ERIC Number: ED306711
Record Type: Non-Journal
Publication Date: 1988-Jul
Reference Count: N/A
Naturalistic Inquiry: Politics and Implications for Special Education.
Lincoln, Yvonna S.
The revolution in hard sciences is explored, from the Cartesian-Newtonian worldview to the Heisenbergian universe, and consideration is given to whether the conventional, Cartesian model is a serviceable one for research in the social/applied sciences. Five axioms comprising the existing paradigm of logical positivism are outlined (reality, subject-object dualism, generalization, causality, and values), and these axioms are contrasted with a naturalist view. The set of trustworthiness techniques developed to handle questions of rigor are then compared, with credibility, plausibility, dependability, and confirmability taking the place of the conventional paradigm's terminology of internal validity, external validity, reliability, and objectivity. The naturalistic model emphasizes qualitative research methods in an open system of inquiry. Implications of naturalistic inquiry for special education researchers include the need to look for counter-evidence as well as evidence, determine formally what comprises the field of special education, and treat respondents as persons with rights and decision-making power. Political implications include the extraordinary justification that researchers must make for such work, the difficulty in finding outlets to publish research, and the disadvantage in competing for research funding. The transcript of a question-and-answer session follows the speech. (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: Researchers; Practitioners
Authoring Institution: N/A