The nature of inquiry

1. The nature of Inquiry
Silvia Nanda Putri Erito
AKhmad Yani

2. Research
for the
truth
Reasoning
Experience
Research

3. conception of social reality

4.  Claims that science provide us with the dearest define
view of social scientist as analyst or interprets of their
subject matters.
 positivism which held that all genuine knowledge is
based on sense experience and can be advanced only
by means of observation and experiment.
Positivism

5. - Experience
- Classification
- Quantification
- Discovery of relationship
- Approximation to the truth
The assumptions and nature of
science
Determin
ism
Empiri
cism
Parsi
mony
Gener
ality

7. Tools of Science
Hypothesis
Concept

8. The scientific method

9.  Hampden-Turner (1970) concludes that the social science view of
human beings is biased in that it is conservative and ignores
important qualities.
 In failing to recognize this, positivistic social science is said to
ignore the profound differences between itself and the natural
sciences.
 Finally, the findings of positivistic social science are often said to
be so banal and trivial that they are of little consequence to
those for whom they are intended, namely, teachers, social
workers, counsellors,personnel managers,and thelike.
Criticism and positivism and the
scientific method

10.  Social science is thus seen as a subjective rather than
an objective undertaking, as a means of dealing with
the direct experience of people in specific contexts,
and where social scientists understand, explain and
demystify social reality through the eyes of different
participants; the participants themselves define the
social reality.
Alternatives to positivistic social science

11.  People are deliberate and creative in their actions, they
act intentionally and make meanings in and through
their activities (Blumer 1969).
 Situations are fluid and changing rather than fixed and
static; events and behaviour evolve over time and are
richly affected by context – they are ‘situated activities’.
 Events and individuals are unique and largely non-
generalizable.
positivistics approaces, naturalistic,
qualitative, interpretive approaches

12.  Phenomenology is a theoretical point of view that
advocates the study of direct experience taken at face
value; and one which sees behaviour as determined by the
phenomena of experience rather than by external,
objective and physically described reality(English and
English 1958).
 Ethnomethodology is concerned with how people make
sense of their everyday world.
 Symbolic interaction Individuals as constructors of their
own actions
Phenomenology, ethnomethodology
and symbolic interactionism

13.  Criticsm of the naturalistic and interpretative approaches
 Critical theory and critical educational research
 Criticism of approaches from critical theory
 Critical theory and curriculum research
 A summary of three paradigsm
 The energing paradigm of complexity theory
 Feminist research
 Research and evaluation
 Research , politics making
 Methods and methodology
The nature of Inquiry

14.  Bernstein (1974), is that the very process whereby one
interprets and defines a situation is itself a product of
the circumstances in which one is placed. One
important factor in such circumstances that must be
considered is the power of others to impose their own
definitions of situations upon participants.
 Just as positivistic theories can be criticized for their
macro-sociological persuasion, so interpretive and
qualitative theories can be criticized for their narrowly
micro-sociological perspectives.
Criticsm of the naturalistic and
interpretative approaches

15.  Critical theory is explicitly prescriptive and normative,
entailing a view of what behaviour in a social democracy
should entail (Fay 1987; Morrison 1995a).
 So, I mean critical education research is if the research,
there are problem and so the problem solving. Beside
that, there are some discussion and finding
Critical theory and critical educational
research

16.  Indeed one can be come emancipated by mean
sother than ideology critique; emancipated societies
do not necessarily demonstrate or require an
awareness of ideology critique.
Criticisms of approaches from critical
theory

17.  Curriculum is an ideological selection from a range of
possible knowledge. This resonates with Habermas’s
(1972) view that knowledge and its selection is neither
neutral nor innocent.
 The study of the sociology of knowledge suggests
that the curriculum should be both subject to
ideology critique and itself promote ideology
critique in students
Critical theory and curriculum
research

18. A summary of the three paradigms

19.  Complexity theory looks at the world in ways which
break with simple cause-and-effect models, linear
predictability, and a dissection approach to
understanding phenomena, replacing them with
organic, non-linear and holistic approaches
(Santonus 1998: 3) in which relations within
interconnected networks are the order of the day
(Youngblood 1997: 27; Wheatley 1999: 10).
The emerging paradigm of
complexity theory

20.  Research must empower women.
 Research need not be undertaken only by academic experts.
 Collective research is necessary: women need to collectivize
their own individual histories if they are to appropriate these
histories for emancipation.
 There is a commitment to revealing core processes and
recurring features of women’s oppression.
Feminist research

21.  the need to clarify the purposes of the investigation
 the need to operationalize purposes and areas of investigation
 the need to address principles of research design that include:
 formulating operational questions
 deciding appropriate methodologies
 deciding which instruments to use for data collection
 Deciding on the sample for the investigation
 addressing reliability and validity in the investigation and
instrumentation
Research and evaluation

22.  answering specific, given questions
 gathering information
 making judgements
 taking decisions
 addressing the politics of a situation(Morrison 1993:
2).
Evaluation include reference to several key
features:

23.  The impact of research on policy-making depends on
its degree of consonance with the political agendas of
governments (Thomas 1991) and policy-makers
anxious for their own political survival (Cook 1991)
and the promotion of their social programmes.
 Research is used if it is politically acceptable. That the
impact of research on policy is intensely and
inescapably political is a truism
Research, politics and policy-making

24.  By methods, we mean that range of approaches used
in educational research to gather data which are to be
used as a basis for inference and interpretation, for
explanation and prediction.
 the aim of methodology is to help us to understand,
in the broadest possible terms, not the products of
scientific inquiry but the process itself.
Methods and methodology

25. Thank you