Studies in Philosophy and Education 34 (2):205-216 (2015)

Authors
Clinton Golding
University of Otago
Abstract
Philosophical research tends to be done separately from empirical research, but this makes it difficult to tackle questions which require both. To make it easier to address these hybrid research questions, I argue that we should sometimes combine philosophical and empirical investigations. I start by describing a continuum of research methods from data collecting and analysing to philosophical arguing and conceptualising. Then, I outline one possible middle-ground position where research is equally philosophical and empirical: the Community of Inquiry reconceived as a research method. In this method, a group of participants engage in philosophical discussion and dialogue to answer the research question . I argue that this collaborative philosophical inquiry, moderated by a philosopher, provides a new method for collecting and testing data. The results are philosophical positions and arguments blended with empirical findings. Next, I illustrate how I used this philosophical–empirical method in a recent study to evaluate the strength of educational metaphors. I conclude that the Community of Inquiry is a viable means of combining philosophical and empirical research, and a new and worthwhile method for research in education
Keywords Community of Inquiry  Methodology  Educational research  Philosophical research  Focus group
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DOI 10.1007/s11217-014-9420-9
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References found in this work BETA

Metaphors We Live By.George Lakoff & Mark Johnson - 1980 - University of Chicago Press.
Two Dogmas of Empiricism.W. Quine - 1951 - [Longmans, Green].
Two Dogmas of Empiricism.Willard V. O. Quine - 1951 - Philosophical Review 60 (1):20–43.
Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.

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Citations of this work BETA

Philosophy’s Rematch: A New Conceptualization of the Study of Higher Education.Gabe A. Orona - forthcoming - Arts and Humanities in Higher Education:147402222110029.

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