Editorial Foreword

Abstract

The contributing authors in this issue are based in the U.S.A., Netherlands and Canada, and their articles illustrate an interesting diversity of approaches under the heading ‘Living Educational Theory research’. The common denominator being each author’s conviction to apply Living Educational Theory research, as a distinct and significant research paradigm, in order to study to understand, improve and explain their educational influences in their own learning, in the learning of others and in the learning of the institutions and organisations where they live and work (Whitehead, 1989).