Horizons and Perspectives in Educational Research

Abstract

In the field of pedagogical-educational research, the common distinction between theoretical, historical-comparative, and descriptive-experimental levels is not practicable, as theory and practice are inextricably intertwined. This requires carefully considered methodological options and, primarily, definite epistemological choices. Above all, it is necessary to consider the potential relationships between the various methods and languages, undoubtedly rigorous and coherent, which can be in the service of reason, and, even before that, to be aware of their epistemological implications. This essay, taking an opposite perspective to the mainstream one, which encourages research-training almost exclusively on - although important - technical tools, focuses on the paradigmatic frameworks within which pedagogical and educational research operates, stating that it is unavoidable to periodically revisit the assumptions that guide it, in order to raise the development of a way of thinking which is capable of critically evaluating the investigations of others, and setting each one’s research designs with epistemological awareness.