ABSTRACT
Theory can be seen as a process of distancing ourselves from what we do, enabling us to contemplate our actions. Because of this separation of thought from action, theory can come to be seen as abstracted and distinct from our practices, and in a higher education system where outputs and outcomes are valued above all else, the act of being thoughtful that theory entails may consequently be undervalued.
This chapter argues, on the contrary, that theory and practice are closely inter-related, and that theorising is an essential aspect of learning development work. Not only does theory have utility in formulating and interpreting the empirical enquiry that comprises the evidence base for our practices but it also provides the means by which we may exercise our freedom to imagine and create new ways of understanding and responding to the evolving challenges we face as educators and, in so doing, engaging with theory helps us to continue to shape what it means to be a learning developer.
