Abstract
The enquiry process of Thinking Actively in a Social Context (TASC) is influencing the creation of new forms of educational theory that can explain an individual's educational influence in their own learning, in the learning of others and in the learning of social formations. Evidence of this influence is provided from self-studies of practitioner-researchers who are seeking to live their values as fully as they can, in enquiries of the kind, ‘How do I improve what I am doing? The action reflection cycles of TASC are used to develop talents in the creation of gifts. They are used to make explicit the meanings of the values that are being used by individuals to account to themselves and others for the lives they are living in making the world a better place to be.
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