Paradigms in Educational Research: Positivist, Naturalist, and Critical
Paradigms in Educational Research
Positivist Era (19th Century) vs. Paradigmatic Era (20th Century)
The conception of educational research has evolved from a holistic approach (positivism) to a more pluralistic one (post-positivism). This shift involves multiple scientific languages and epistemological and methodological plurality.
Development of the Research Process
Structured research tests theories through verification and hypothesis testing. The researcher acts within a natural setting, external to themselves, and is considered an external element to the investigation.
Methodological Features
- Control of variables
- Concern for extraneous independent variables
- Manipulation of variables
- Alteration of the sample
Paradigm
A paradigm represents a set of shared beliefs and attitudes, a worldview held by a group of scientists that implies a specific methodology.
There are three main types of paradigms in educational research:
1. Positivist
The positivist paradigm dominates educational research. It adopts a model of experimental scientific inquiry applied to social sciences. It encompasses both the positivist philosophy of the 19th century and the neopositivism of the 20th century, including the Vienna Circle.
Purpose: To obtain observable, objective, and quantifiable knowledge with the possibility of establishing generalizable relationships. It aims to explain variables, establishing cause-and-effect propositions. It tends to promote the universality of laws and theories (explain, control, verify, and predict educational phenomena).
Methods
- Descriptive: When experimental control of variables is not possible, descriptive studies reflect the natural lack of data. The main problem is the threat of alternative control methods, such as formulating survey questions directed at a sample. Data collection is based on making estimations from survey results.
- Correlational: Analysis of the relationships between variables. These are represented on a coordinate axis, forming a scatter plot that reflects the intensity of the relationship (the closer to the diagonal, the stronger the positive correlation).
- Quasi-experimental or Comparative Research Models: The researcher intentionally varies the levels of the independent variable to observe the effects on the dependent variable, but extraneous variables remain uncontrolled.
2. Naturalist
Purpose: To describe and understand the behaviors of subjects from a holistic analysis of reality. It seeks to comprehend the meaning of actions for those involved in specific situations.
Bases: Anthropology, Sociology, Ethnography.
Roles:
- Researcher (interpreter of phenomena, helper, informant)
- Subject (informants, facilitate access to the field)
Features: Open and interactive work plan, in-depth analysis of the subjects discussed to understand, defense of specific situations.
Method:
- Case Study: A strategy aimed at making decisions. Basic types include descriptive, interpretive, and evolutionary case studies.
- Ethnographic Narrative: Holistic, natural conditions, inductive approach, contextualized phenomenological data, free of value judgments, reflexive character.
Techniques: Participant observation, informal interviews, study, reading, and analysis of written documents.
3. Critical / Social Criticism
This paradigm attempts to overcome the reductionism of the positivist paradigm and the conservatism of the naturalist paradigm.
Assumption: Education is not neutral; it is marked by ideology, and therefore, research is also not neutral.
Base: German Frankfurt School (Marcuse, Horkheimer, etc.).
Purpose: To achieve social change and respond to problems arising from political changes in education.
Objectives:
- To know and understand reality as a practice.
- To involve the teacher in self-reflection.
- To guide theory and practice towards individual freedom.
Features:
- The quality of research depends on the historical context and the consciousness of the social group.
- Research is a process of action and transformation from reality.
- Negotiation and flexibility in the choice of methods.
Method: Action Research (combines objective methods for social change).
Attitudes Towards Paradigms
- Diversity: Based on the epistemological difference of inconsistency.
- Complementarity: Inclusive and complementary positions between positivism and naturalism.
- Unity: Integrating the differences consistently.