In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. (...) Only within the context of what I call a transcendent view from somewhere—higher ideals that govern human activities—can we make sense of quantitative as well as qualitative research findings. (shrink)

This article explores Peter Winch’s account of the relationship between language and reality. It defends Winch against some common misunderstandings of his views but identifies two problematic areas. The first concerns the internal coherence of his account of philosophy. The second relates to the issue of rejecting particular ways of life or cultural practices as erroneous or illusory. One source of these problems is a tension between Winch’s official conception of philosophy and his own commitment to ‘defending’ the plurality of (...) diverse ways of life. (shrink)

Börje Holmberg; A Paradigm for Research in Education, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 19–33, https://doi.org/10.1111/.