Paradigm Debates in Education: Understanding Their Strengths and Weakness

Abstract

A position often reflects a view of what reality is and how we understand it. It is seen as a discussion of philosophical underpinnings when social researchers clarify their methodologies. However, relating methodologies to the theoretical assumptions often bewilders social researchers, educational researchers particularly (Crotty, 1998). The study contrasts ontological and epistemological positions from the perspectives of positivism and interpretivism and evaluate positivist criteria in educational research. It indicates that a critical awareness of current debates concerning the purposes and interpretation of educational research requires further research.