Jack Whitehead
Dados Biográficos
| ID | 4145088 |
|---|---|
| NOME | Jack Whitehead |
| PRENOMES | Jack |
| SOBRENOME | Whitehead |
| ASSINATURA | WHITEHEAD J |
| AFILIAÇÕES | University of Bath |
| ORCID | 0000-0002-9644-0785 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 49 |
| OBRAS COMO AUTOR | 17 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1968 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 4 |
Why a focus on ‘what is educational?’ matters so much in reconstructing education
This paper offers an argument as to why a focus on ‘What is educational?’ matters so much in reconstructing education. Living Educational Theory Research is presented as an approach that enables professional, educational-practitioners to contribute to reconstructing education locally and globally. The research is focused on the generation and testing the validity of living-educational-theories through researching questions of the kind, ‘How do I …
You and Your Living-Educational Theory
Through the narratives of practitioner-researchers, this practical guide shares the proven processes, phases and supports that are most effective for generating living-educational-theories with values of human flourishing. Filled with case studies and continuing professional development activities, this book supports readers to conduct a values-based inquiry to improve their lives, describing and explaining how they influence themselves, others a…
Developing a Living Educational Theory Research Approach to Community-Based Educational Research
What educational practitioners have in common is the intention of contributing to the learning of communities and those who comprise them, to live values of human flourishing, and to help other people and communities to do so too. Professional educational-practitioner researchers can contribute to communities creating positive futures locally and globally by making public valid values-laden explanations of educational influence in learning. White…
Enhancing educational influences in learning with a Living Educational Theory approach to pedagogical Action Research in Higher Education
The last 20 years have seen a growing interest in researching pedagogy in Higher Education with action researchers playing a part in this growth. However, there are few studies that analyse the educational influences in learning of the action researcher in their own pedagogy in Higher Education. Hence the focus of this paper on enhancing educational influences in learning with a Living Theory approach to pedagogical Action Research in Higher Educ…
The practice of helping students to find their first person voice in creating living-theories for education
In a living theory approach to action research (Whitehead, 1989) individuals produce validated explanations of their educational influence in their own learning (first person action research), in the learning of others (second person action research) and in the learning of the social formations in which the research lives, works and researches (third person action research) (Whitehead 2007). At the heart of these explanations are the first person…
Generating living theory and understanding in action research studies
The paper explains how individuals can generate their living theories from action research as explanations for their educational influences in learning. The epistemological significance of these explanations is explored in terms of the energy and values that are expressed in explanatory principles of learning in enquiries of the kind, `How do I improve what I am doing?'. Limitations in the expression of the meanings of these explanatory principle…
Action Research
In Action Research: Living Theory, authors Jean McNiff and Jack Whitehead set out their vision of what action research should be and can be in the 21st Century. This brilliantly-written, passionate, and compelling book, defines the philosophy behind action research and the process of doing action research for all those interested in this fast growing area. It establishes the foundations of action research as a discipline, and roots action researc…
Living Educational Theories and Living Contradictions
Journal Article Living Educational Theories and Living Contradictions: a response to Mike Newby Get access Jack Whitehead Jack Whitehead Correspondence: Jack Whitehead, School of Education, University of Bath, Bath BA2 7AY, UK. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 30, Issue 3, November 1996, Pages 457–461, https://doi.org/10.1111/j.1467-9752.1996.tb00413.x Published: 3…
Practical, theoretical, and epistemological capacities
Creating a Living Educational Theory from Questions of the Kind, ‘How do I Improve my Practice?’
Explains how educators can create a living educational theory and improve their practice by reflecting on the improvement process. Reflection must focus on areas like acknowledging one's existence as a living contradiction, showing values in action, and determining which power relations influence the academic legitimacy of a living educational theory.
How do we Improve Research‐based Professionalism in Education? ‐ A question which includes action research, educational theory and the politics of educational knowledge
Action Research
Action Research and the Politics of Educational Knowledge
There has been an explosion of interest in educational action research. As with many new forms of discourse which challenge existing orthodoxies there is a danger that those dominating what counts as ‘rational’ and ‘educational’ knowledge within our institutions of higher education will attempt to colonise the movement by taking over its rhetoric and incorporating it within the propositional form of their discourse. What counts as valid practice …
A Dialectician Responds to a Philosopher Who Holds an Orthodox View of Knowledge
The purpose of this paper is to examine and reject a number of criticisms which can be made against a dialectical approach to educational knowledge by proponents of an orthodox epistemology
Assessing and Evaluating an Individual's Higher Education
My purpose is to raise a number of questions concerning the nature of what is being assessed and evaluated by the contributors to this Journal. I also wish to challenge a number of the assumptions concerning the concept of Higher Education which is implicit in the work of these contributors. I will be arguing that important dimensions of Higher Education are being omitted from the Journal, not because they do not concern the contributors, but bec…
Relations between Language Attitudes and Teacher Expectancy
Considerable research evidence has accumulated in recent years which provides information on the relationships between language or dialect features and persons' attitudes toward, and expectations of, speakers of a particular language or dialect. In one well-known study (Lambert, Hodgson, Gardner, and Fillenbaum, 1960) listeners evaluated the speech of French and English speakers on such traits as good looks, intelligence, dependability, and self-…
Factors of source credibility
(1968). Factors of source credibility. Quarterly Journal of Speech: Vol. 54, No. 1, pp. 59-63
Factors of source credibility
(1968). Factors of source credibility. Quarterly Journal of Speech: Vol. 54, No. 1, pp. 59-63
Generating living theory and understanding in action research studies
The paper explains how individuals can generate their living theories from action research as explanations for their educational influences in learning. The epistemological significance of these explanations is explored in terms of the energy and values that are expressed in explanatory principles of learning in enquiries of the kind, `How do I improve what I am doing?'. Limitations in the expression of the meanings of these explanatory principle…
Relations between Language Attitudes and Teacher Expectancy
Considerable research evidence has accumulated in recent years which provides information on the relationships between language or dialect features and persons' attitudes toward, and expectations of, speakers of a particular language or dialect. In one well-known study (Lambert, Hodgson, Gardner, and Fillenbaum, 1960) listeners evaluated the speech of French and English speakers on such traits as good looks, intelligence, dependability, and self-…
How do we Improve Research‐based Professionalism in Education? ‐ A question which includes action research, educational theory and the politics of educational knowledge
Action Research and the Politics of Educational Knowledge
There has been an explosion of interest in educational action research. As with many new forms of discourse which challenge existing orthodoxies there is a danger that those dominating what counts as ‘rational’ and ‘educational’ knowledge within our institutions of higher education will attempt to colonise the movement by taking over its rhetoric and incorporating it within the propositional form of their discourse. What counts as valid practice …
Living Educational Theories and Living Contradictions
Journal Article Living Educational Theories and Living Contradictions: a response to Mike Newby Get access Jack Whitehead Jack Whitehead Correspondence: Jack Whitehead, School of Education, University of Bath, Bath BA2 7AY, UK. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 30, Issue 3, November 1996, Pages 457–461, https://doi.org/10.1111/j.1467-9752.1996.tb00413.x Published: 3…
Factors of source credibility
(1968). Factors of source credibility. Quarterly Journal of Speech: Vol. 54, No. 1, pp. 59-63
Relations between Language Attitudes and Teacher Expectancy
Considerable research evidence has accumulated in recent years which provides information on the relationships between language or dialect features and persons' attitudes toward, and expectations of, speakers of a particular language or dialect. In one well-known study (Lambert, Hodgson, Gardner, and Fillenbaum, 1960) listeners evaluated the speech of French and English speakers on such traits as good looks, intelligence, dependability, and self-…
Assessing and Evaluating an Individual's Higher Education
My purpose is to raise a number of questions concerning the nature of what is being assessed and evaluated by the contributors to this Journal. I also wish to challenge a number of the assumptions concerning the concept of Higher Education which is implicit in the work of these contributors. I will be arguing that important dimensions of Higher Education are being omitted from the Journal, not because they do not concern the contributors, but bec…
A Dialectician Responds to a Philosopher Who Holds an Orthodox View of Knowledge
The purpose of this paper is to examine and reject a number of criticisms which can be made against a dialectical approach to educational knowledge by proponents of an orthodox epistemology
Action Research and the Politics of Educational Knowledge
There has been an explosion of interest in educational action research. As with many new forms of discourse which challenge existing orthodoxies there is a danger that those dominating what counts as ‘rational’ and ‘educational’ knowledge within our institutions of higher education will attempt to colonise the movement by taking over its rhetoric and incorporating it within the propositional form of their discourse. What counts as valid practice …
Action Research
Creating a Living Educational Theory from Questions of the Kind, ‘How do I Improve my Practice?’
Explains how educators can create a living educational theory and improve their practice by reflecting on the improvement process. Reflection must focus on areas like acknowledging one's existence as a living contradiction, showing values in action, and determining which power relations influence the academic legitimacy of a living educational theory.
How do we Improve Research‐based Professionalism in Education? ‐ A question which includes action research, educational theory and the politics of educational knowledge
Practical, theoretical, and epistemological capacities
Living Educational Theories and Living Contradictions
Journal Article Living Educational Theories and Living Contradictions: a response to Mike Newby Get access Jack Whitehead Jack Whitehead Correspondence: Jack Whitehead, School of Education, University of Bath, Bath BA2 7AY, UK. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 30, Issue 3, November 1996, Pages 457–461, https://doi.org/10.1111/j.1467-9752.1996.tb00413.x Published: 3…
Action Research
In Action Research: Living Theory, authors Jean McNiff and Jack Whitehead set out their vision of what action research should be and can be in the 21st Century. This brilliantly-written, passionate, and compelling book, defines the philosophy behind action research and the process of doing action research for all those interested in this fast growing area. It establishes the foundations of action research as a discipline, and roots action researc…
Generating living theory and understanding in action research studies
The paper explains how individuals can generate their living theories from action research as explanations for their educational influences in learning. The epistemological significance of these explanations is explored in terms of the energy and values that are expressed in explanatory principles of learning in enquiries of the kind, `How do I improve what I am doing?'. Limitations in the expression of the meanings of these explanatory principle…
The practice of helping students to find their first person voice in creating living-theories for education
In a living theory approach to action research (Whitehead, 1989) individuals produce validated explanations of their educational influence in their own learning (first person action research), in the learning of others (second person action research) and in the learning of the social formations in which the research lives, works and researches (third person action research) (Whitehead 2007). At the heart of these explanations are the first person…
Enhancing educational influences in learning with a Living Educational Theory approach to pedagogical Action Research in Higher Education
The last 20 years have seen a growing interest in researching pedagogy in Higher Education with action researchers playing a part in this growth. However, there are few studies that analyse the educational influences in learning of the action researcher in their own pedagogy in Higher Education. Hence the focus of this paper on enhancing educational influences in learning with a Living Theory approach to pedagogical Action Research in Higher Educ…
Developing a Living Educational Theory Research Approach to Community-Based Educational Research
What educational practitioners have in common is the intention of contributing to the learning of communities and those who comprise them, to live values of human flourishing, and to help other people and communities to do so too. Professional educational-practitioner researchers can contribute to communities creating positive futures locally and globally by making public valid values-laden explanations of educational influence in learning. White…
You and Your Living-Educational Theory
Through the narratives of practitioner-researchers, this practical guide shares the proven processes, phases and supports that are most effective for generating living-educational-theories with values of human flourishing. Filled with case studies and continuing professional development activities, this book supports readers to conduct a values-based inquiry to improve their lives, describing and explaining how they influence themselves, others a…
Why a focus on ‘what is educational?’ matters so much in reconstructing education
This paper offers an argument as to why a focus on ‘What is educational?’ matters so much in reconstructing education. Living Educational Theory Research is presented as an approach that enables professional, educational-practitioners to contribute to reconstructing education locally and globally. The research is focused on the generation and testing the validity of living-educational-theories through researching questions of the kind, ‘How do I …
Psychology (15 obras) · Sociology (13 obras) · Pedagogy (10 obras) · Political science (10 obras) · Epistemology (9 obras) · Mathematics education (8 obras) · Higher education (7 obras) · Educational research (6 obras) · Education theory (5 obras) · Law (5 obras)