified and communicated.
3) Inclusive gifted and talented education developed from an
educational perspective, which enables each learner to develop and offer
talents, expertise and knowledge as life-affirming and life-enhancing gifts.
The knowledge is that created of the world, of self, and self in and of the
world.
4) Living-Theory TASC, a relationally-dynamic and multidimensional
approach to research and developing praxis, which integrates Living-Theory
(Whitehead, 1989a) with Thinking Actively in a Social Context (TASC)
(Wallace and Adams, 1993).
CONTENTS
You can download the PhD in the following parts in PDF format
Frontpage (1); Contents (2); List of Videos (5-10); List of Figures (11-12); List of Appendices (13); Acknowledgements (14); Abstract (15); Abbreviations (16) pages1-16
preamble pages 17-19
CHAPTER ONE: Introduction pages 20-50
CHAPTER TWO: Living-Educational-Theory praxis pages 51-85
CHAPTER THREE: Clarification of my ontological and social values in living boundaries pages 86-118
CHAPTER FOUR: My living-educational-theory praxis pages 119-154
CHAPTER FIVE: The development of inclusive gifted and talented education from
an educational perspective pages 155-190
CHAPTER SIX: A creative use of multimedia narratives in researching the
meanings of values in living-boundaries and developing generative and
transformational forms of educational evaluation and accountability pages 191-221
CHAPTER SEVEN: Living-Theory TASC: A relationally-dynamic and
multidimensional approach to research and developing praxis pages 222-241
CHAPTER EIGHT: What have I learned and what now? pages 242- 252
REFERENCES pages 253-267
APPENDIX 1 pages 268-270
You can download all of the contents of the PhD in PDF format by clicking here. It is a 3 Mb file and will take some time to download with broadband
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