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Which clippings match 'Epistemological Positions' keyword pg.1 of 1
15 DECEMBER 2015

The place and value of research modelled on generalisable simplicity

"The health professional education community is struggling with a number of issues regarding the place and value of research in the field, including: the role of theory-building versus applied research; the relative value of generalisable versus contextually rich, localised solutions, and the relative value of local versus multi-institutional research. In part, these debates are limited by the fact that the health professional education community has become deeply entrenched in the notion of the physical sciences as presenting a model for 'ideal' research. The resulting emphasis on an 'imperative of proof' in our dominant research approaches has translated poorly to the domain of education, with a resulting denigration of the domain as 'soft' and 'unscientific' and a devaluing of knowledge acquired to date. Similarly, our adoption of the physical sciences' 'imperative of generalisable simplicity' has created difficulties for our ability to represent well the complexity of the social interactions that shape education and learning at a local level."

(Glenn Regehr, 2010)

Regehr, G. (2010). "It’s NOT rocket science: rethinking our metaphors for research in health professions education". Medical Education, 44(1), 31-39. doi: 10.1111/j.1365-2923.2009.03418.x

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TAGS

applied researchappropriately complex representationclinical situationscomplex phenomenacomplexity • contextually rich solutions • devaluing of knowledge • dominant research approaches • education • education and learning • epistemological positionsgeneralisabilitygeneralisable simplicity • generalisable solutions • generalised models • Glenn Regehr • health education • health professional • health professional education • ideal research • imperative of generalisable simplicityimperative of proof • local research • localised solutions • multi-institutional research • myth of neutralityperils of reductionismphysical sciences • place of research • questioning assumptions • research in the field • research modelresearch-practice gulfrich descriptions • role of theory • role of theory-building • social interactions • soft science • theory building • unscientific practices • value of research

CONTRIBUTOR

Simon Perkins
05 JANUARY 2013

Epistemological Positions in Design Research

"The significance of acknowledging the differences between the aspects of these epistemologies is twofold; first it connects the theory of research to the practice of research and reveals the limits of truth claims in terms of objectivity, validity and generalisability. Second, Crotty's model emphasizes the necessity of remaining epistemologically consistent. Objectivist research must distinguish scientifically established objective facts from people's everyday subjective meanings. In turn, consistently constructionist research must place all meanings, scientific and non–scientific on an equal basis – they are all constructions, and none is truly objective or generalisable [sic]. The further one moves towards subjectivism, the greater the limits of the objectivity, validity and generalisablity of one's truth claims (Seale 1999). Being epistemologically aware requires that at each point in the research process we recognize that we make a variety of assumptions about human knowledge, the realities encountered in the human world and the interpretability of our findings."

(Luke Feast and Gavin Melles, 2010)

Feast, L. and G. Melles (2010). "Epistemological Positions in Design Research: A Brief Review of the Literature". Connected 2010 – 2nd International Conference on Design Education Sydney, Australia, University of New South Wales.

"Point of View" by Christopher Hassler [http://500px.com/photo/6984247]

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TAGS

2010academic communityassumptions • Charles Owen • Christopher Frayling • Clive Seale • constructionism • constructionist research • creative practice • Daniela Buchler • design educationdesign research • epistemological consistency • epistemological positions • epistemologies • epistemologyfindings • Fiona Candlin • Gavin Mellesgeneralisability • human knowledge • International Conference on Design Education • interpretability • Kees DorstKen Friedmanknowledge constructions • limits of objectivity • limits of truth claims • Luke Feast • Michael BiggsMichael CrottyNigel Cross • non-scientific meanings • objective • objectivist research • objectivity • practice of research • realitiesreview of literature • Roy Prentice • scholarly researchscientific methodscientifically established objective factssubjectivism • theory of research • truth claimsUniversity of New South Walesvalidity

CONTRIBUTOR

Simon Perkins
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