Living Theory research: Making a difference that matters to Educational Learning and Continual Professional Development

There is considerable pressure on professional educational practitioners to develop instruction and support for learners to acquire skills and knowledge determined by a 'given' curriculum with prescribed learning outcomes. Comparatively less importance is given to them improving their educational practice supporting learners to create and progress through their own 'living' curriculum; the living curriculum created by the learner in the process of learning to live a loving, satisfying, productive and worthwhile life. This paper is part of ongoing research into supporting educational learning and focuses on the implications for educational practitioners of engaging in Living Theory research as a form of professional development. A brief overview is given of Living Theory research (Whitehead, 1989, 2017), a values-based, action-led form of practitioner-research for educational-practitioners asking questions such as: • 'How do I enable my students to learn educationally while gaining the highest grades possible on tests? • 'What educational influence am I having in my own learning, the learning of other people, and the learning of the organisation or community that I am part of?' • 'How do I fulfil my professional responsibility to create and contribute to a global educational knowledgebase for the benefit of all?