For more information
Call 1-800-351-0222
Call 1-800-351-0222
RESEARCH THEORY.
Term Paper ID:25444
Essay Subject:
Examines the approach of seeking to rule in plausible causes related to integrity of scholarly research, focusing on comparison of paradigms (exploratory vs. confirmatory, rational vs. naturalistic, quantitative vs. qualitative, more).... More...
20 Pages / 4500 Words
3 sources, 40 Citations,
APA Format
$80.00
More Papers on This Topic
Paper Abstract:
Examines the approach of seeking to rule in plausible causes related to integrity of scholarly research, focusing on comparison of paradigms (exploratory vs. confirmatory, rational vs. naturalistic, quantitative vs. qualitative, more).
Paper Introduction:
THE EMPIRICAL TRADITION IN HUMAN SCIENCE RESEARCH
Introduction
Empiricism holds that all knowledge is the product of personal experience (Slife & Williams, 1995). Philosophical behaviorism extends this idea to state that personal experience is the product of the between an organism and its physical and social environment. Materialism further extends the concept, stating that all behavior grows out of the interaction between physical objects and/or events (Slife & Williams, 1995).
Empiricism contends, with respect to knowledge, that a class of purely conceptual propositions exist that are necessarily true because of the meanings of the words with which the propositions are expressed (Polkinghorne, 1983). The opposite of empiricism is rationalism. Rationalism denies the accept
Text of the Paper:
The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper.
Similarly, norms of impersonality fosterefficient treatment by encouraging system representatives to maintain theirobjectivity in dealing with a person's problems. While the "rule in" model may appear toconflict with the long accepted "rule out" model, in actuality the "rulein" model assures that the scope of inquiry will be broader. Formative activities were those that guidedprogram or strategy development to produce the best version possible of anintervention. Each approach is relevant to the conduct of research intohuman sciences-related issues. The success of scientific research hinges on how clearlythe investigator conceptualizes and how well others understand the conceptsused by the researcher. The assessment of the information reviewed in this research offeredsupport for the thesis of this current study. N. The opposite of empiricism is rationalism.Rationalism denies the acceptability of any propositions that are based onanything other than experience or reasoning. Phenomenology, thus, views phenomenafrom the perspective of the subjects being studied. Testing the Thesis The thesis proposed by this current study is tested through theconsideration of the thesis within the context of several dichotomousperspectives of the concept and process of scholarly research. In the dynamic view, science is a body ofgenerally accepted rules by which one deals with knowledge; that is, it isthe scientific method. Quantitative data are produced by ordinal, interval, and ratioscales, while qualitative data are produced by nominal scales. Specifically, the issue is whether evaluation is, orever could be, value free, and if it is not, whether evaluation should notoperate openly in the service of particular values. Beliefs rather than facts form the basis ofperception (Slife & Williams, 1995). Qualitative data may also be analyzed through the application ofeither quantitative or qualitative analytical procedures (Polkinghorne,1983). Positivism, by contrast with normativism, is, in theory, value neutral(Polkinghorne, 1983). Thisbias potential may be addressed, however, by applying precise methodsdesigned to add numerical credibility to the verbal dialogue (Slife &Williams, 1995). Hypotheses may be both descriptive andrelational in form (Polkinghorne, 1983). Opponentscontend that naturalistic methods have yet to produce dependable and validdata. By contrast,in the formative process, various aspects of performance are evaluatedindependently of an overall objective. While many conceptions ofjustice exist, some of the proponents of this approach to the conduct ofresearch insist on the explicit incorporation of a politically liberalconception of justice into scholarly research. Phenomenology is an approach to research that attempts to understandsocial phenomena or human activity from the viewpoint of the person beingstudied (Slife & Williams, 1995). The static view perceives science as a body ofsystematized information that includes connected principles, theories, andlaws. Any conclusion developed through normativeinquiry necessarily is based on predictions as to the outcomes associatedwith alternative actions. While hypotheses may be derived from observedfacts, they may also be deduced from theory. Similarly, normative inquiry cannot be completely independent of thefindings of positive inquiry. The Empirical Tradition in Human Science Research Introduction Empiricism holds that all knowledge is the product of personalexperience (Slife & Williams, 1995). As a general rule, however, the research results related tohuman sciences issues that are most useful are produced through studiesbased on the quantitative paradigm of scholarly inquiry. Rational knowledge, thus, must be based in demonstrativereasoning (Fay, 1996). This insistence is coupled with an increasing preoccupationwith qualitative methods and their applications, and is not alwaysaccompanied by any concern at all for complementary quantitative data.Many researchers encouraging the use of qualitative methods for evaluationmake little mention of any value of quantitative methods and data. Thus, where hypotheses are testedthrough deductive processes in positivist-based research, hypotheses tendto be tested through inductive processes in phenomenological research.Inductive reasoning is thought to develop a better understanding of theunknown phenomena (Polkinghorne, 1983). Theterm, in the broadest sense, signifies knowledge that is not verbalized.In some cases this knowledge is not verbalized because it cannot be, but inother cases the knowledge is not verbalized because it may be taken forgranted or regarded as too trivial to warrant verbalization. A case might be made in such an instance that, todecrease the physical child abuse rate more people must be put back towork. Contemporary philosophy of social science. Formative-oriented research is important in human sciences researchbecause it is desirable to know how programs and strategies may beimproved. Phenomenological research is based on an assumption that individualsmust be understood in their entirety within a situational context, asopposed to being separated from the environments within which theyfunction. The same cannot be said for phenomenology, hermeneutics,critical analysis, and other qualitative methods, according to critics.According to critics, the results of qualitative research appear likely todepend heavily on the outlook and skills of individual users. Quantitative analysis can identify what has happenedor is happening. A quantitative variableis one than can be measured numerically (annual income, as an example),while a qualitative variable is non numeric, such as gender or ethnicgroup. The quantitativeinvestigator would present the positivist result without a value judgment-the physical child abuse rate and unemployment each increased. The thesis of this current study, however, is that the approach ofseeking to rule in plausible causes need not undermine the integrity of thescholarly research paradigm. Study Thesis Over the years the dominant philosophy of scholarly research has beenthe causality model developed by Popper (Fay, 1996). With formative evaluation, whatever elseoccurs, one will at least be able to conclude that a program can beimproved. A change of focus, thus, has been advocated by these critics to shiftthe research emphasis from one of ruling out rival causes or plausiblerival hypotheses to a relatively stronger emphasis on ruling in causes.The advocated shift in focus requires a production of evidence and argumentthat makes a favored cause a plausible explanation for the available data(Fay, 1996). Within the realm of human sciences research, system norms tend tofavor quantification, universalistic criteria, rationality, and objectiveand impersonal treatment over qualitative factors, particularistic oridiosyncratic criteria, emotionality, and personalized treatment (Fay,1996). Experimental research is not, however, afeasible option for such an inquiry. Normative inquiry has an important role in human sciences research.The values of society, as well as the values held by individualresearchers, frequently will shape the focus of positive inquiry, and suchvalues will almost invariably influence the character of the solutions tohuman sciences-related problems identified through positive inquiry. Human sciences programs, however, also should assess the valueof their activities to stakeholders. The study purpose in phenomenological research is to describe,explain, or interpret human behavior from the perspective of the personsbeing studied (Polkinghorne, 1983). A contention is made that some qualitative researchers appear to befixated on the exploratory stage of the process of scholarly inquiry. Some theorists contend that a good case can be made for theproposition that the expected value of the outcome of an impact assessmentis zero or near that level. It is a highly subjective phenomenon in need of interpretingrather than measuring. Through ofreview of these perspectives, the validity of the proposed thesis may beinferred. The foundations of the scientific method are (1) concepts, (2)definition, (3) hypotheses, and (4) theory. Concepts are basic to allthought and communication. With a philosophical context, however, scholarly inquiry may beapproached from a position of either positivism or normativism(Polkinghorne, 1983). Summative evaluation also required acommitment over a considerable period of time to the program or strategy.Lastly, summative effects did not occur instantly. Empiricism contends, with respect to knowledge, that a class of purelyconceptual propositions exist that are necessarily true because of themeanings of the words with which the propositions are expressed(Polkinghorne, 1983). In scientific inquiry, a proposition is a statement about conceptswhich may be judged as true or false if it refers to observable phenomena.When a proposition is formulated for empirical testing it is called ahypothesis. Slife, B. Some have suggestedthat the usual criteria for positing causal relationships are less thanpersuasive. This approach to the conduct of scholarly research isparticularly relevant to the objectives of this research project wherein itis important to know what has occurred or what is occurring, regardless ofthe underlying causes of the phenomenon being investigated. Opponents of the naturalistic approach to inquiry, however,contend that it is an invalid approach to the conduct of scholarlyresearch. The conclusions of positive inquiry, however, are immediately relevantto normative problems, questions, and goals. Thisconclusion provides support for the thesis of this current study to theeffect that the approach of seeking to rule in plausible causes need notundermine the integrity of the scholarly research paradigm.Rational Paradigm Versus Naturalistic Paradigm Some theorists and researchers contend that the rational model ofscholarly inquiry is now dead (Polkinghorne, 1983). Many of the proponents of this view, however, also appear to bebiased as to which values should be served in the conduct of research.Justice is the most frequently mentioned value. The emphasis in thecausal model is on falsification, or the quest for residual truth. The use of qualitative research methods permits the investigation ofphenomena of expert practice in context and from the eyes of the actors.This approach to research is consistent with investigations in thosedisciplines in which activities are focused on analyzing expertise andidentifying aspects of practical knowledge that emerges from observing andinvestigating practice (Slife & Williams, 1995). Thus,while positive inquiry, in theory, is value neutral and independent, it is,in fact, closely tied to the normative values held by those individualsconducting the inquiry (Slife & Williams, 1995). Such an argument might be extended to contend that increasedgovernmental spending to stimulate the local economy was the best way toattack the increasing physical child abuse rate. In qualitative research, the issue of replicability is important, andthe issue is addressed through the confidence one has in the investigator'sinterpretation of reality (Slife & Williams, 1995). An objective of ruling in a cause may require an expansion ofthe search for data or a change in the type of data sought in order toacquire relevant evidence. The assumptions uponwhich the phenomenological approach to research is based are different fromthe assumptions of positivist-based research, which is the dominantresearch form used in the contemporary period. From the earliest years of scholarlyinquiry in the social sciences, it was assumed that both quantitative andqualitative information would be used in complementary ways to enhanceunderstanding of programs and their effects. Alternatively,qualitative investigators frequently are an integral part of developing theresearch design, collecting the data, and analyzing the data. The two conclusions are not conflicting. The dynamic paradigm of scholarly inquiry is essential to the conductof research into issues related to the conduct of human science. One (thenormative) is based on a value judgment, while the other (the positive) isvalue free. Quantitative data are most often subjected to quantitative analysis,which means that such data are analyzed through the application ofstatistical procedures such as regression and correlation analysis(Polkinghorne, 1983). Aqualitative evaluation of the result, however, would depend upon thenormative evaluative criteria applied because a qualitative evaluation is asubjective evaluation. Some theorists andresearchers insist that evaluation can never be value free. Some authorities think that theformative process of evaluation would yield superior performance results tothose attained through the use of the summative evaluation process. Suppose that it was found that anincrease in the physical child abuse rate in a given community from 119occurrences per 1 , population to 199 occurrences per 1 , population occurred simultaneously with an increase in the rate ofunemployment from 4.5 percent to 11.2 percent. Advocating the incorporation of values into research, however, risksthe type of partisanship that has aroused so much public anger toward bothresearchers and public servants. Thus,examiner bias is a concern in the conduct of qualitative research. Semi-structured interviews contain open-endedquestions. The qualitative interview seeks to go below the surface of an issue. Popper distinguished between the context of discovery and the context ofjustification (Fay, 1996). There exists a role for qualitative approaches in human sciencesresearch, but not however to the extent that researcher induced suggestionis allowed to influence subject responses. Thus, in research into human science issues, boththe exploratory paradigm and the confirmatory paradigm should be observedas appropriate to the specific stage of research being performed. Qualitative research is characterized by an inherentlimitation. Oxford,England: Blackwell Publishers. Thus, researchers havetended to move in the direction of formative evaluation, which is easier toaccomplish (Polkinghorne, 1983). Thegeneration and/or elicitation of all types of tacit knowledge becomesrelevant within the context of seeking information to rule in a cause. Albany,New York: State University of new York Press. (1995). A construct is a concept designed specifically fora particular research or theory-building purpose (Polkinghorne, 1983). Formative evaluation by contrast simply seeks to determine whereand what improvements may be made without assessing the value oforganizational or program objectives. A critical property and advantage of many quantitativemethodologies is that they are formulaic in nature, where the researcherneed only follow the rules reasonably well in order to produce findingsthat have a reasonable probability of meeting with acceptance and of beingrepeatable. The role of tacit knowledge has become a growing concern in practice-oriented studies of science and technology (Slife & Williams, 1995). The study thesis, thus, has been supported and is accepted to theeffect that the approach of seeking to rule in plausible causes need notundermine the integrity of the scholarly research paradigm. What's behind the research?Discovering hidden assumptions in the behavioral sciences. Therefore, these researchers and theoristsurge all researchers to be partisan and carry out research in the serviceof values. Through application of the scientific method,investigators treating science as a process-the dynamic perception ofscience-create scientific revolutions (Fay, 1996). (1996). Hypotheses are declarative statements that are both tentativeand conjectural in character. Normativism is value oriented. Thus, it is importantthat the investigator present a coherent, explanatory description ofreality that is consistent with a detailed study of the situation. As each person, including theresearcher, perceives and interprets reality somewhat differently based onthe context of his or her past experiences and present situation, thephenomenological approach focuses on multiple realities, looking for commonthemes or denominators that will help explain the human phenomenon understudy (Slife & Williams, 1995). A customary practice in qualitative research is to combine dataanalyses with a reassessment of literature to define, refine, and describecomplex phenomena. Indeed,normative theories vary widely, depending upon the values held by theindividuals formulating such theories. The naturalistic modelis qualitative in approach, and tends to infer moral guides from empiricalfindings. The dynamic view, according to Kuhn,presents science as a process, and suggests that scientific theories andprinciples would soon become a dogma if not subjected to constantinvestigation and development. In effect, the researchapproach focusing on seeking to rule in plausible causes expands the scopeof scholarly inquiry, as opposed to compromising the integrity of thescholarly research paradigm. Thetypes of questions that could be asked would relate to behavior,experience, feeling, opinion, knowledge, and personal background (Slife &Williams, 1995). Summative evaluation may not be a task welcomed by some organizationsor by some programs within organizations because the summative rationaleseeks to justify the reasons for the existence of the organizations orprograms. Both the positivist and thenormative contexts are applicable to the assessment of measures such as jobcreation, unemployment, and wage levels. Researchers also may use qualitative interviewing techniques.Qualitative interviewing techniques include structured, semi-structured,and in-depth interviews. If a researcher were able to manipulate the unemploymentvariable, such a causal relationship theoretically could be establishedthrough quantitative analysis. Lastly, theory summarizeswhat is already known about a problem (Fay, 1996). The goal of positive inquiry is to describe andpredict what has happened or will happen in the presence of specificconditions, regardless of the values involved. Sometheorists hold that, if qualitative methods are to be fully exploited,their methodologies must be better explicated, rationalized, andstandardized. In structured interviews, the interviewer asks afixed set of questions. The rational model, based on objective analysis, appears to be thebetter paradigm for the conduct of research on issues related to humanscience. At one level, such norms safeguard perceived equity by encouragingequal and impartial treatment. Each of the alternative paradigms ofscholarly inquiry, however, are based on a set of assumptions, on aparticular perspective, or on both assumptions and perspectives. On the other hand, thesenorms also may undermine perceived equity by facilitating the subtledepersonalization of the individual, as when a person is viewed as a caseor number rather than as a unique individual. Polkinghorne, D. Rigoroushypothesis testing is a waste of effort in the absence of theorydevelopment; however, theory development is an equal waste of effort in theabsence of verification. The phenomenological approach to research has been criticized. Anormative conclusion, thus, may hold than an action is acceptable becauseit creates an outcome that is within a specific framework of valuejudgments as to what is and is not acceptable. Theories in positive inquiryoften are shaped within a framework of normative preconceptions. The contention of the opponents of naturalistic inquiry is thatall too often naturalistic researchers structure their studies in ways thatassure that they will obtain the research outcomes they seek. The situation, according to the proponents of this view, ismade worse by a researcher inclination to treat quasi-experiments as onlyweaker versions of true experiments rather than exploiting quasi-experiments fully for the information they do contain (Fay, 1996). This set of conclusionsprovides support for the thesis of this current study to the effect thatthe approach of seeking to rule in plausible causes need not undermine theintegrity of the scholarly research paradigm.Exploratory Paradigm Versus Confirmatory Paradigm The distinction made between exploratory and confirmatory researchrepresents the divergent properties of two complementary and sequentialstages of the scientific process, as opposed to two alternative procedures. Extending this thesis, researchers working to rule inplausible causes would be required to rigorously assess all availablerelevant data, as opposed to simply searching for data to support theirhypotheses. In principle, thus,positive inquiry is independent of any particular ethical position ornormative value. Choice ofperspectives, criteria, measures, methods, an so forth, they contend, mustnecessarily reflect values. This conclusionprovides support for the thesis of this current study to the effect thatthe approach of seeking to rule in plausible causes need not undermine theintegrity of the scholarly research paradigm.Positivist Paradigm Versus Normative Paradigm The role of values in scholarly inquiry is a source of dispute(Polkinghorne, 1983). Extending this thesis, researchers working torule in plausible causes would be required to rigorously assess allavailable relevant data, as opposed to simply searching for data to supporttheir hypotheses. At the polar extreme, however, such normsmay undermine perceived equity by precluding soft but nonetheless relevantfactors (Slife & Williams, 1995). Rational knowledge, thus,rejects an assumption of validity for a proposition merely because thewords expressing the proposition cause the proposition to be internallyconsistent. A positive conclusion basedon the identical data, then, may hold that the action in question will leadto a specific outcome. The study phenomena that include multiple realities, thus, frequentlycauses the researcher to become directly involved in both the collection ofdata and interpretation of the data. In the context of justification, unfettered speculation issuperseded by severe testing of formerly favored (during the exploratoryphase of research) hypotheses, observance of a strict code of scientificobjectivity, and the exposure of the researcher's theories to the possiblerisk of falsification (Fay, 1996). Additionalquantitative research, then, can test hypotheses based on the findings ofthe qualitative analysis. Materialism furtherextends the concept, stating that all behavior grows out of the interactionbetween physical objects and/or events (Slife & Williams, 1995). Otherauthorities think that a two stage evaluation process should be applied(Fay, 1996). Quantitative analytical procedures provide apositivist result-a specific quantitative relationship between two or morevariables is established. As defined by Kuhn, a paradigm is not a set of assumptions or aperspective, but rather an actual example of scientific work which servedas a model (Polkinghorne, 1983). Summative evaluation, however, was hard to accomplish.Determining whether programs or strategies worked required supporting acausal inference and, thus, a strong research design, careful attention tosample size and statistical power. Compared to routine consultations,qualitative research interviews allow the person being interviewed tofreely set his or her own structure and meaning with less time constraints. Improved statistical methods, however, are now making it possible fordata analysts to deal effectively with longitudinal data, unbalanceddesigns, multiple measures, and so on. These methods do not assure freedom from examiner bias,however, if the data have been precisely collected, analyzed, andpresented, the findings of such research usually is reliable. It is the recent insistencethat qualitative evaluations can substitute for quantitative evaluationsthat is new. The quantitative analysisillustrated does not establish any causal relationship between the twovariables. If value is minimal, new activitiesor a new program focus should be sought. In the summative process, a single evaluation indicator, or score, isapplied to performance in relation to an overall objective. This thesisposits further that researchers working to rule in plausible causes wouldbe required to rigorously assess all available relevant data, as opposed tosimply searching for data to support their hypotheses. The differences between those theorists who urge rigorous andfundamentally quantitative approaches to scholarly inquiry and those whourge more flexible and qualitative approaches are great and difficult toreconcile (Polkinghorne, 1983). Such an expectation virtually guarantees thatsummative evaluation will be a discouraging activity for most people. Qualitative analysis can offer some plausibleexplanations for what has happened or is happening. Thestatic paradigm is inappropriate for this purpose. On one hand, qualitative investigators may nearly drown in thedata in an effort to carefully examine the research topic. The human experience, therefore, needs to be studied as itoccurs. Reality is believed to be socially constructed by the individual,and thus multiple realities exist, not a finite number of objective truths(Slife & Williams, 1995). Simplified to the extreme, positivism may be said todeal with life as it is, while normativism may be said to deal with life asit should be. By contrast, however, qualitativeanalysis can explore in depth the potential relationship between the twovariables, and, possibly, can develop a plausible explanation for a causeand effect relationship between unemployment (as a cause) and physicalchild abuse (as an effect). Thisconclusion provides support for the thesis of this current study to theeffect that the approach of seeking to rule in plausible causes need notundermine the integrity of the scholarly research paradigm. Thus, in research into humansciences-related issues, both the summative paradigm and the formativeparadigm should be observed as appropriate to the specific issue. In the context of discovery, free reign isgiven to speculative mental construction, creative thought, and subjectiveinterpretation. Theory also suggests the most productiveapproaches to the investigation of a problem. In-depth interviews are even less structured and may exploreone or two topics exclusively. Hypothesis statements are designed through theuse of concepts. This conclusion providessupport for the thesis of this current study to the effect that theapproach of seeking to rule in plausible causes need not undermine theintegrity of the scholarly research paradigm.Quantitative Paradigm Versus Qualitative Paradigm Research data may be evaluated through the application of eitherquantitative or qualitative analytical procedures (Polkinghorne, 1983).Quantitative approaches are more easily defined than are qualitativeprocedures, because qualitative research may refer to either the way dataare measured or the way such data are evaluated. The conclusion in relation to such findings is that causalitybecomes a positive rather than a residual inference. D., & Williams, R. Such predictions must be based-either implicitlyor explicitly-on the findings of positive inquiry (Polkinghorne, 1983). Positive inquiry, thus, is not the antithesis of normative inquiry.Rather, on a scientific basis, positive inquiry attempts to developtheories and hypotheses that yield valid and meaningful predictions aboutoutcomes regardless of the value judgments that may be involved. In this latter context, normative philosophy is sometimescharacterized as idealist. With respect to multiple realities, phenomenological research does notview a social environment is as an objective reality per se, but ratherviews the social environment as a function of personal interaction andperception. Thousand Oaks,California: Sage Publications. (1983). References Fay, B. Thus, the"rule in" model expands the search for truth, and thus reinforces theintegrity of the scholarly research paradigm. Thus, when individual systemmembers demonstrate personal concern and empathy, it is often in spite ofthe system rather than because of it. Research has found a correspondence between everyday judgments ofprobable cause and both philosophical and empirical literature on thetopic. Philosophical behaviorism extendsthis idea to state that personal experience is the product of the betweenan organism and its physical and social environment. Thus,such assumptions and perspectives must be assessed when comparing andcontrasting the alternative paradigms of scholarly inquiry.Static Paradigm Versus Dynamic Paradigm Two basic views of science are the static and the dynamic(Polkinghorne, 1983). Evenif formative evaluation is not easier to do, the findings tend to be moreacceptable for many people. Thus, both quantitative and qualitativeanalysis are useful for the researcher in the field of human scienceswhere, as an example, both the direct effects of physical child abuse mustbe treated and the underlying causes of such behavior must be addressedthrough counseling. Qualitative evaluative criteria, however, mayalso be applied to quantitative data. Theory, in scientific inquiry, is, in effect, a descriptiveexplanation of how something works-an explanation of the interrelatedactions within a system. Avoiding summative evaluation is a part of the desire by someresearchers to move into qualitative, formative evaluation and away fromthe rigors of more quantitative, summative evaluation (Slife & Williams,1995). Summative evaluation was expected to follow in order todetermine whether the best version possible had effects commensurate withoriginal goals and with the costs and efforts required to produce theintervention. This conclusion provides support for the thesis of this current study tothe effect that the approach of seeking to rule in plausible causes neednot undermine the integrity of the scholarly research paradigm.Summative Paradigm Versus Formative Paradigm As originally conceived, formative and summative evaluation were twoparts of the same process. In this view, science is the cumulative results of pastinvestigations, to which contemporary scientists add blocks of informationto an existing knowledge base. Conclusion The thesis of this current study was that the approach of seeking torule in plausible causes need not undermine the integrity of the scholarlyresearch paradigm. Infact, both exploratory and confirmatory research are required. Methodology for the human sciences. In scientific inquiry, theoryprovides a basis for the narrowing of the body of facts that must bestudied to investigate a problem. Advocates of seeking to rule in plausible causes contend that, asscholarly research in the long run seeks to generalize about causalrelationships, such generalizations will be supported by positiveaffirmation of the causal relationships. For most human sciences research, thus,the positivist paradigm of scholarly inquiry appears to be more acceptable. As is true of naturalistic inquiry, a role for qualitative-basedstudies exists with respect to the research of issues related to the humansciences. Contriving to rule in theplausible, as opposed to ruling out the false, however, strikes at theheart of scholarly inquiry as has long been understood (Polkinghorne,1983). Increased statisticalsophistication, along with a much improved understanding of many of thebasic design and logical issues may place quantitative researchers in goodposition to respond to the challenges that qualitative methods are supposedto address.
If this paper is not what you are looking for, you can search again:
or
We can write a Custom Essay just for you.
Browse Essays by Subject