ERIC Number: ED422368
Record Type: RIE
Publication Date: 1998-Apr
Creating Living Educational Theories through Paradigmatic and Post-paradigmatic Possibilities.
Some reflections on the future of educational research are offered as responses to questions derived from an article by Ian Stronach ("Research Intelligence," n61 p3 1997). The first is the question of what the future holds for the philosophy and methodology of educational inquiry. A response to this question must recognize the importance of the politics of educational knowledge. There will be inevitable disagreements between educational researchers, but it should be possible to integrate educational activism within educational research. Another question is whether new relations between the local and the global, if such are implied by the conditions of postmodernity, imply new rationales. It is suggested that new rationales between the local and the global can be created from the ground of educational relationships between teachers and their students and from educational inquiries about how to improve practice. It is necessary to hearing how living teachers, students, and researchers are creating their own living educational theories as they work at living their values more fully in their practice. Another question is whether new technologies imply the possibility of recasting the focus, tempo, or interactivity of research approaches. The new technologies are already transforming the conduct and presentation of educational research and its interactivity. Collaboration among researchers has been facilitated by e-mail and the Internet. A final question is whether political changes in the ways in which we are governed open up or close down new possibilities for educational research. This question is discussed in the context of: (1) funding; (2) university power relations, creative tension, and original research; and (3) the influences of journal editors and research committees. Individuals who are creating their own living theories are postparadigmatic in the sense that they are creating theories of their singularities in their social contexts. They are often doing this within contexts that support paradigmatic views of educational knowledge. (Contains 35 references.) (SLD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).