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A View from Somewhere: Explaining the Paradigms of Educational Research
Author(s) -
ALEXANDER HANAN A.
Publication year - 2006
Publication title -
journal of philosophy of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 41
eISSN - 1467-9752
pISSN - 0309-8249
DOI - 10.1111/j.1467-9752.2006.00502.x
Subject(s) - positivism , objectivity (philosophy) , epistemology , educational research , sociology , perception , qualitative research , constructivism (international relations) , social constructivism , context (archaeology) , social science , politics , paleontology , international relations , biology , philosophy , political science , law
In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant‐observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. Only within the context of what I call a transcendent view from somewhere—higher ideals that govern human activities—can we make sense of quantitative as well as qualitative research findings.