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January 19, 2018
Society and Culture
Returned to the writing of the thesis, concentrating at the moment on the first literature review chapter with the tentative title of “Function of Education within Society.” The chapter is providing an example of the importance of conceptual definitions, detailed clarity of concepts, and the importance of building a contextual basis early so that people will be able to grasp early on what it is you are specifically talking about.
Currently, I have discussed and gave initial critiques and evaluations of some of the broader definitions and characteristics of society and culture stemming from the disciplines of anthropology and sociology. I have also discussed briefly the relationship between society and culture. All discussions shall be expanded upon in the future with further definitions, arguments, explanations and critiques as necessary therefore all current discussions and critiques are tentative and changeable. All discussions shall assist with contextualising my discussions and critiques of Education later in the same chapter and in subsequent literature review chapters.
I am finding, however, that I am being drawn to a certain category of definitions, and I believe this attraction could be explained by my own philosophies of the social. My own developing philosophical framework from which I view and understand the world is therefore shaping the way I value different definitions and classifications of definitions of society and culture. This is an interesting observation, because it shows again the importance and value of our philosophical beliefs and the role they play in our research beyond the methodologies and methods used. Your own philosophical beliefs could provide the valuable platform upon which your entire construction of the thesis sits upon. Therefore, I might have to explain in the thesis not just the way that my Philosophical beliefs influence the research design, but also the way that they draw me to certain classifications of society and culture. The research context and phenomena of interest in themselves also might necessitate the drawing towards of certain classifications of definition, but even then the context and the way that we view the phenomena of interest might be influenced also by our philosophical beliefs.
Society, Culture and Education
My current task in the literature review is to discuss Education and its relationship with society and culture although, as I have just been finding out, this is where I am finding various forks in the road leading me into possible directions that I had not previously thought fully about
Generally, sociological literature define society from a broad perspective. However, as I explore educational literature that investigates the relationship between society and Education I find that both society and Education are defined in very specific ways, which differ across the literature. Such conceptualisations of society include: “Post-Industrialised Society”, “Post-Modernist Society,” “Open Society,” “Democratic Society,” “Digital Society,” “Information Society,” “Learning Society” and so on and so on. Specific types of Education include: “Distance Education, “Primary Education,” “Secondary Education,” “Higher Education,” “LifeLong Learning,” and so on.
Obviously, I have encountered these Educational conceptions before, but conceptualisations of society are relatively newer encounters. I know the Education sector I am working on, but the challenge now and the forks in the road refer to questions about whether I should subscribe to a specific type of pre-defined society, or critically evaluate, analyse, and synthesis current definitions of society to develop a new social conception or reconceptualise an existing social conception.
I am asking these questions because I doubt the legitimacy and validity of using an existing, pre-defined type of society to hold my conceptions and discussions of Education. Using a pre-defined concept of society could negate the value, importance, worth and usefulness of the learning phenomenon of research interest. I do not actually know this to be true as I have not tested the ideas yet, but it is possible due to my experiences of trying to fit my philosophical beliefs within an existing philosophical classification: it just doesn’t work. Plus, there are characteristics from, say, a democratic society and a digital society that aligns with my thinking about what society is or should be in order to accommodate the phenomenon of interest.
My key question here is, what are the characteristics of society that give rise (in part) to the existence of the phenomenon of interest that is being explored?
I have been thinking about the concept of society more since writing the previous discussion yesterday. Have I really been thinking about all of this correctly? I have been thinking more about the concept of society during the day and all I have been reading about it, and it does involve every aspect of human interaction and collaboration: law, business, Government, industry, commerce, health care, Educational institutions, and more besides. But I’m only exploring Education institutions, and even then, a specific type institution; a specific level of Education. However, the development and application of Education systems are influenced by the social and cultural constructs and values of the time, which can be plainly observed when learning about the Industrialised Education system. Here, the relationship between student and teacher mimicked that of employer and employee: students were not necessarily allowed to challenge anyone or asked questions, and collaborative learning was an unheard of concept that would have strongly contested the authoritarian philosophies that existed at the time, and would have been strongly opposed. Strong Conservative social order and authoritative hierarchies were preferred in Victorian society over conceptualising learning as a natural, progressive concept that should not be controlled and regimented. I cannot remove the fact that characteristics of a society along with its culture enables the existence of certain Educational systems, and certain learning patterns and activities within that Educational system. In some respects, therefore, society as a concept simply has to be considered and defined, but to what extent?
I have just been reading a paper by Paul Armstrong that evaluates and critiques the term “Learning Society.” In this paper a part of the critique is that the term “Learning Society” has been politicised by Governments in order to push their own political agendas. Whilst this blog remains apolitical, what the author suggested with the way in which “Learning Society” has been used as a means to promote marketisation, choice, and competition restates the fact that society is a social construction that can be reused in different contexts to mean different things. It could be argued here therefore that perhaps it’s not a case that looking at society itself is incorrect, but I’m perhaps trying to understand society from an incorrect perspective. E.g., instead of looking at society from the political lens, I need to look at society purely from the basis of Education and forget about perceiving society from the lens of politics, economics, etc. unless I find any reason to view society further from those lenses.
What can society do for Education, and what can Education do for society? And, what are the conditions and characteristics of society that give rise to Education systems that accommodate the learning phenomenon of interest?
This is an ongoing issue, and I will update on my progress with another blog post during the next week or so.
The journey continues…………
Armstrong, P. (n.d): Rhetoric and Reification: Disconnecting Research, Teaching and Learning in the 'learning society.' Available At: http://www.leeds.ac.uk/educol/documents/000000706.htm
December 15, 2017
It has now come to that time of year where I begin to wind down for Christmas and begin reflecting on what has occurred during the year: the changes to my thesis, philosophical beliefs, methodological directions and understanding of the phenomena of interest, and what I can carry forward into the next year with significant strides and potential. And, what a year it has been! It has been a year of realisations, progress, doubt, and changes.
Reflecting on this time a year ago, I had just been assessed by the Upgrade panel and was in the middle of transitioning between philosophical and methodological directions. Because of the doubts I had of my own research methodology, which occurred after submitting the first upgrade paper but before the upgrade presentation, and the issues raised during the upgrade process, I had to resubmit the upgrade process with my new thoughts and new directions that I had been thinking about (and some which came about through discussion with the panel and my supervisor). I was forming an ontological battle in my mind. Methodologically speaking this was clear: I dropped the mixed methods approach as I had doubts about this approach, which were confirmed by the assessment panel, and kept the Grounded Theory method, but upgraded it from a method to a methodology. Grounded Theory plays a much more important role in my research now than it had previously, only I had not realised the significance of its role till just before the upgrade presentation. But ontologically it was a battle between realism and relativism: was I viewing reality as independent of my own thoughts? Is there a reality independent of my own thoughts? Or is reality simply constructed in my mind? Is reality relative and contextual, and therefore consist of no objective qualities? I eventually came to the realisation in late summertime that I am simply unable to pigeon-hole the beliefs that I have about reality, given the context of the research and of the phenomena of interest. From this realisation of the complexity of my beliefs I am now coming to the belief that my ontology is a mixture of moderate realism, along with aspects of pragmatism, complexity theory and phenomenology. Epistemologically, it appears that my beliefs about knowledge is a mixture of interpretivism and contextualism. The finer details of both sets of beliefs, such as the relationship between aspects of ontological beliefs, between aspects of epistemological beliefs and the wider relationships between ontology and epistemology (eventually working into the methodological justifications) need to be worked out more clearly and comprehensively. However, the fact that I have come to realise this diversity of my beliefs is what I could consider to be a key highlight of the year, and a key stepping point in the research progress. I am continuously questioning my own beliefs, however, and continuously reading more about ontological and epistemological theories.
The upgrade process was a really interesting experience. What was originally meant to have been a three thousand word paper eventually turned into a near seven thousand word mini dissertation! But I did enjoy this, and I felt that it really helped me to set the foundations for the eventual realisation that my philosophical beliefs are more complex than I had ever previously realised, and really helped me to focus on aspects of the phenomena I wanted to explore. But even then, things have changed or altered slightly since submitting the second upgrade paper, but that is the nature of research. It never stands still and you can never really say that what you think currently really is or will be the case in the future. I’m viewing things in the data that I had not realised before, and I’m viewing my own beliefs and questioning my own beliefs in ways that I had not originally thought of. This is a part of what I call ‘Meta Philosophy’ and during the year, especially during the summertime where I found myself becoming more consciously aware of the complexity of my philosophical beliefs, I have found this to be an increasingly important aspect of describing the foundations and roots of my research design. I have talked a fair bit about Meta Philosophy during the summertime on this blog, though I shall have much more to say about this subject in the future especially in the thesis.
As for the thesis, I feel much more focussed and settled in my mind about the directions I want to take. Even at the beginning of the year, I didn’t feel I had a lot of clarity because of the philosophical and methodological transitions that were taking place even up to late summertime. Now, whilst there are finer details to work out and explore, as there shall always be, I do feel much clearer now and have greater levels of clarity in general when it comes to my thesis, my identity as a researcher, my research design and therefore the way that I view and want to explore the phenomena of interest. I feel much clearer with the role and function of literature in my grounded theory project though I appreciate that different people will have slightly different approaches, but I feel more confident with my own approach. I will know for sure during the next year however if this approach I have in mind shall work. I feel confident that the three literature review chapters I have planned will work and will be well written and will achieve all the goals and aims that I have for each chapter. I feel that I have progressed well with drafting aspects of some of the chapters of the thesis during the year: the first literature review chapter (which I am now tentatively calling the Function of Education within a Contemporary Society), the third literature review chapter where I critique various relative learning models and theories, and the methodology chapter particularly the beginning sections where I detail the ontological and epistemological beliefs, and their impact on the selection and use of the methodology and method. Obviously this and all other chapters are work in progress, but I do feel better that after months of doubt, of questioning, of experimenting, of restructuring and rewriting the outline and exploring lots of research papers that I have a workable structure.
I just have my fingers crossed that I have what it takes to deliver a sound, comprehensive, well written, original thesis.
What are the root causes of the changes that have taken place as outlined? Along with the upgrade paper I’ve also sourced inspiration and influence from the CES Conference and the process of publishing my second research paper. I have talked much about the CES Conference during the year, but here it suffices to simply say that I am really pleased to have been afforded the opportunity to present some of my findings at the time at the conference, and the feedback I received from the audience and subsequent discussions that took place at other conference presentations were invaluable. They were invaluable because they made me realise the importance of describing and explaining some aspects of the phenomena in ways that I had previously valued but had not realised their importance to include in the thesis. Secondly, the feedback and the general conference experience enabled me to realise who I am becoming as a researcher and therefore assisted in developing my identity, which I strongly emphasised in the subsequent published reflection of the conference.
The CES experience therefore was a major highlight, as was being able to have a second research paper published based on critically reflecting upon my experience as a conference presenter and attendee. The paper included ideas I am working on regarding the impact that our epistemological beliefs have on our identity, identity development and experiences of academic conferences. Secondly, the paper contained other ideas that I have regarding the way in which conferences play a role in our professional development and thesis development. Attempts were made at identifying a relationship between the two ideas. The experience of writing and editing the paper and working with the reviewers was again invaluable to the development of thesis directions, and of who I am as a researcher.
In summary: the key highlights of the year were successfully passing of the upgrade process from MPhil (Master of Philosophy) to DPhil (Doctor of Philosophy), the successful CES conference experience, and the publication of my second paper. Also, I feel much clearer now with my thesis, with my philosophical beliefs, methodological directions and understanding of the phenomena of interest. Whilst much more work needs to be carried out, the foundations that I have laid during the year should lead to much greater and more significant strides throughout the next year. I will, of course, be keeping you all up to date via this blog!
But for now, thank you very much for the kind comments that I’ve had during the year from blog readers. It’s fascinating to know that people I’ve never met before can become so interested in what I am writing. It’s nice to think about this blog and my writings having some sort of influence on others and inspiring others in that way. That is, of course, should be a reason why we become Ph.D. students and want to be involved in the world of academia.
Thanks again for reading, and as this is the final post of the year on this blog I would like to wish you all a Merry Christmas and a Happy New year, and I look forward to writing much more on here during the next year!
December 13, 2017
My experiences of engaging with grounded theory at a practical level from the late summer till just a couple of weeks or so ago illuminate the importance and role of philosophical beliefs. I have confirmed to myself since the summertime that the philosophical stance of a researcher not only gives rise to the need of grounded theory, but also determines philosophy-data-source compatibility. I have come to realise over the past few months that different types of text documents hold differing existence properties, different knowledge characteristics, and different properties that enable access to this knowledge. Although, access to the knowledge held within text based documents are arguably realised more through the methodology and methods that are selected, rather than our philosophical beliefs. Researchers, regardless of access to held knowledge within text documents, need to think about the way in which their philosophical beliefs not only impact their engagement with reality, but also act as a lens through which different text documents are perceived and analysed. The researcher needs to be mindful of the characteristics and values held by the text documents, and the meanings, interpretations and assumptions that are placed upon each document.
As an example, an interview transcript arguably holds a constructivist or relativist existence where the document portrays or represents a single voice (relativist) and knowledge that can be a co-construction between researcher and participant (constructivist) depending on the nature, structure and purposes of the interview. A discussion transcript is more difficult to define, in my opinion, because a discussion transcript represents multiple voices and can change context and knowledge content over time. I am finding, however, that context of learning is having a profound impact on what I perceive and hypothesise what is occurring within the data. This context is not just the environment within which the research is taking place, but also the context of the learning content, which is altering and shaping the course of the learning that takes place, and the knowledge that occurs.
As has been documented on this blog, during the summertime I came to the realisation that my ontological and epistemological beliefs are more complex than I had previously been consciously aware of, hence I was not able to align my beliefs with a single pre-existing ontological or epistemological perspective or theory. What I have arrived at now is the realisation and awareness of my ontological beliefs being a mixture of realism, pragmatism and complexity theory, and my epistemological beliefs leaning towards interpretivism and contextualism. This, I feel, at least in part, lies at the intersection between the philosophical grounding of Glaser, Strauss, Charmaz and Bryant.
What does that mean in the actual practice of using grounded theory? I am still working through my ideas (I have no doubt that this shall also be the case beyond the Ph.D. but that is the nature of research), but currently the impact that my ontological and epistemological beliefs on my use and understanding of grounded theory are briefly described as follows:
Realism: my belief that there is a reality independent of our minds implies that I perceive certain text documents as being capable of capturing the events and instances of learning processes, and that these events and instances occur regardless of whether or not participants are consciously aware of their existence. I suppose more generally it could be argued that learning can happen whether or not the learner is consciously aware of the fact that they are learning, or are engaged with some sort of learning activity. Since I am not a hard-line realist (I consider myself more of a moderate: subtle realism, influenced by the writings of Michael Hammersley) I do not believe that what I observe in the data fully or accurately mirrors reality itself. What I perceive to happen in the data needs further testing and exploration.
Pragmatism: it is argued that pragmatism is well suited for research that aims to change practice in some way. My issue with pragmatism however is that it does not concern itself with ontological and epistemological issues therefore it is not concerned with truth, but with usefulness. If something can be usefully applied within a practical context and if it offers real value to whoever is applying that something, then it would be considered adequate. There are aspects of Pragmatism that I do agree with regarding its use with grounded theory, such as the idea of fallibilism, with Bryant leading the way for such discussions. Fallibilism suggests that knowledge is always fallible and never represents the truth of reality, therefore, as mentioned earlier, I always accept the possibility of my emerging theory, whilst progressing towards truth, can never fully represent truth. I need to be careful here though, because whilst a theory can arguably never represent truth there cannot be two assessment systems that represent truth equally: one must be able to represent truth over the other.
Complexity Theory: learning processes, as previously described, have a complex existence. They have a complex existence because characteristics and events related a learning process could either be perceived to occur, or actually occurs, at any given point. Question: can a learning event that is actually occurring at any given point, or could probably occur, be perceived to be occurring? Another question: just because an event is perceived to be occurring, does it mean that it is actually occurring? Here we have a battle between perceptual occurrence and actual occurrence, along with the possibility or probability of occurrence. I’m dealing with phenomena here so the way that I perceive and interact with phenomena might not be in complete alignment with the intentions and beliefs of the learning participants. With this, I can also observe elements of Phenomenology in my ideas here, but these ideas are as yet incomplete and are continuing to be worked on and developed further. Another interesting aspect to the existence and occurrence of events is that context can influence what can be perceived to or can actually exist (e.g., technological environments might alter significantly what can be perceived or actualised compared to face to face learning environments).
As for my epistemological beliefs:
Interpretivism: There is an element of interpretation because coding data segments is based on my perceptions of what is occurring or happening within the data: the events, patterns, happenings, relationships, objects, instances etc. The knowledge that I gain from the transcripts that I analyse using grounded theory is really an interpretation: I interpret data segments to mean something and I label each data segment with a relevant code to represent the meaning I place upon that data segment. Here, however, is where my realist ontological beliefs come into play: because I view reality as being independent of my beliefs and that truth is a progressive journey, I have the belief that my knowledge and interpretations do not mirror reality itself. Therefore, my interpretations, hypotheses etc that are products of the data analysis are tested against further data, several times before being confirmed as part of the emerging theory.
Contextualism: what I am coming to realise is that subtle changes to the context within which the learning process occurs can mould and shape the direction and formation of that learning process and therefore, what I can perceive happening within the data. I think my ideas of contextualism is probably a little different to what other philosophers and authors define as contextualism, but I’m still working on these thoughts.
That’s Part A completed! The next blog post shall briefly cover the application of Grounded Theory, where I discuss the way in which I applied the initial coding stage: open coding, and the writing of memos.
November 17, 2017
During the past week I have focussed on applying Grounded Theory to my data. The current task is to recode the data that had previously been coded in order to find or discover anything new that had not been previously observed. It is quite fascinating when you have reread the collected data several times, because with each reread you do observe interactions, events, happenings, and actions that were not previously perceived or observed. You begin to construct hypotheses and explanations that you had not previously constructed, thought about, or even were anywhere near being consciously aware of their importance and relevance to your research. This is the beauty of Grounded Theory! It’s not simply the case of trawling through all of your data and note every observation on your first reading, and that’s it. It takes several readings to really get to know the data you are going to be coding, and beyond that it takes several readings to observe everything that is going to be observed.
But even if we have reread all the data several times, is it really possible to observe every single event, happening, interaction, object, action and so on in relation to our aims and objectives? There are means and ways in which we can be sure that what we are observing or perceiving is as close to the data (or reality) as is possible through abductive reasoning and Hypotheses testing. But this does not enable us to become consciously aware of every event, action, interaction, happening, and objects that could possibly be observed in the data. I wonder if this is actually possible? Can this possibility or impossibility even be known? In what way can something be known or something be missed if we do not become consciously aware of or theoretically sensitised to its existence?
Earlier, I caught myself in a mode of thinking that I am coming to know is very much incompatible with Grounded Theory, and is something I need to slap out of myself. During lunchtime I was planning out the afternoon work when a sudden realisation came over me: you cannot plan Grounded Theory work. Yes! You read that right. You cannot plan Grounded Theory work. Ok, I said to myself that I intend on recoding ten separate sets of data but I was basing the quality of what I do on the quantity of what I was going to achieve. This is impossible because with grounded theory, what matters is not the quantity of data that you code within a particular session, but the detail, depth and breadth of your observations of what is happening in the data. This detail, depth and breadth of observations not only come from what you observe and code in the data, but also of the theoretical memos that you write. These memos capture your thoughts and ideas about what might be going on in the data as well as enabling you to compare between data sets, to compare data segments and codes, and to hypothesise and imagine beyond what you are observing in the data. Perhaps what you are observing beyond the data relates to what you had previously read about in existing published literature.
I am finding that coding the data is not taking too long but I do need to be careful not to rush anything, and to be careful that the codes that I construct closely relates to the reality of what is occurring in the data, whilst at the same time accepting that I might not be fully reflect reality because of my philosophical beliefs influencing the way I use Grounded Theory and indeed engage with the data.
What is taking the time is writing the memos. Heck, earlier I wrote a memo on what I was observing in the data within particular data points and it came to over three thousand words! Other memos have come to a few hundred words each. The most unpredictable aspect of grounded theory I find is when it’s appropriate to write a memo, because inspiration can occur at any point in your reading of the data.
The interesting point here is that you are not being guided fully by your prior knowledge and theoretical understanding of what you are observing, but you are being guided by the data itself shaped by your philosophical beliefs. The data itself is guiding when I write a memo, what the content might be, and the purpose of the memo. I cannot predict when or where I shall write a memo and therefore, this is the main reason why it’s difficult to quantify your grounded theory work plan of any single session you do grounded theory work. You have to simply let go of control and let the data and your philosophical beliefs shape and guide what you do, when, where, why, and in what way.
In general, as I recode the data I am observing events, objects, happenings and occurrences of phenomena that I had not previously observed, understood, perceived, or was aware of. I think because of my readings of Philosophy and the increased awareness of my own philosophical beliefs, as well as all the other readings I have carried out for the literature review so far, has helped me to become more theoretically sensitised and arguably more aware of what is going on in the data. This is not to say that I have a complete and full understanding because this understanding is forever in development, and I have to argue if I can really reach the ultimate reality of what is really going on in the data. Hence, the data and the use of the Grounded Theory methodology are shaped by my philosophical beliefs. Nevertheless, this might explain why I have been able to observe what I have not previously observed. I can view things beyond the data that I had not been able to view before, but I have to be careful here that I still ground abstract thoughts and concepts in the data itself.
It’s an exciting journey! Lots of ideas and observations going around, which I never thought were possible just a few weeks ago. This is the beauty of grounded theory and of unchaining yourself from dogmatic, restricted approaches to thinking and research. With grounded theory you have to think as broadly, as detailed, as comprehensively and as complete as you possibly can, whilst keeping everything grounded in the data itself. Hence the name, “grounded theory!”
‘till next time!
October 05, 2017
There are no formally set “terms” or “semesters” on a Ph.D. You are responsible for organising your holiday periods and this should be based on the status of your work. The nature of the Ph.D. entails difficulty in planning exactly when to organise time off (if you wanted to plan a while ahead) because you cannot tell what leads and possible directions that shall come about because of your reading, experimenting and analysis of the data. This is both exciting and challenging: challenging because some people cannot handle uncertainty and the relative academic freedom that a Ph.D. entails, but exciting because those who can handle uncertainty and relative academic freedom shall feel energised and determined.
It is usually around this time I have a short amount of time off from the Ph.D. to recharge my batteries. I try to keep it around August / September time but it has been a little late this year because I really wanted to complete the outlining, structuring and drafting of the literature reviews and the methodology chapter as much as can be achieved at this point in time. I also wanted to update the searching, selecting and sorting of literature as much as can be completed at this point in time. Evaluation of the literature shall take place following the short time off. Plenty of blog post material here!
Before I take some time off I usually enter a period of reflecting and planning. It has been quite a year between the previous September to this September (traditionally defined as the academic year) with various important milestones achieved:
Successfully Passed Upgrade Stage
When you first begin the Ph.D., you are not immediately placed on the Ph.D. course but are enrolled on the Master of Philosophy. Some people can get confused with the terminology here when referring to the term “Philosophy” in this context.
The term “Philosophy” in this context does not refer to you actually engaging with the academic discipline of Philosophy, but in my view (and many people will have other ideas) the philosophical aspects refer to the requirement of engaging your philosophical thinking. This engagement is at both the ontological and epistemological levels and such questions you might ask are: “what do I know?” “What can I know?” “How can I know?” “What are the limits to what I can know?” “How do I know what I know?” “What does it mean to know anything?” “Is knowing anything even possible?” “Can we acquire knowledge?” “How do we acquire knowledge?” “Does reality exist?” “How can we know reality?” The answer to these questions, and many others, form a part of the development of your research design, because how you answer these questions can determine the methodologies and methods that you can use in your research project. That being said, it’s not quite as straightforward and linear as what some introductory textbooks suggest as there is much fluidity depending on your discipline, your background, your research interests, and the problem context.
Transitioning from the Masters level to Ph.D. level involves writing what is known as an “upgrade paper” where you outline the background, provide some form of literature review, and be descriptive and explanatory of your research methodology and methods along with providing some initial research findings that you might have obtained through a trial study. I have talked much about this at significant length throughout the past year and a half on this blog, but it suffices to say that the upgrade paper eventually reached seven thousand words! And following changes that I knew I had to make, the University passed me through. I’ve been upgraded from Master of Philosophy to Doctor of Philosophy and this in my view is a defining moment. I was shocked and happy to receive the news. This does not mean, however, that I have or will actually receive a Ph.D., only that I am working at Ph.D. level.
Successful Conference Attendance and a subsequent Published Research Paper
These two are separate but related key achievements for me personally. Again I have written vastly on my conference experiences earlier this year on this blog, but it suffices to say that this really has been a milestone. Presenting at the conference has been beneficial for me personally as I feel more confident with presenting my own ideas and methodologies to a wider audience, and it has been beneficial academically as it has changed the structure of my thesis (shall discuss this more in part two), leading to what I think shall be a more detailed and comprehensive thesis. It really was an incredible experience and I am excited about any future conferences that I attend!
Relating to the conference is the publication of my second journal paper. This research paper was written as a critical review of my attendance and presentation experiences of the University of Warwick’s Centre of Educational Studies’ Fifth Annual Postgraduate Conference. Writing this paper was itself a beneficial experience for me personally and professionally. In the paper, I presented my ideas and arguments about the way in which attending conferences can be a positive experience in terms of thesis development and professional development. I also presented arguments about the existence of a relationship between our epistemological beliefs and the way that we perceive reality, and the way that we therefore engage with conferences. I am suggesting that our philosophical beliefs directly influence the way that we perceive and engage with conferences. I was pleased to have written this paper, and pleased that the editorial board accepted it for publication.
Part B is coming up!
In the previous blog post I suggested that there is a difference between a research background and a research backdrop, and that it is my belief that both need to be treated separately though in relation to each other. What do I mean by this? Let’s take a look at each term for clarification.
The Research Background
The research background typically comes as a separate chapter in a Masters dissertation or a Ph.D. thesis. The chapter typically outlines and details the problem context of your research. By this, you are specifying the exact research problem; explain how you are exploring this problem, and why you are exploring this problem. When I say what you are exploring, you are describing the research problem: what is the research problem that you are exploring and what are its defining features and concepts. When I say how you are exploring the research problem, you are briefly explaining the methods and approaches that you are going to use in order to explore the problem and provide a possible solution. When I say why you are exploring the problem, I am suggesting that you explain your interest in the research problem, explain why you are carrying out your research, and why there is a need for your research and reasons for solving this problem.
The background therefore addresses the relationship between the research problem and your reasoning behind the research, but it does not address the relationship between the research problem and the general disciplinary context. This is where the backdrop plays a role.
The Research Backdrop
The research backdrop situates your research within the wider disciplinary context. The background is the explanation of the research problem and problem context, and the backdrop is the explanation of the wider disciplinary context therefore appropriately situating the research problem and research context and establishing the relationship between research problem context and the wider disciplinary context.
Using my research as an example, my research focuses on the description and explanation of a learning phenomenon, therefore my research can be classed as both descriptive and explanatory. It explores the learning phenomenon from, what I believe to be, a different philosophical perspective than most research projects. As for the research problem, briefly I am attempting to argue that this particular learning phenomenon has not been explored in a particular way, leading to fairly narrow assessment opportunities over a longer period of time or larger amount of instances. And, that there are benefits in moving away from a typical view of the learning phenomenon to another way that from what I can understand has not been properly or fully explored.
Because of my increasing interest in the Philosophy of Education, I am situating the learning phenomenon within the backdrop of Philosophical considerations of Education. Typical questions involved with the Philosophy of Education are: what is the goal of Education? What are the aims of Education? What is the nature of teaching and learning? What is the nature of the teacher and the learner? What are the contemporary characteristics of teachers and learners? What are the contemporary characteristics of learning environments? What is the relationship between Education and the wider society? What is the nature of society and what is the role of Education within contemporary society? What are the nature, role and function of classrooms? What is the nature of the relationship between teachers and learners?
When answering the questions relevant for my research, the focus is on the learning phenomenon. The learning phenomenon becomes the key guide in all of my questions and discussions that shall involve three different literature reviews that addresses different questions using a variety of different types of literature.
Remember: the background addresses the characteristics and concepts of the problem context as well as your own interests in the problem. The backdrop situates your research problem and problem context within the wider, traditional and contemporary discussions and debates of the discipline within which the problem is based.
September 13, 2017
Phenomenology has been defined as both a philosophical perspective and as a basis for various research programs and methodologies. My current understanding and interest of Phenomenology leads me to focussing on it as a philosophical movement as founded and discussed by the famous philosopher Edmund Husserl. Whilst I am sure that a phenomenological ontology can lead to a phenomenological research design it is not my intention to carry out a phenomenological study. Therefore, discussions of phenomenology as a research methodology are not relevant for this blog. At least, not at this time. My understanding of Phenomenology is continuous, therefore this blog post represents a snapshot of what phenomenology is.
What is Phenomenology?
There are many definitions of Phenomenology, but I shall focus this discussion on the definitions of it by its founder Edmund Husserl, who originally discussed phenomenology within the context of realism. It is the study of phenomena, the ways in which we experience phenomena, and what the structures of these experiences are, all from a first-person perspective. It can be suggested that phenomenology also includes the study of the relationship between phenomena, experience, and experiential structures in relation to that phenomena being experienced. Experiential structures is considered a main focus of Phenomenology, and various structures have been defined including intentionality, consciousness (of objects), perception, self-awareness, and consciousness of the self and others.
Phenomenology offers descriptive accounts of experiences with little or no concern with causes or explanations of these experiences. This is because, according some writer suggestions, causes and explanations are concepts situated exclusively within the natural sciences and not contexts appropriate to phenomenology, notably social sciences and qualitative contexts. However, this is a subject of much debate, with writers and researchers arguing for and against the adoption of causal and explanatory accounts within social sciences. On a personal note, I have the belief that causes and explanations can be play a role in understanding social reality and social phenomena from a qualitative perspective, particularly theoretical development projects that uses grounded theory as the methodology. Although my research does not use grounded theory to discover and explain causes, grounded theory is used to develop a theory that provides non-causal explanations and understandings of specific learning phenomena
Phenomenology suggests that experience always involves some sort of object of reality. We cannot experience something without having an object of experience, therefore we cannot have an experience ‘about’ something or an experience ‘with’ something. It has to be an experience ‘of’ something. The Oxford English Dictionary suggests that the word ‘of’ defines a point of orientation, and hence when we experience something there has to be an object of that experience that exists and that we can experience. Before experiencing an object however, we must be consciously aware of that object’s existence and therefore, I find it difficult to agree with the notion of separating and isolating fully an object’s existence and the experience that it provides. How can something be experienced if you have not considered the existence of that something? This, I am coming to know, is not an easy question to answer in the social world because in the social world, what comes to existence is a result of interactions between people. More specifically, certain types of interactions bring about the existence of certain social objects.
Going deeper there is a question (of many): if interactions bring about the existence of certain objects, is it the process of interaction itself that brings social objects into existence or is it that the participants of that interaction are consciously aware of its existence? This leads to another question: can we be consciously aware of the existence or, perhaps better to suggest, the possibility of existence of social objects before engaging with interactions? We could, based on our reflections of previous interactions, but here we are thinking abstractly or theoretically and therefore, we cannot call abstracts an experience. This is because we would be thinking ‘about’ something, not thinking ‘of’ or experiencing ‘of’ something, or be conscious ‘of’ something. We would simply be thinking or being conscious about the possibilities and not experiencing the actualities, as far as I can currently understand. To be conscious we must be conscious of something, and therefore when we say that we are consciously aware we are effectively stating that we are consciously aware of a particular object.
This is just a snapshot of my current and ever developing thinking of the idea of consciousness and its relationship with awareness, experience, objects and existence. It’s a huge subject!
The Possibility of Phenomenology in my Research
A typical phenomenological project involves exploring the way in which participants experience the phenomena, with relevant data of such experiences collected most commonly using interviews. This is not what I am thinking about though. What I am thinking about is using phenomenology as a mode of introspection, self-analysis and self-reflection, which is a part of being conscious of who we are as Ph.D. researchers and therefore is a fundamental part of the Ph.D. experience. The Ph.D. and each example of a Ph.D. experience such as writing a journal paper, writing the thesis, attending a conference, attending specific presentations, setting up a seminar, etc., could all be explored phenomenologically.
When I read through some of the transcripts that I have collected, I observe things. I observe happenings, events, actions and possibilities that the participants appear not to have been able to perceive or realise. I can view beyond what the transcripts are telling me. I can hypothesise and theorise about what is happening, and what might happen in the future within similar situations in other transcripts. Using Grounded Theory, I can test and evaluate these hypotheses and develop them as part of the theory if necessary. But why? Why am I able to perceive social objects resulting from certain interactions but the participants were not able to perceive them? Do social objects that I perceive or become consciously aware of exists in reality at the time of perceiving or being aware of their existence, or possible existence? If not, then how can I perceive what exists and is there a need to hypothesise their existence and test against similar conditions and situations using grounded theory? How does this compare to what is perceived by the participants? How can I claim to know that what I perceive is real? What is the nature of my own awareness as a researcher?
More questions: What is the nature of existence of social objects? Do these objects really exist? How do these objects come into being within social interactions? Does existence entail perception? What about awareness? Do we have to become aware of something in order to perceive a social object as being real? What if our perceptions are fallible and that what is perceived to exist does not really exist? How can I tell that what I perceive is real, and, how can I tell that the way that I perceive is just and sound? What if I am able to be aware of the existence or occurrence of a social object but the research participants did not become aware of such? Would that mean there is an issue with my own awareness or their awareness? These are just some of the questions that I am now asking myself with regards to the occurrences / existence of social objects within a social reality. This is important because how can we say that something exists if we are just perceiving it? How can we know that what we perceive really exists and what gives us any justification to claim that something exists?
So many questions! Essentially, I am interested in investigating and exploring my own consciousness and awareness, and the ways in which these affect the experiences that I have and what I can perceive that others do not, and perhaps try to reason out why. This is, obviously, an ongoing process!
September 10, 2017
Since the previous blog post, I’ve been working on various edits of an accepted critical review, along with writing an essay about Education (shall discuss this more another time), the literature review, and have been rethinking ideas about reality.
Conceptions of Reality
You might remember previous blog posts where I have conceptualised my epistemological beliefs as Social Constructionist and the subsequent posts where I have discussed my doubts about my own conceptualisations (yes, folks, you are allowed to question your own conceptions!). I am absolutely convinced that because of my increased awareness of the ontological existence of the phenomenon of interest that my epistemological beliefs go beyond constructionism
Constructionism, according to my current understanding of it based on the readings I have so far completed, originated in sociology and focusses on the importance of language and culture. It suggests that language is the driving force behind knowledge construction and attainment and cannot be separated from its culture. In other words, access to knowledge of reality is provided by language alone, and our understanding of reality and therefore knowledge attainment and construction is culture-specific.
Despite initial acceptance of this I began to struggle with knowledge derived from language and culture. The grounded theory methodology can allow language to be considered in its representation of nuanced occurrences of what might or actually exists, represented as concepts in the data and relationships between these concepts, there is no way I can gain understanding of cultural influences on the behaviours of the participants. I as a researcher am not embedding myself within any particular culture, and I do not have any direct access to the participants’ beliefs and perspectives. Therefore, as mentioned, I have no way in determining the way in which culture impacts the behaviours and thoughts of the research participants. But this, I realised, doesn’t really matter because investigating culture and its impact on participant behaviours isn’t relevant to the research problem that I have identified.
Another reason I began to struggle with a pure constructionist epistemology is that I have become more aware of the complexity of my epistemological beliefs and because of this, I am now taking inspiration from various epistemological perspectives including constructionism. Just very recently, I have come to understand that consciousness and awareness are important features of my thinking about reality and thinking about the existence of the phenomenon of interest.
What really is reality? What is the nature of existence of social objects? Do these objects really exist? How do these objects come into being within social interactions? Social objects come into existence because of interactions, but does that mean that if a particular social object does not occur at a particular point that they don’t actually exist? What if they do exist within a particular social interaction but are not perceived to exist? Does existence entail perception? What about awareness? Do we have to become aware of something in order to perceive a social object as being real? What if our perceptions are fallible and that what is perceived to exist does not really exist? How can I tell that what I perceive is real, and, how can I tell that the way that I perceive is just and sound?
These are just some of the questions that I am now asking myself with regards to the occurrences / existence of social objects within a social reality. This is important because how can we say that something exists if we are just perceiving it? How can we know that what we perceive really exists and what gives us any justification to claim that something exists?
This is where phenomenology comes into play, and I’m only just recently beginning to appreciate its potential value. I originally rejected it as anything relevant to my research because I was perceiving the value of phenomenology through the lens of a research methodology, and not a philosophy. Phenomenology as a philosophy is different to its conceptions as a research methodology, and understanding this is a continuous task, and there shall be a blog post about this soon.
The Critical Review
The critical review of my conference experiences back in May has appeared is complete and sent in for final confirmation and publication! It has most certainly been a learning curve given that this is the first time I’ve ever written a critical review for publication, but at the same time it has been a fulfilling, satisfying learning experience. Writing the critical review has really helped me to shape my understanding of how experiencing the conference, engaging with the audience and their feedback and engaging with various presentations at the conference contributed towards further development of my thesis structure, content and layout. This will lead to a stronger, more comprehensive thesis with a tightly integrated structure, with the concepts taken from the conference leading to a theory that is closer to the truth and reality of the phenomenon of interest than previously conceived.
Specific to the thesis, the background, literature review, results and discussion sections have been enhanced with new concepts to explore and where possible, develop hypotheses to test and possibly include in the theory as part of the validation and verification process. Speaking of the literature review……..
The Literature Review
The original plan of the literature review many months ago was to divide it into independent, loosely coupled sections titled Knowledge, Argumentation, Interaction and Technology. I have no idea what possessed me to think of these sections as independent and loosely coupled, because it doesn’t make any sense to do so. I think at the time I was feeling overwhelmed with the sheer amount of existing literature that has been published and the relationship between literature and the grounded theory approach. I think at the time I wanted to gather a sense of understanding the sheer volume of existing literature in each of the categories (and by this time I had already been reading about some of these topics for many years) within the context of my research problem (context is important! I cannot emphasise this enough because context plays a part of the lens from which you shall view the literature). Several months on I am now changing my approach to the literature review to thankfully something a bit more logical.
I’ve come to realise I cannot talk about one category independent of other categories. I can to a certain point, however, but I cannot view each category as fully independent. I can, for example, discuss relevant types of technology in terms of its features and affordances, but beyond this I cannot talk about technology independent of the research context and the research questions, and I cannot talk about technology independent of the way in which it, for example, facilitates interaction. Similarly, I can discuss argumentation to a certain extent but I cannot talk about argumentation fully independent from the way in which knowledge is handled through argumentation. A strong example of how my thinking about the dependency / independency relationship between these categories of literature is with argumentation. I attempted to write draft critiques of and relate definitions of argumentation. However, after reading a paper from Andriesson et al (2003) I became aware of the difficulties that I would have if I continued along the path of attempting to define and critique definitions of argumentation independent of discussions of other literature categories, even if only to understand the diverse literature that exists within each category.
The basic fact is, when I talk about argumentation, interaction, knowledge, technology and other possible concepts, all discussions must be situated within the context of Education. This is a Ph.D. in Education and obviously, the thesis is the product of the discipline within which it has been written, therefore it would not make sense to talk about these concepts outside of the context of the discipline and particularly outside of the context of the research problem. It doesn’t really matter if conceptions and perspectives are bought in from other disciplines such as sociology, psychology etc. the key guiding focus of the literature review is the disciplinary context and the research problem.
There have been various changes during the past few weeks with the key changes being the literature review and its structure and content. The other key changes have been my continuous increasing awareness of my own beliefs of reality and the way in which we can obtain knowledge of this reality, but this shall be discussed more in another blog post. And to emphasise, managing the literature is a huge part of the Ph.D. especially for grounded theory based projects. But for the purposes of the literature review, all discussions of all concepts have to be situated within the context of the discipline, in my case Education. And, I am now finding it impossible to discuss concepts fully independent of each other and really, this is what the literature review entails. It’s not just some bullet pointed facts-of-the-matter chapter, it’s a serious business of critiquing, analysing, evaluating and synthesising literature in order to provide the intellectual and evidence filled basis for the need of your research.
Andriessen, J., Baker, M.J. & Dan Suthers, D. (2003). Argumentation, computer support, and the educational context of confronting cognitions. In J. Andriessen, M.J. Baker & D. Suthers (Eds.) Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning environments, p.1-25. Dordrecht, The Netherlands : Kluwer Academic Publishers.
May 21, 2017
In the previous blog post I discussed the interchangeability problems referring specifically to social constructivism and social constructionism. Convenience and ease of understanding are possible reasons why writers choose to use constructionism and constructivism interchangeably under a single subjectivist umbrella. Whilst it is a pragmatic approach for beginning researchers as they begin to understand the diversity, variability, complexity and intricacy of the field of research philosophy and methodology, it is strongly advisable for Ph.D. candidates (I am currently doing this myself) to approach each theory separately whilst acknowledging their subjectivist, epistemological position. A key separation, among several that I shall be exploring in future blog posts, is their disciplinary origins: constructivism originated in psychology from the likes of Paiget and Vygotsky as key authors, whilst Constructionism developed from sociologists such as Burr, Gergen, Berger and Luckmann among many others. Therefore, constructivism focusses on the cognition both in individual and social contexts, whilst constructionism from my current understanding focusses more on the historical, cultural and social contexts of the participants and social concepts such as language and discourse.
As I navigated my way around the literature, initial confusion set in as I attempted to understand the way that different writers conceived of the social world and therefore the way that social constructionism has been used with respect to constructs of the social world, which includes reality, knowledge, truth, meaning and understanding. As I continued to navigate through the literature, I came to observe a group of writers classifying reality as existing independently of the mind, whilst classifying reality’s constituent concepts (knowledge, truth, understanding and meaning) as constructions of the mind; another group was observed to have classified both reality and its constituents as constructions of the mind.
Previous understanding of ontology led me to perceive the difference between the writers’ positioning of reality within their thinking, and led me therefore to perceive each group as advocating an ontological stance. The group of writers who treated reality as a mind-dependent concept were relativists, whilst the group of writers who treated reality as mind-independent concept were considered realists. But here I had the interesting thought that unlike social constructivism, which has a relativist ontology, social constructionism is ontologically neutral.
Ontological Neutrality And Fluidity
Now I had the idea that social constructionism could be situated within a realist or relativist ontology, which to me makes sense because, as I have covered in earlier blog posts (and what I shall be continuing to explore and write about in the future), the selection of a particular ontological position does not necessarily influence the epistemological stance. We as human beings are far too diverse in our thinking and interactions with reality to place ourselves within linear ontological-epistemological relationships as commonly presented in textbooks, but I accept that this might not be a universally accepted claim.
Guided by my new assumption of social constructionism as being ontologically neutral, I came across a journal paper written by John Cromby and David Nightingale called “What’s Wrong With Social Constructionism?” The authors partway through the paper draw on the wider literature to come to the same conclusion: that social constructionism can be situated within either a realist or relativist ontology. Social Constructionism therefore has a subjectivist epistemology but can be placed within a realist or relativist ontology, and this perfectly reflects my beliefs that, as mentioned, we as humans are cognitively and psychologically diverse: we all think of reality and of our coming to know and understand reality differently; therefore, it might not be suitable or accurate to simply assume that a particular ontological position naturally leads to a particular epistemological position. This might be in contrast to the typical linear presentation of the ontological and epistemological relationships in literature: that a realist ontology necessitates an objectivist epistemology whilst a relativist position necessitates a subjectivist epistemology. Again this might be due to authors attempting to simplify associations for ease of understanding and to encourage the early researcher to understand that there are distinct differences between philosophical positions, but this oversimplification could undermine the potential worth and value of perceiving philosophical positions as flexible and fluid instead of strictly regimented.
What does this mean for my research specifically?
This could actually cover another blog post, which is at the time of writing this blog post is currently in the making. But here it suffices to say that my beliefs in the diversity of human thinking, understanding, exploration and contemplation of the world, reality and the entire universe is complex and should not be encapsulated in some pre-defined linear ontological-epistemological relationship. That said, I do have the belief that there is a single reality out there and that there are aspects of the social world that exists independently of our thinking, knowing or perceiving of these aspects. But, I do not have the belief that we can access this social reality easily: our thinking, theories, thoughts and frameworks that we have about reality should always be considered fallible and held with an element of scepticism and be subjected to constant reanalysis and refining. It is therefore right that I consider my research within the context of a realist ontology and a subjectivist epistemology; more specifically at this time as I currently understand the field of research Philosophy, a subtle realist ontology and a constructionist epistemology.
I shall be writing more about this subject as my understanding of subtle realism and constructionism improves, along with the relationship between them, and the methodologies and methods.
May 20, 2017
As Ph.D. candidates, we can become overwhelmed with the sheer amount of literature that is read through to orientate ourselves with our field of interest from the philosophical and methodological levels, and the phenomena of interest from different disciplinary and theoretical perspectives. During the navigation of literature so far, I have encountered numerous cases where several terms have been used interchangeably to refer to the same concept or principle, and this has and can cause much confusion among Ph.D. candidates about the exact meaning of a concept.
Social constructivism and social constructionism are two subjectivist epistemological theories that have been used interchangeably within papers and textbooks to refer to the same principle: that we come to understand reality through constructing knowledge, meaning, truth and understanding within a social context. Whilst they share this principle, their application and process of social construction of concepts differ greatly as both theories focus on different aspects of interaction within the social world, and therefore focus on different attributes and concepts of the social world. It is worth noting that there is no single version of either constructivism or constructionism: there are various types of both theories developed ranging from “weaker” versions to “stronger” versions, the variety which, whilst adding to the initial confusion and feelings of being overwhelmed, corresponds to the diversity of human thought and the way in which we interact with reality.
Since there are varying forms of constructivism and constructionism and given the sheer volume of literature published regarded both, it is not a major surprise to find out that there is a trend to simplify terminology and represent, in arguably a simplistic fashion, different points across the epistemological spectrum using simplistic conventions. The points typically range from positivism / post positivism (objectivism), followed by pragmatism and critical realism (middle range), and then constructionism / constructivism (subjectivism). Sometimes the subjectivism section goes a step further and include interpretivism, which again is different to both constructionism and constructivism in terms of its purpose and the concepts it deals with, but for matters of convenience these writers appear to categorise them as the same. A classic example I have recently come across that explains why some writers prefer to lump conceptually similar theories together is to try to explain (I assume for the benefit of the Ph.D. candidate or other beginning researchers) a clear distinction between objectivism and subjectivism epistemologies. There is some discussion that suggests that Charmaz termed her version of Grounded Theory as Constructivist Grounded Theory to attempt to separate it from the more positivist (Glaser and Strauss version) and pragmatist / symbolic interactionist (Strauss and Corbin) versions of the time. There is some debate therefore in Constructionist circles about whether her conceptualisation of Grounded Theory is Constructionist rather than Constructivist. This is an area of debate that I shall be exploring further and shall write any further thoughts about this in a follow up blog post.
As can be observed, subjectivist theories particularly constructionist and constructivist have been used interchangeably to refer to the same concept even though there are significant differences between them. The question is therefore, in what way can we overcome a potential barrier to clarity?
Overcoming The Barrier Of Interchangeability
The best way I find to overcome the barrier of progress caused by the confusing interchangeability is to hold a sense of scepticism and level of questioning. I asked myself why constructivism and constructionism were being used interchangeably and was therefore sceptical of their representation in the literature as if they were the same. Essentially, I refused to take at face value the possibility of constructivism and constructionism being the same, and explored each of these further to find out what they meant as a research Philosophy. It was an open, inquiring mind, my own nature you could say, that motivated and inspired me to ask relevant questions.
An additional help was that for quite a while prior to starting a Ph.D. I had a lot of interest in the theory of social constructivism and I originally intended on exploring social constructivism in some way on the Ph.D. (gosh haven’t times changed since then!), therefore the reading that had occurred did assist in my immediate suspicion and scepticism about both terms meaning exactly the same concept. A reason for this immediate suspicion and scepticism was that I had read constructivism, as well as constructionism, within the context of a learning theory, which is quite different from reading both as research philosophies. Even so, constructivism and constructionism both differ significantly as learning theories; therefore, I had the impression from this difference that they would be different as research philosophies.
Translating this into more practical academic tasks, the best way to begin is to either use a search engine or an academic database to explore constructionism and constructivism separately. Google Books is usually an excellent way to find introductory research textbooks that explain what each of these terms are, or your own University library digital databases. Slideshare and other presentation sites are excellent applications to help assist with what these are in bullet point terms and some presentations have some excellent visuals to help assist with your learning of these terms. Once you have mastered the definitions and differences between each of these theories, use Google Scholar and your University library databases to explore specific implementations and applications of these theories as well as the wider debate and discussions for and against various aspects of these theories.
The introductory materials, followed by papers that cover the implementations and applications of these theories, then followed by exploring the wider literature regarding the interpretations, debates and discussions about various aspects of these theories shall give you a firm basis and understanding of the differences between these theories. As well as, what I found, giving you a firm basis to decide whether constructionism or constructivism are relevant for your research (or even aspects of each), or if something completely different is required.
I still wonder why some writers are motivated to categorise similar yet widely differing theories as the same. I suspect that it is because of convenience and simplicity of understanding to assist beginning researchers on their quest to understanding the vast array of different epistemological theories, debates, discussions and applications. The Ph.D. candidate therefore must be aware that whilst such convenient categorisations are useful for introducing the fact that there is a vast distinction between objectivism and subjectivism, they need to question further and explore each point along the epistemological spectrum in order to fully grasp and understand the variety of theories, and variation within these theories, in order to identify, select, and justify their epistemological stance, which in turn acts as an input to forming a philosophical justification of the research design.
I’m still learning, I’m still exploring, I’m still experimenting, and I still ponder and analyse the significance of my now settled philosophical perspective and the role it plays in my research design!