What I want to share in this contribution to education inquiry are some insights from my educational research programme between 1973-2010 about the kind of educational theories that can explain the educational influence of an individual in their own learning, in the learning of others, and in the learning of the social formations in which we live and work. These insights are focused on: (1) The desire of educators to account to themselves and others for living as fully as possible the ontological values they use to give meaning and purpose to their lives in their vocation of education; (2) The capabilities of individuals to generate valid explanations of their educational influences in learning as their living educational theories; (3) The significance of multimedia narratives for communicating the meanings of the energy-flowing values that individuals use to explain why they are doing what they are doing; and (4) The need to extend epistemological understandings from propositional and dialectical explanations into the relationally dynamic awareness of inclusionality.