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By William Van Zyl

Published on July 21, 2024

I recommend you scan through this video before reading this article.

Dr Ianis G. Matsoukas (PhD Warwick) PostDoc Cornell, ETH-Zurich, Warwick | ExecEdu Wharton, Harvard Medical School Jack Whitehead is a former President of the British Educational Research Association and Distinguished Scholar in Residence at Westminster College, Utah.

Link to the video: https://youtu.be/Myl_yo-QPAg?si=7KacBmecNWJG_6vo

Diagram & Definition:

Credit: SCRIBBR – https://www.scribbr.com/methodology/action-research/

Definition:

Action research is a research method that aims to simultaneously investigate and solve an issue. In other words, as its name suggests, action research conducts research and takes action at the same time. It was first coined as a term in 1944 by MIT professor Kurt Lewin . A highly interactive method, action research is often used in the social sciences, particularly in educational settings. Particularly popular with educators as a form of systematic inquiry, it prioritizes reflection and bridges the gap between theory and practice. Due to the nature of the research, it is sometimes called a cycle of action or inquiry (George, 2023).

*Credit definition: Published on January 27, 2023 by Tegan George. Revised on January 12, 2024.

Introduction:

The concepts of “theory” and “living theory” in the context of action research involve distinctions in their nature, development, and application. I include a simple educational example at the end of this article. Here’s an explanation of the differences between the two:

Traditional Theory:

• Nature: Traditional theory is often conceptualised as a set of abstract principles or explanations derived from systematic observation, analysis, and interpretation of phenomena. It aims to provide generalisable insights that apply across different contexts (Smith, 2020). For example, Newton’s laws of motion are traditional theories that apply to various physical contexts.
• Development: Traditional theories are typically developed through a rigorous and formal process, often within the framework of established academic disciplines. This process may involve empirical research, data analysis, and peer-reviewed validation (Jones & Brown, 2018). For instance, developing the theory of relativity involved extensive mathematical formulation and empirical testing.
• Application: Traditional theories are applied to explain, predict, or understand phenomena in various contexts. They serve as frameworks for organising knowledge and guiding further research or practice (Green, 2019). An example is using economic theories to predict market behaviour.

Living Theory:

• Nature: Living theory is a more dynamic and context-specific form of theory. It emerges from the lived experiences and practices of individuals in specific contexts. It is deeply rooted in practitioners’ ongoing reflections and actions (Whitehead, 1989). For example, a teacher develops a personal theory of classroom management based on their daily experiences with students.
• Development: Living theory is developed through a participatory and reflective process. Practitioners engage in systematic self-study, often using action research methodologies, to explore and articulate the theories that underpin their actions and decisions (McNiff, 2002). For example, a healthcare professional might develop a living theory about patient care through reflective practice and patient feedback.
• Application: Living theory is highly personal and context-specific. Individuals often apply it to guide and improve their practice. However, it can also contribute to broader knowledge by offering insights into how personal theories can be generalised or adapted in other contexts (Whitehead, 2008). An example is a social worker sharing their insights on community engagement, which others can adapt to different communities.

Dynamic vs. Static:

• Traditional theories are relatively static; once developed, they may undergo revisions but often remain stable over time (Smith, 2020). For example, the basic principles of classical mechanics have remained largely unchanged for centuries.
• Living theories are dynamic and evolve as individuals continue to reflect on and refine their practice. They live in the sense that they are continually shaped and reshaped through ongoing experiences and reflections (Whitehead, 1989). For example, a teacher’s approach to instruction evolves with each cohort of students based on their unique needs and feedback.

Authenticity and Personal Involvement:

• Traditional theories may lack a direct connection to individuals’ lived experiences. They are often developed through more detached and objective processes (Green, 2019). For example, a theory in sociology may be derived from large-scale data analysis rather than personal interaction.
• Living theories are profoundly personal and authentic. They emerge from the practitioner’s direct engagement with their practice, emphasising knowledge creation’s subjective and experiential dimensions (McNiff, 2002). For example, a nurse develops a living theory of patient care based on personal interactions and patient reflections.

In summary, while traditional theories are more formal, abstract, and generalisable, living theories are dynamic, context-specific, and intimately connected to individuals’ lived experiences and practices. Living theory, often associated with action research, strongly emphasises practitioners’ active participation in theorising about their own practices and contributing to the ongoing development of knowledge (Whitehead, 2008).

References

George, T. (2023). What Is Action Research? | Definition & Examples. Published to Scribbr. Link: https://www.scribbr.com/methodology/action-research/

Green, J. (2019). Understanding Theories of Learning and Development. Routledge.

Jones, A., & Brown, B. (2018). The Foundations of Educational Theory for Effective Teaching. Sage Publications.

McNiff, J. (2002). Action Research: Principles and Practice. Routledge.

Smith, R. (2020). Theory and Practice in Educational Research. Palgrave Macmillan.

Whitehead, J. (1989). Creating a Living Educational Theory from Questions of the Kind, ‘How do I Improve my Practice?’. Cambridge Journal of Education, 19(1), 41-52.

Whitehead, J. (2008). Using a Living Theory Methodology in Improving Practice and Generating Educational Knowledge in Living Theories. Educational Journal of Living Theories, 1(1), 103-126.

Let’s look at a simple example of Action Research and ‘Living Theory.’ 

Living Theory in Action Research: An Educational Example

Context: Teachers Want to Improve Their Own Practice

Living Theory:

• Nature: Living theory is a dynamic, context-specific form of theory that emerges from individuals’ lived experiences and practices. It is deeply rooted in practitioners’ ongoing reflections and actions (Whitehead, 1989).

Example:

Imagine a group of high school teachers who want to improve classroom engagement. They decide to use action research to develop and refine their teaching practices.

1. Identifying the Issue:
   • The teachers notice that students are disengaged and not participating actively in lessons. They want to improve student engagement and participation.
2. Reflective Practice:
   • Each teacher begins by reflecting on their current teaching methods. Based on their observations and student feedback, they consider what is working and what isn’t.
3. Action Research Cycle:
   • The teachers implement a series of small changes in their teaching methods. For example, one teacher might introduce more group work, another might use technology to make lessons more interactive, and another might incorporate real-life examples to make the content more relevant.
4. Systematic Self-Study:
   • The teachers systematically self-study by documenting their changes and reflecting on the outcomes. They keep journals, collect student feedback, and observe changes in student engagement.
5. Collaborative Reflection:
   • The teachers regularly meet to discuss their findings. They share what has worked and what hasn’t and offer each other support and suggestions. This collaborative reflection helps them refine their approaches further.
6. Developing Living Theory:
   • Through this ongoing process of action and reflection, each teacher develops a living theory of student engagement. This theory is personal and context-specific, based on their unique experiences and the needs of their students. For example, one teacher’s living theory might be that incorporating more hands-on activities leads to higher student engagement.
7. Application and Evolution:
   • The teachers continue to apply their living theories in their classrooms, making adjustments as needed based on new observations and reflections. Their living theories evolve as they gain more insights from their practice.
8. Sharing Insights:
   • The teachers document their experiences and share their living theories with a broader audience, such as through a professional development workshop or an educational journal. This helps others learn from their experiences and adapt the insights to their own contexts.

Summary:

In this example, the teachers’ living theories are dynamic and evolve as they reflect on and improve their teaching practices. By engaging in action research, they develop personal, context-specific theories that help them enhance student engagement in their classrooms.

References

Whitehead, J. (1989). Creating a Living Educational Theory from Questions of the Kind, ‘How do I Improve my Practice?’. Cambridge Journal of Education, 19(1), 41-52.

Whitehead, J. (2008). Using a Living Theory Methodology in Improving Practice and Generating Educational Knowledge in Living Theories. Educational Journal of Living Theories, 1(1), 103-126.

Citing this Article:

Van Zyl, W.N. (2024). Literature Review: Action Research and the concepts of “Theory” and “Living Theory.” Including an example of “Living Theory – Education” Published to Five House Publishing. Link: https://fivehousepublishing.com/literature-review-action-research-and-the-concepts-of-theory-and-living-theory-including-an-example-of-living-theory-education/

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