Scott, David (2005) Critical Realism and Empirical Research Methods in Education. Journal of Philosophy of Education, 39 (4). pp. 633-646. ISSN Print: 0309-8249 Online: 1467-9752
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Abstract
In the light of recent writings of Richard Pring, and in relation to the application of empirical research methods in education, this paper offers a corrective to a neo-realist viewpoint and develops a critical realist perspective. The argument is made that the deployment of empirical research methods needs to be underpinned by a meta-theory embracing epistemological and ontological elements; that this meta-theory does not commit one to the view that absolute knowledge of the social world is possible; and that critical realism is the most appropriate meta-theory to underpin the use of empirical research methods. Further to this, unhelpful dualisms between quantitative and qualitative methodologies, and between structure and agency, are discussed in relation to neo-realist and critical realist perspectives.
| Item Type: | Article |
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| Additional Information: | The definitive version is available at www3.interscience.wiley.com |
| Subjects: | Departments > Learning, Curriculum and Communication |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 27 May 2010 15:12 |
| Last Modified: | 26 Jun 2012 22:36 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/5567 |
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