In this chapter I examine debates over the relative merits of qualitative and quantitative research in education from the perspective of Michael Oakeshott's critique of rationalism in the study of human conduct. Contrary to the positivist view that causal explanation based on randomized experimentation is the highest standard of knowledge, I argue that when it comes to the study of human subjects, even statistical generalizations depend upon a prior form of qualitative understanding. The chapter concludes by considering some consequences of this perspective, which I call 'transcendental pragmatism,' for the practice of inquiry in education.
|Title of host publication||A Companion to Research in Education|
|Number of pages||13|
|ISBN (Print)||9400768087, 9789400768086|
|State||Published - 1 Oct 2014|
Bibliographical notePublisher Copyright:
© 2014 Springer Science+Business Media Dordrecht. All rights are reserved by the Publisher.
- Educational research paradigms
- Inquiry methods
- Research methodology
- Transcendental Pragmatism
ASJC Scopus subject areas
- Social Sciences (all)