AN ANALYTICAL CRITIQUE, DECONSTRUCTION, AND
DIALECTICAL TRANSFORMATION AND DEVELOPMENT
OF THE LIVING EDUCATIONAL THEORY APPROACH
Abstract
This thesis critically analyses, reconstructs and deconstructs the Living Educational
Theory (LET) approach. It examines, challenges and modifies it, dialectically
transforms it and offers a more suitable alternative to it. Whilst LET has not been
well received in academia for two decades, this thesis is being written at a point in
time when LET has greater recognition and influence.
The thesis is composed of three parts. The first part examines and reconstructs the
LET approach as a theoretical possibility and a practical methodological and
heuristic approach. It introduces the LET approach and its key features,
components, intentions and practices. It examines and interrelates the writings of
the developers of that approach and its history and development. It also relates that
approach to educational, action, reflective practice, practitioner and ontological
research and the work and educational development of this author.
The second part criticises, deconstructs and transforms the LET approach and
proposes an alternative heuristic tool, solution and approach. It criticises the claim
of living educational theorists that LET is an improved approach to the theorisation
of a human existence and the educational, ontological, professional and
epistemological development of practitioners. As well as criticising the new
directions which the LET approach has recently taken, it introduces an alternative
educational action research heuristic tool and approach that is based on self-dialectical
reflective enquiry. The proposed alternative is based on creative and
auto-phenomenological writing, self-dialectical and cathartic logging, public
blogging and enquiring-within-writing&b/logging into the question: how do I lead a
more meaningful existence in the world for myself? It seeks to transform the LET
approach into a deeper ontological, auto-phenomenological, and self-therapeutic
auto-analysis, self-reevaluation and auto-empowerment.
The third part concludes the thesis and reflects on my learning from my engagement
with the LET approach and my hopes and intentions for the future.
CONTENTS
You can download the PhD in PDF Format
AN ANALYTICAL CRITIQUE, DECONSTRUCTION, AND
DIALECTICAL TRANSFORMATION AND DEVELOPMENT
OF THE LIVING EDUCATIONAL THEORY APPROACH
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