The training and practice of both quantitative and qualitative research have focused heavily on research methods at the expenses of the philosophical assumptions underlying them. This situation, which reflects a lack of critical, self-reflective thinking, is problematic because it reduces the likelihood that scientists will self-correct or conceive viable alternatives. The present paper, referring back to a work of Slife (1998), aims to »raise the consciousness of researchers« about the assumptions lying behind typical quantitative and qualitative research methods. A brief introduction to quantitative and qualitative research approaches is given through the lens of my personal experience as a student and a researcher. The ontological, epistemological and methodological assumptions underlying different scientific paradigms are described, and the extent to which they provide a rationale for either quantitative and/or qualitative research is discussed. Some suggestions on how to sustain such a »raising of consciousness« within university academic settings concludes the paper.
On research methods and their philosophical assumptions: "Raising the consciousness of researchers" again
GELO, Omar Carlo Gioacchino
2012-01-01
Abstract
The training and practice of both quantitative and qualitative research have focused heavily on research methods at the expenses of the philosophical assumptions underlying them. This situation, which reflects a lack of critical, self-reflective thinking, is problematic because it reduces the likelihood that scientists will self-correct or conceive viable alternatives. The present paper, referring back to a work of Slife (1998), aims to »raise the consciousness of researchers« about the assumptions lying behind typical quantitative and qualitative research methods. A brief introduction to quantitative and qualitative research approaches is given through the lens of my personal experience as a student and a researcher. The ontological, epistemological and methodological assumptions underlying different scientific paradigms are described, and the extent to which they provide a rationale for either quantitative and/or qualitative research is discussed. Some suggestions on how to sustain such a »raising of consciousness« within university academic settings concludes the paper.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
