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ERIC Number: EJ1040425
Record Type: Journal
Publication Date: 2014-Mar
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1598-1037
Waiting on Text: Interpretation in Educational Research
Smith, Richard
Asia Pacific Education Review, v15 n1 p37-44 Mar 2014
Against the widespread insistence that educational research should be "scientific", I attempt to change the terms of the debate. Instead of asking whether research is robust and rigorous, and whether it "works"--all terms derived from the "scientific" view--I argue that we should ask whether we can have "confidence" in research. This way of putting it enables us to place the idea of interpretation back at the centre of our understanding of education, and to see that when we have confidence in interpretation, it is because good interpretation has quite different qualities from scientific knowledge. At the centre of interpretation lies the idea of text and of responsiveness to text. Good interpretation requires good listening or "attentiveness". It does not pretend to represent the world accurately and conclusively, as "scientific" research does: it opens up space for conversation, and brings a world into being.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A