Scott, D;
(2005)
Critical Realism and Empirical Research Methods in Education.
Journal of Philosophy of Education
, 39
(4)
pp. 633-646.
Preview |
Text
Scott2006Critical633.pdf - Accepted Version Download (150kB) | Preview |
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.
| Type: | Article |
|---|---|
| Title: | Critical Realism and Empirical Research Methods in Education |
| Open access status: | An open access version is available from UCL Discovery |
| Additional information: | The definitive version is available at www3.interscience.wiley.com |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1533488 |
Archive Staff Only
 |
View Item |
