This paper focuses on making explicit the embodied knowledge of educators using a living theory methodology and inciting the social imagination to create educational research for the public good. Using evidence from international contexts, the meanings of the energy-flowing values that educators use to explain their educational influences in their own learning and in the learning of others, are becoming more explicit. The evidence includes the living educational theories of professional educators, educational leaders and students as they study their practice in improving practice and creating cultures of inquiry. The authors study their practice in their own contexts building on learning from each other and from critiques of AERA presentations in improving the interpretation of multimedia data to represent and generate knowledge. Visual narratives are used to bring practitioner knowledges into the Academy with living standards of judgment. (Contains 4 images.)