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.
|Number of pages||17|
|Journal||Journal of Philosophy of Education|
|State||Published - May 2006|
Bibliographical noteFunding Information:
*Research supported by CNPq, FAPESP and PRONEX. ‘Research supported by FAPESP. TResearch supported by Wisconsin Alumni Research Foundation and DOE grant DE-FG02-95ER40896.
ASJC Scopus subject areas