Session Information
13 SES 03 A, Educational Research: Epistemology, Method of Inquiry
Long Paper Session
Contribution
One of the most urgent challenges concerns the opening of a permanent and systematic epistemological work of “self-examination” concerning educational research (ER) in itself. Absolutely not in order to find a formal unity (even temporary) or a conventional agreement on research design, methods, ecc. Not in order to find overarching principles concerning the basis of ER. On the contrary, its purpose is to cultivate the practice of the critical scrutiny of one’s own research tradition from an epistemological point of view, looking beyond the borders that define or delimit each specific field. This means the necessity to adopt the “self reflexivity of ER” as a field. The paper will develop one example of this epistemological and critical quest. aimed to start the search for a "common ground" in ER. The main question is about the nature of knowledge inspiring ER. Specifically, the idea of science and the theory of rationality characterising the different conceptualisations of educational research, trying to understand which demarcation criteria is implicitly assumed. And, according to this analysis, we will open a systematic inquiry about the quantitative/qualitative dichotomy.
Method
Expected Outcomes
References
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