Evolving a living-educational-theory within the living boundaries of cultures-of-inquiry

In this paper I use data collected between my master’s degree (1970-72) and the video-conversations in the preparation of this paper in 2013. I analyse this data in terms of the evolution of my living-educational-theory in which I integrate new insights about a culture of inquiry using the categories in the first paper in this issue of EJOLTS. These categories emerged initially in the conversations between Liz Campbell and Cathy Griffin as they emerged with Jacqueline Delong’s (2002) original work on a culture of inquiry.