Educational Journal of Living Theories (EJOLTS) is committed to publishing the accounts of practitioner-researchers from a wide range of global, social, cultural and professional contexts that explain their educational influences in their own learning, in the learning of others and in the learning of social formations. The journal focuses on personal journeys and collaborative pathways that explain educational influences in learning in terms of values, skills and understandings that the researcher believes carries hope for the future of humanity and their own.
The journal focuses on the living-theories of practitioner-researchers.
Researchers generate their living-theories as their values-based
‘explanations for their educational influences in their own learning,
the learning of others and the learning of social formations’ (Whitehead, 1989) in the process of researching questions such as, 'How do I improve what I am doing'. The values at the heart of Living Educational Theory research
(often shortened to Living Theory research) are the life-enhancing
values that are relational and ontological, in the sense that they give
meaning and purpose to the lives of individuals and groups. They are
values that carry hope for the future of humanity, such as love,
freedom, justice, compassion, courage, care and democracy.