ERIC Number: ED358147
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
The Use of Multiple Theories of Inquiry in Educational Research.
Short, Edmund C.
This paper explores how various perspectives influence inquiry in education. Normative perspectives function as implicit theories of inquiry as a researcher undertakes formal inquiry, and such theories should be acknowledged. Epistemological as well as methodological issues raised by conceiving of such theories as normative rather than merely procedural are discussed, and a plea is made for all educational scholars to recognize the place of their theories of inquiry in their research activities. A theory of inquiry should be both acknowledged and, in fact, chosen deliberately and self-consciously to follow inquiry processes in a reasoned and open manner. In more qualitative research, there has been more acknowledgment of the role of normative theory of inquiry. Examples are given in the work of aesthetic inquiry in education and in phenomenological and hermeneutical inquiry. The form of inquiry that most carefully defines its normative perspective is that known as critical inquiry. The summary point is that the use of multiple theories of inquiry in educational research is evident and that this should be acknowledged and accepted. (SLD)
Descriptors: Aesthetic Values, Critical Theory, Educational Philosophy, Educational Research, Elementary Secondary Education, Epistemology, Experimenter Characteristics, Hermeneutics, Higher Education, Inquiry, Phenomenology, Qualitative Research, Research Methodology, Researchers, Theories, Theory Practice Relationship
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A