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(2015) International handbook of interpretation in educational research, Dordrecht, Springer.
This introductory essay provides a philosophical analysis of interpretation in educational research. It describes the historical development of interpretation as a central feature of social science, explains contemporary views of interpretation in terms of epistemology (post-positivism) and ontology (hermeneutics), and clarifies the key ideas and arguments of epistemological and ontological interpretation. The essay also compares and contrasts epistemological and ontological interpretation and considers the implications of each view for educational research. Differences between epistemological and ontological views of interpretation are not easily resolvable, the essay concludes. This situation is not cause for despair, however. Instead, it can inspire educational researchers to think about profoundly meaningful questions. It also can invite all who are interested in improving education to continually re-imagine the aims and practices of educational research.
Publication details
DOI: 10.1007/978-94-017-9282-0_2
Full citation:
Kerdeman, D. (2015)., Interpretation, social science, and educational research, in P. Smeyers, D. Bridges, N. C. Burbules & M. Griffiths (eds.), International handbook of interpretation in educational research, Dordrecht, Springer, pp. 17-37.
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