Abstract
In this introductory chapter I encapsulate the book’s main message and introduce its purpose, aims and rationale, structure and content, limitations and contributions. I provide definitions of the key concepts of professional learning, critical reflection and action research. I explain the authors’ philosophical and methodological assumptions captured in their preferred methodology of PALAR (Participatory Action Learning and Action Research) within the action research paradigm. I also explain theories that have shaped the action research methodology and the authors’ new vision for action research, in particular, aspects of phenomenology, critical theory, grounded theory, complexity theory, experiential learning theory, living theory, hope theory and negative dialectics. This theoretical integration with critical reflection is intrinsic to identifying the affective-socio-cognitive nature of holistic learning featured in this book. I also identify how the book builds on the authors’ experience and contributes to the literature and towards this new vision of action research that is transformative and holistic in nature and purpose.
What counts in life is not the mere fact that we have lived.
It is what difference we have made to the lives of others that will determine the significance of the life we lead.
(Nelson Mandela, 18 May 2002)
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© 2015 Ortrun Zuber-Skerritt, Margaret Fletcher and Judith Kearney
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Zuber-Skerritt, O., Fletcher, M., Kearney, J. (2015). Conceptual Framework. In: Professional Learning in Higher Education and Communities. Palgrave Macmillan, London. https://doi.org/10.1057/9781137455185_1
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DOI: https://doi.org/10.1057/9781137455185_1
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