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Living educational theory (LET) is a research method in educational research.
The idea of Living Educational Theory as 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. [1] 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.[ citation needed ]
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. 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 inextricably linked in a profound manner with the individuals and communities involved in the subject of study.[ citation needed ]
The methodology and process augmenting an algorithm used to empower the world's first socially advanced mind file artificial intelligence robot to successfully complete a university course was created by former visiting West Point Professor, William Barry's original architecture for conducting Living Educational Theory (Barry, 2012).[ citation needed ] This occurred in combination with a non-hierarchical theory for understanding human basic needs (Glasser 1998).[ citation needed ] Dr. Barry synthesized LET with a valid[ according to whom? ] and reliable framework for understanding the meaning of quality modified from Robert Pirsig's exploration of quality in his bestselling book, Zen and the Art of Motorcycle Maintenance (Pirsig, 1974).[ citation needed ] Bina48 became the first artificial intelligence robot in the world to be recognized by school and government authorities as a university student and to use Transformational Quality Theory combined with Living Educational Theory (TQ Theory in robotics (https://www.insidehighered.com/news/2017/12/21/robot-goes-college)%5B%5D and a co-teacher (https://www.axios.com/robot-ai-teaching-college-course-at-west-point-98ce5888-873b-4b72-8de5-0f7c592d66b0.html).
A major difference of William Barry's [2] version of living educational theory, which was the focus of his Ph.D. thesis at Nottingham Trent University, UK, is the essential question behind the living educational theory approach to action research (Barry 2012). 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). According to Barry 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. While Professor Barry presents a rationalist definition of Living Educational Theory, Jack Whitehead forwards an empirical understanding and addresses these issues in Living Theory Research as a Way of Life. [3]
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A Living Educational Theory (Living Theory) approach focuses attention on the experiences and implications of living values that carry hope for the flourishing of humanity.[ citation needed ] These values are the life-affirming and life-enhancing values that give meaning and purpose to the researcher's life. They are clarified as they emerge in the course of researching questions such as, 'How am I improving what I am doing?' They form the explanatory principles and standards by which improvements in both practice and knowledge-creation are judged.
The approach stresses the importance of extending the influence of these ontological and relational values and understandings in explanations of educational influence. In a Living Educational Theory approach to research and a human existence, individuals hold their lives to account by producing accounts of their living-educational theories; that is 'explanations of their educational influences in their own learning, the learning of others and the learning of social formations, in enquiries of the kind, 'How am I improving what I am doing?(Whitehead, 1989).[ citation needed ] In the eyes of Whitehead, radical constructivism is at the core of living educational theory research.
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.
Martin Buber was an Austrian Jewish and Israeli philosopher best known for his philosophy of dialogue, a form of existentialism centered on the distinction between the I–Thou relationship and the I–It relationship. Born in Vienna, Buber came from a family of observant Jews, but broke with Jewish custom to pursue secular studies in philosophy. He produced writings about Zionism and worked with various bodies within the Zionist movement extensively over a nearly 50 year period spanning his time in Europe and the Near East. In 1923, Buber wrote his famous essay on existence, Ich und Du, and in 1925, he began translating the Hebrew Bible into the German language reflecting the patterns of the Hebrew language.
Action research is a philosophy and methodology of research generally applied in the social sciences. It seeks transformative change through the simultaneous process of taking action and doing research, which are linked together by critical reflection. Kurt Lewin, then a professor a MIT, first coined the term "action research" in 1944. In his 1946 paper "Action Research and Minority Problems" he described action research as "a comparative research on the conditions and effects of various forms of social action and research leading to social action" that uses "a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action".
Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.
Educational research refers to the systematic collection and analysis of data related to the field of education. Research may involve a variety of methods and various aspects of education including student learning, interaction, teaching methods, teacher training, and classroom dynamics.
Transformative learning, as a theory, says that the process of "perspective transformation" has three dimensions: psychological, convictional, and behavioral.
Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; transformative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying premises.
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is not interchangeable with experiential learning; however experiential learning is a sub-field and operates under the methodologies of experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". Experiential education is the term for the philosophy and educational progressivism is the movement which it informed. The Journal of Experiential Education publishes peer-reviewed empirical and theoretical academic research within the field.
Gestalt therapy is a form of psychotherapy that emphasizes personal responsibility and focuses on the individual's experience in the present moment, the therapist–client relationship, the environmental and social contexts of a person's life, and the self-regulating adjustments people make as a result of their overall situation. It was developed by Fritz Perls, Laura Perls and Paul Goodman in the 1940s and 1950s, and was first described in the 1951 book Gestalt Therapy.
Critical pedagogy is a philosophy of education and social movement that developed and applied concepts from critical theory and related traditions to the field of education and the study of culture.
Ich und Du, usually translated as I and Thou, is a book by Martin Buber, published in 1923, and first translated from German to English in 1937.
Critical literacy is the ability to find embedded discrimination in media. This is done by analyzing the messages promoting prejudiced power relationships found naturally in media and written material that go unnoticed otherwise by reading beyond the author's words and examining the manner in which the author has conveyed his or her ideas about society's norms to determine whether these ideas contain racial or gender inequality.
The scholarship of teaching and learning is often defined as systematic inquiry into student learning which advances the practice of teaching in higher education by making inquiry findings public. Building on this definition, Peter Felten identified 5 principles for good practice in SOTL: (1) inquiry focused on student learning, (2) grounded in context, (3) methodologically sound, (4) conducted in partnership with students, (5) appropriately public.
Social pedagogy describes a holistic and relationship-centred way of working in care and educational settings with people across the course of their lives. In many countries across Europe, it has a long-standing tradition as a field of practice and academic discipline concerned with addressing social inequality and facilitating social change by nurturing learning, well-being and connection both at an individual and community level. The term 'pedagogy' originates from the Greek pais (child) and agein, with the prefix 'social' emphasising that upbringing is not only the responsibility of parents but a shared responsibility of society. Social pedagogy has therefore evolved in somewhat different ways in different countries and reflects cultural and societal norms, attitudes and notions of education and upbringing, of the relationship between the individual and society, and of social welfare provision for its marginalised members. Social pedagogues work within a range of different settings, from early years through adulthood to working with disadvantaged adult groups as well as older people. To achieve a holistic perspective within each of these settings, social pedagogy draws together theories and concepts from related disciplines such as sociology, psychology, education, philosophy, medical sciences, and social work.
Social learning is learning that takes place at a wider scale than individual or group learning, up to a societal scale, through social interaction between peers. It may or may not lead to a change in attitudes and behaviour.
Joe Lyons Kincheloe was a professor and Canada Research Chair at the Faculty of Education, McGill University in Montreal, Quebec, Canada and founder of The Paulo and Nita Freire International Project for Critical Pedagogy. He wrote more than 45 books, numerous book chapters, and hundreds of journal articles on issues including critical pedagogy, educational research, urban studies, cognition, curriculum, and cultural studies. Kincheloe received three graduate degrees from the University of Tennessee. The father of four children, he worked closely for the last 19 years of his life with his partner, Shirley R. Steinberg.
The ecopedagogy movement is an outgrowth of the theory and practice of critical pedagogy, a body of educational praxis influenced by the philosopher and educator Paulo Freire. Ecopedagogy's mission is to develop a robust appreciation for the collective potentials of humanity and to foster social justice throughout the world. It does so as part of a future-oriented, ecological and political vision that radically opposes the globalization of ideologies such as neoliberalism and imperialism, while also attempting to foment forms of critical ecoliteracy. Recently, there have been attempts to integrate critical eco-pedagogy, as defined by Greg Misiaszek with Modern Stoic philosophy to create Stoic eco-pedagogy.
Dialogic learning is learning that takes place through dialogue. It is typically the result of egalitarian dialogue; in other words, the consequence of a dialogue in which different people provide arguments based on validity claims and not on power claims.
Cybernetics is a wide-ranging field concerned with circular causal processes such as feedback. Norbert Wiener named the field after an example of circular causal feedback—that of steering a ship where the helmsman adjusts their steering in response to the effect it is observed as having, enabling a steady course to be maintained amongst disturbances such as cross-winds or the tide.
Feminist pedagogy is a pedagogical framework grounded in feminist theory. It embraces a set of epistemological theories, teaching strategies, approaches to content, classroom practices, and teacher-student relationships. Feminist pedagogy, along with other kinds of progressive and critical pedagogy, considers knowledge to be socially constructed.
Art-based research is a mode of formal qualitative inquiry that uses artistic processes in order to understand and articulate the subjectivity of human experience.