Addresses the potential strengths and weaknesses of alternative forms of data representation in educational research. Explores the conception of the nature of knowledge and the relationship between what one knows and how this knowledge is represented. (GR)

Knowledge, rooted in experience, requires forms for its representation. Forms of representation limit what we seek. As a result, socialization in method is a process that shapes what we can know and value. At base it is a political undertaking. Examines the effects of the politics of method on educational research. (Author/BJV)

Criticizes the previous article on positivism in educational thought by Denis Phillips. Takes issue with Phillips' assumption that, at the base of theoretical disputes and inquiry, there exists a final and absolute truth. (GC)

Identifies 10 differences between scientific and artistic approaches to qualitative research: (1) forms of representation employed; (2) criteria for appraisal; (3) points of focus; (4) the nature of generalization; (5) the role of form; (6) degree of license allowed; (7) interest in prediction and control; (8) sources of data; (9) basis of…

Explains how the author's ideas about the development of the mind and forms through which its contents are revealed developed. Also, explores uncertainties the author has felt about educational philosophy and practice, and discusses implications for future educational research that does justice to the development of human intellectual capacities.…

Briefly reviews presentations from the Invitational Conference on Curriculum (Washington, DC, June 10, 1993), on "Hidden Consequences of a National Curriculum." None of the five presenters saw a national curriculum as the solution to the nation's educational problems. Also addressed is the need for programs acknowledging perspectives of minority…

Educational researchers are not engaged in discovering mechanistic universal truths sought by positivists or tidy prescriptions about what works. Instead, they provide guidelines and interpretive material to liberate the teacher's intelligence so that the teacher can use whatever ability he or she can achieve. (SLD)

Guidelines to help ensure that educational research is meaningful and important include (1) have confidence in your own conviction and methods; (2) remember that the conduct of research is an artistic activity; and (3) try to situate the inquiry in a social and historical context to increase its meaning. (SLD)