Abstract
The wide divergence in the methodologies used in educational research is a sign of the weakness of education as a discipline. However, as stakeholders and education practices vary, there are inevitable differences in the questions to be asked and the needs to be satisfied, and thus, a diverse range of methodologies in educational research may be justified. This paper categorizes the research paradigms used in educational research into three types: empirical, logic-based, and lived experience (das Erlebnis)-based. Empirical research is based on people’s perceptions and formal logic. It can be quantitative or qualitative and should be objective and reliable. Logic-based research depends on analytic judgments, axiomatic reasoning, and reflective equilibrium. Lived experience-based research is individualized, often socially and culturally contextualized, and based on our common humanity. Nevertheless, challenges to the legitimacy of lived experience-based research remain. If we value reliability and accuracy, we should choose empirical research rather than logic-based and lived experience-based research. The choice between a quantitative research design and a qualitative research design rests fundamentally on the nature of the research question being asked.
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Acknowledgements
The authors extend their sincere gratitude to the following scholars for offering inspiration and assistance in the planning, writing, and revision of this paper: Prof. Liu Xirui from Shantou University, Prof. Jin Shenghong from Zhejiang Normal University, Prof. Xie Yi, Prof. Cai Chenmei, and Prof. Su Qimin from Guangzhou University.
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Ma, F., Xie, A. (2023). A Typology of Research Paradigms and Sources of Knowledge in Educational Research. In: Guo, D. (eds) The Frontier of Education Reform and Development in China. Educational Research in China. Springer, Singapore. https://doi.org/10.1007/978-981-19-6355-1_2
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