The myth of 'scientific method' in contemporary educational research

Journal of Philosophy of Education 40 (2):137–156 (2006)
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Abstract

Whether educational research should employ the ‘scientific method’ has been a recurring issue in its history. Hence, textbooks on research methods continue to perpetuate the idea that research students ought to choose between competing camps: ‘positivist’ or ‘interpretivist’. In reference to one of the most widely referred to educational research methods textbooks on the market—namely Research Methods in Education by Cohen, Manion, and Morrison—this paper demonstrates the misconception of science in operation and the perversely false dichotomy that has become enshrined in educational research. It then advocates a new approach, and suggests that the fixation with ‘science’ versus ‘non-science’ is counterproductive, when what is actually required for good inquiry is a critical approach to knowledge claims

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Darrell P. Rowbottom
Lingnan University

Citations of this work

Scientism and Scientific Thinking.Renia Gasparatou - 2017 - Science & Education 26 (7-9):799-812.
Proteus rising: Re-imagining educational research.Richard Smith - 2008 - Journal of Philosophy of Education 42 (s1):183-198.
Proteus Rising: Re-Imagining Educational Research.Richard Smith - 2008 - Journal of Philosophy of Education 42 (supplement):183-198.
What Are We Looking For?—Pro Critical Realism in Text Interpretation.Pauli Siljander - 2011 - Journal of Philosophy of Education 45 (3):493-510.

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References found in this work

The logic of scientific discovery.Karl Raimund Popper - 1934 - New York: Routledge. Edited by Hutchinson Publishing Group.
Criticism and the growth of knowledge.Imre Lakatos & Alan Musgrave (eds.) - 1970 - Cambridge [Eng.]: Cambridge University Press.
The scientific image.C. Van Fraassen Bas - 1980 - New York: Oxford University Press.
Against method.Paul Feyerabend - 1975 - London: New Left Books.

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