In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms--positivism and constructivism--and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. Only within the context of what I call a transcendent view from somewhere--higher ideals that govern human activities--can we make sense of quantitative as well as qualitative research findings.