I've just received Issue number 104 of Research Intelligence with the contributions by Je
Kan and Moira. Je Kan and Moira are responding to earlier contributions in issue numbers
102 and 103 by Pip and me. I think that they have profound implications for this thread
because they focus on a new epistemology for educational knowledge that is emerging
from the explanations of educational influence of practitioner researchers. As soon as
Issue 104 appears at:

http://www.bera.ac.uk/publications/ri.php

I do hope that you will read pages 16-18 by Moira and Je Kan and access the video-clips
from China and Croatia and the practitioner-researcher accounts from Ningxia Teachers
University from the live urls in Moira's text.

Here is a note from Vivienne Baumfield about tomorrow's deadline (29th August) for
additional material to accompany posters for the BERA Practitioner-Research Day on the
6th September at Heriot-Watt University.

"Hi
The deadline for submitting any additional material for the practitioner day
pack (i.e. A4 info sheet) to accompany your poster is the 29th August - the
postal address was circulated in the further info last week but I now have
an email address and phone number:

[log in to unmask] <mailto:[log in to unmask]> ' and her contact
number is 0131 651 6263."

Here is the additional material I've just sent Vivienne for the pack - I think you'll see why
I'm excited about Je Kan's and Moira's contributions to issue no. 1004 of RI, as they relate
directly to this thread of the e-seminar.

"Additional material to accompany Jack Whitehead’s poster for the BERA Practitioner Day
Pack of the 6th September 2008

In Issue 104 of Research Intelligence Adler-Collins makes the point:
"I believe that the poster session on the 6 September 2008 at the BERA Practitioner-
Researcher Day at Heriot-Watt University will mark a significant advance in the
development of a new epistemology of educational knowledge." (Adler-Collins, 2008, p.
18)

In the same Issue of Research Intelligence Laidlaw makes the point:
"Additionally I believe there may be some elaboration of multimedia forms of
representation and connections to developing new epistemologies in the work of EJOLTS
(Educational Journal of Living Theories) at http://www.ejolts.net . It will be interesting to
see how the first edition (to be published in September 2008) will stretch our
understanding of the nature of educational knowledge through different forms of
representation and fulfil what Bruce Ferguson asks for at the end of her article:
[to] ‘validate forms of research that can convey knowledge not easily encapsulated just
within pages of written text and work to overcome those whose knowledge and skills
have been, in the past, inappropriately excluded’. I couldn’t agree more! "(Laidlaw, 2008,
p. 16)

In Issue 103 of Research Intelligence I claimed that the epistemological transformation
described by Ferguson (2008) will require new forms of representation and educational
standards of judgment for use in Journals of Educational Research. I also directed
attention to how the evidence, showing the nature of these forms of representation and
living standards of judgment, can be accessed by those with the technology to do so
(Whitehead, 2008, p. 17).

The poster for the 6th September 2008 Practitioner Researcher day is intended to develop
the above ideas. The poster represents the web-site actionresearch.net. This can be
accessed from http://www.actionresearch.net . From this address accounts are available
from practitioner-researchers who are freely sharing their explanations of their
educational influences in their own learning, in the learning of others and in the learning
of the social formations in which we are living and working. I refer to these explanations
as living educational theories.

From the living theory section of actionresearch.net successfully completed doctoral
research programmes can be accessed. These living theory doctorates have legitimated
the new living standards of judgement and living logics that are constituting a new
epistemology for educational knowledge. Since the change in regulation of the University
of Bath in 2004, permitting the submission of e-media, most of the living theory doctoral
theses successfully completed since 2004 have included multi-media forms of
representation to communicate the meanings of flows of energy with values as
explanatory principles and as new living standards of judgment.

From the main page of actionresearch.net a living theory methodology for improving
professional practice and generating educational knowledge can be accessed. The master
educator’s programme section in the left hand menu bar takes you to the masters units
and dissertations for a living theory approach to the continuing professional development
of master educators. The left hand menu bar also takes you to the work of practitioner-
researchers around the world who are sharing their own living theories. The right hand
menu bar includes access to the archives of the BERA Practitioner-Research SIG e-
seminars and recent contributions to the theory and practice of practitioner-research.

References
Adler-Collins, J. P. (2008) Creating New Forms Of Living Educational Theories Through
Collaborative Educational Research From Eastern And Western Contexts: A response to
Jack Whitehead. Research Intelligence, No. 104, pp. 17-18.
Ferguson, P. B. (2008) Increasing Inclusion In Educational Research: Reflections From
New Zealand. Research Intelligence, No. 102, pp. 24-25.
Laidlaw, M. (2008) Increasing Inclusion In Educational Research: A Response To Pip
Bruce Ferguson And Jack Whitehead. Research Intelligence, No. 104, pp. 16-17.
Whitehead, J. (2008) Increasing Inclusion In Educational Research: A Response To Pip
Bruce Ferguson. Research Intelligence, No. 103, pp. 16-17.

Note: This poster is intended to complement pages 16-17 of Research Intelligence No.
104 where Laidlaw includes live urls to take readers into video-clips of classrooms in
China and Croatia and living theory accounts from Ningxia Teachers University in China."