Soctratic Questions - Discussion section
- What literature have I critically and creatively engaged with, and how has it helped me understand and improve my practice and generate a valid account of my living-educational-theory? - Relevant, current sources, theoretical frameworks, peer-reviewed evidence, integration
- How do my findings align with or challenge existing theories and expectations in my field and context? - Critical discussion
- What value(s) became the focus of my Living Educational Theory and Research, and how did they emerge from real practice rather than an abstract ideal? How did I operationally define them(it), and what data demonstrates my value in action and its evolution? Explicit statement of what matters, drawing on practice-based exemplars presented in the Findings section
- What values have I clarified, embodied, challenged, and transformed through my research, which help to give my practice meaning and purpose.
- Where did I experience myself as a living contradiction and/or experienced my values contradicted by others or the context, and what were the consequences? - Honest tension analysis
- What themes or patterns relate to the expression or non-expression of my values and the consequences? - Analytic theming
- What documented responses from others reflect contributed to my efforts to understand and improve my practice with values of human flourishing? - Stakeholder responses/impacts
- How do my findings align with or challenge role expectations, and help me to recognise the consequences of my practice? - Role-fit; response taken
- How have writing, reflection, and dialogue helped me gain new insights and a more grounded understanding of my values in action? - Meta-learning about values Insight from the writing process
- How has my understanding of this value evolved, and how did living contradictions refine what this value really means in practice? - Before/after articulation Refined definition .
- How has my thinking changed about my professional role, organisational responsibilities and relationships, and what inspired these changes? - Reframed role Causal/reflexive insight
- How has my Living Educational Theory Research deepened, clarified, and challenged my assumptions? - Surfaced assumptions
- What do my findings suggest about my educational influence in my learning, the learning of others, and the learning of the social formation we comprise to realise humane values in practice and contribute to a world where humans can flourish as a benign presence in world flourishing – and help others do so too? - Influence articulated with evidence
- What are the implications of my research for how I will approach my work going forward? - Actionable implications
- What challenges, limitations, or tensions remain, and how do I make sense of them now? - Limitations and sense-making
- How do I now see LET research supporting my ongoing professional learning? - Role of LET going forward
- How does my “I” now relate to the “we” of my practice based on what I have learnt? - i~we integration
This section is possibly the longest – indicative word length 1,300 to 2,500 words Maximum 2500 words