Transcendental realism and false dualism in educational research

Abstract

In the light of writings of Pring, Brew, Barnett and Hammersley in the last decade, and in relation to the application of empirical research methods in education, this paper offers a critique to pragmatic view and a corrective to the Pring’s paradigmatic viewpoint and recognizes transcendental realism as an alternative theory to underpin the use of scientific educational research method. The argument is made that the deployment of scientific research methods needs to be underpinned by a philosophical theory that does not commit to that the absolute knowledge of the educational phenomena is possible. Further to this, by discussing false dualisms between quantitative and qualitative approaches, and between structure and agency in relation to transcendental realist viewpoint, the paper offers a new approach to scientific educational research method titled “paraquantitativism”.

Keywords

• philosophy of education
• transcendental realism
• false dualism
• quantitative and qualitative approaches
• absolute knowledge
• empirical research methods
• pragmatic view