Abstract
In a research career that exceeds 40 years there have been continuous changes in my research methodology on a number of dimensions. The most salient differences involved changes in the theoretical framework that began with logical positivism and gradually changed to embrace sociological and cultural frameworks such as hermeneutic phenomenology, reflexivity, culture, and ethics. A necessity to include multiple voices to obtain participants’ perspectives catalyzed ontological issues, including how to deal with difference and embrace polysemia. As well as researching patterns of coherence I adapted methodologies to build understanding based on research on contradictions, which defined events. Thus event-oriented inquiry sought to understand social life through intensive research on spikes in coherence trajectories. Authentic inquiry drew attention to priorities given to theory and improvement of practice on the one hand and multilectical relationships that considered authenticity holistically – recursively considering goals associated with changing ontologies while learning from others, teaching others about personal standpoints and practices, and ensuring that institutions and all individuals benefit from participating in research. I conclude with cautions about the transcendent nature of social inquiry and a reminder of obligations researchers have to participate ethically in research dialogues, listen to learn, and enact right speech to foster social justice for all.
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Tobin, K. (2014). Using Collaborative Inquiry to Better Understand Teaching and Learning. In: Bencze, J., Alsop, S. (eds) Activist Science and Technology Education. Cultural Studies of Science Education, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4360-1_8
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