Paradigm 1: Positivism as a Research Lens PDF

PARADIGM 1: POSITIVISM AS A RESEARCH LENS  Positivism Aims for universal laws No pathway to knowledge other than that of science. Therefore metaphysics, ethics, and theology were excluded from the domain of warrantable human knowledge by C18th positivist pioneers. Importantfor the Social Scien...

PARADIGM 1: POSITIVISM AS A RESEARCH LENS  Positivism Aims for universal laws No pathway to knowledge other than that of science. Therefore metaphysics, ethics, and theology were excluded from the domain of warrantable human knowledge by C18th positivist pioneers. Importantfor the Social Sciences (of which Education is one field of enquiry) that research is undertaken in a scientific way.  The Rise of Positivism Traditional worldviews and theology increasingly questioned in the 18th century Europe -- the Enlightenment challenge. Development of ‘reason’ as a key Western cultural value: rational, empirical, scientific thinking – and the growth of 19th century positivism. Early 20th century dominance of the natural sciences, influences the social sciences. Observable, measurable, social reality. Disciplined, rigorous, scientific and systematic research. Search for objectivity, validity and reliability. Ontology in Positivism “The ontological assumptions underpinning positivism pertain to the existence of independent realities outside the mind” (Crotty, 1998). Objectivism is the term generally used to describe the ontological stance of positivism. To call anything ‘real’ means it is out there detached from the individuals. “Positivists claim that researchers in social sciences should consider concepts as objective and 'real' so Positivism is an empiricist position (Usher, 1996) Determinancy – there is a certain truth that can be known Rationality - convergence on a single explanation Objectivity – an impersonal approach Prediction (generalisations) - generating laws of the social world Comte (1798-1857) science bids us to look for ‘laws’ – the direct methods whereby these laws can be established scientifically are observation, experiment and comparison (Crotty, 1998) E.g. Durkheim (1897) lack of social integration - suicide - concept of ‘anomie’ Epistemology in Positivism “Realism, the epistemological assumption of positivism, holds that meanings reside within entities as objective truth and independent of the human mind” (Crotty, 1998). Also, “researchers should strive to detach themselves from the reality under investigation and distance themselves from those studied in order to prevent or minimize researcher’s bias.” (Assalahi, 2015) The world is real, and we can know about it in a detached (unbiased) way.  Epistemology (2) A quantitative and predictive emphasis. A natural science model? Behaviourism – observation of human behaviour Empiricism – evidence gained through experience A universalising discourse prioritising generalisable theory ‘The world perceived through the scientific grid is a highly systematic, well-organised world. It is a world of regularities constancies, uniformities, iron-clad laws, absolute principles’ (Crotty, 1998) Paradigm Ontology Epistemology Methodology Method What is reality How can I know How do you go What reality? about finding techniques do out? you use to find out? Positivism It is objective. Realism. A Quantitative Experimental approach is suitable. research, There is one truth, Knowledge is surveys, and it can be independent Knowledge is gained questionnaires, observed. of the human through structured knower. hypothesis generation observations The world is and operated by laws of People can provide testing (deduction). cause and effect. an objective, value- free description of It focuses on Variables can be reality. prediction and control observed, measured, of phenomena. The and predicted. aim is to produce generalizable data. Positivism as an approach to education Criticssee this as very problematic when applied to education, social institutions and practices that are shaped by ideas, values and beliefs and where human beings behave differently in similar circumstances. “Positivism is based on an assumption that it is possible to report unambiguous truth, in terms of observable phenomena and verified facts. … A positivist approach assumes that the aims, concept, methods and model of explanation employed in the natural sciences may be applied non-problematically “ (Taber, 2013) "When this view [positivism] is applied to educational research… All things are seen as predictable, regular, and capable of being  The case against positivism Popper (1968), however, suggests that no theory can ever be proved simply by multiple observations, since only one instance that refutes the theory would demonstrate it as false. Theories cannot be proved to be true – they can only be proved to be false. Thenatural sciences (e.g. physics, chemistry, biology) and social sciences (e.g. education, law, politics, sociology) are different Why? Social sciences study society and people with ‘free will’ - we to some extent control our own destinies rather than have it predicted and controlled like molecules. What about human agency? (Layder, 1994) More on the case against… A mechanical & inaccurate view of science How objective is science – e.g. Darwin’s ideas shaped by social norms Kierkegaard – human subjectivity is a source of knowledge, knowledge cannot be value-free That which cannot be observed cannot be measured? Habermas – key debates about values and morals are silenced But… Is searching for patterns and trends not important in education? Statistical data on impoverishment can be linked to educational outcomes (attainment) Powerof statistical data influencing policy makers and education providers Need to address large scale questions e.g. variables which may influence teachers leaving or staying in the profession, strength of education systems measured on objective criteria (age- based testing) enabling national comparisons Post-Positivism (Crotty, 1998) “…scientists ‘from within’…challenged its claims to objectivity, precision and certitude…This is a less arrogant forms of positivism. It is one that talks of probability rather than certainty, claims a certain level of objectivity rather than absolute objectivity, and seeks to approximate the truth rather than aspiring to grasp it in its totality or essence.” (Crotty, 1998 p.29) Our knowledge of the world is partial and provisional, imperfect Observations are value-laden There is a ‘reality’ but more than one view of it