Paradigm paradoxes and the research process: Using logical types to increase rigour in education research

Year: 1994

Author: Thorpe, Stephen, Gardiner, John

Type of paper: Abstract refereed

Abstract:
This paper confronts the confusion that may arise when research terminology is used without reference to appropriate logical levels. The authors present a theoretical construction of terminology and meaning within research narratives. Included is a representation of various paradigms (positivist, post-positivist, critical theory and constructivist) and key aspects of these paradigms (ontology, epistemology, methodology and procedural canons) such that a meta- narrative for the research process may be offered. The authors contend that such a construction may be valuable for reducing the confusion experienced when reading research literature, especially within discussions of qualitative methodology, by beginning researchers. Examples from the literature and the authors' own research are used to illustrate the logical structure of the analysis.

This paper confronts the confusion that may arise when research terminology is used without reference to appropriate logical levels. The authors present a theoretical construction of terminology and meaning within research narratives. Included is a representation of various paradigms.

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