The significance of living-theory action research in a culture of inquiry transforms learning in elementary, high school and post-graduate settings

This issue of EJOLTS intends to demonstrate the capacities of teachers and students in a variety of settings to create cultures of inquiry that transform social formations within their classrooms, their schools and their school systems. These transformative changes are accredited and validated over considerable time, from 1995 to 2013. This final paper follows the works of the authors from the creation of their living-educational-theories with their original living-theory-methodologies, to their integration and evolution in cultures of inquiry by masters and doctoral students and to the improvement of learning in primary, secondary and tertiary classrooms and other professional contexts across the globe. Our organization of this article follows the pattern in our individual contributions as we distinguish the values that constitute our unique contributions to cultures of inquiry in terms of: being loved into learning; praxis; students as co-researchers; building trust and respect; unveiling embodied knowledge; the living curriculum; influencing self, others and social formations; obstacles and challenges; scholarly significance; interim conclusion.