Drawing from this unit’s readings, consider epistemology, ontology, and methodology. Using your own words, or perhaps  creating a metaphor or visual, explain each of these terms and discuss how they determine our research approach (e.g. Qualitative, or Quantitative).

To reply to this discussion question, I read the unit readings. However, I found myself doing more “research” to find a more straightforward and more explicit explanation of the two philosophies, 1) epistemology is the philosophy of knowledge seeking to answer the questions “What is knowledge? And “How is knowledge acquired?” and 2) ontology is a theory that studies concepts such as existence, being, becoming, and reality (Reid et al., 2017).

The methodologyis a framework for research that guides the choices researchers or other users make. The methodology does not provide solutions but offers a perspective for understanding which method, set of plans, or best practices can be applied to the research questions.  It can encompass a spectrum from a quantitative approach towards a qualitative approach, but researchers may blend these two approaches in answering their research objectives (Reid et al., 2017).

Ok, I am going to give the metaphor a try. Yesterday, my wife, Sharon, was doing Fall yard work and lost an earring. She and I searched the yard and focused on the earring (epistemology). We both knew what was real and was legitimate knowledge. This knowledge could be measured and observed in our life experiences. We found small pieces of metal like nails during the search, a pop can lid, and a screw. Everything (ontology) looked like the ring but was not, but the possibility existed we would find the earring. Both exist as real, and both can be claimed to work as a knowledge device.

The methodology would be the study of what research problem or question Sharon and I were investigating. In our case, it was searching for the earring. I would suggest the research would be qualitative because our investigation of the yard and the garden area would be searched systematically, recording what we were seeing, and detailing where we have searched. We had no need for quantitative research such as taking a survey or poll of the neighbours to see if they had seen Sharon lose the earring.

Laurie

Reid, C., Greaves, L., & Kirby, S. (2017). Experience research social change: Critical methods (3^rd ed.). University of Toronto Press.

Interesting example Laurie. It works! Although we are just beginning this journey, do you see benefits to both qualitative and quantitative approaches as they relate to a research interest you may have? Thanks…Doris

Yes, I can see the benefits of both qualitative and quantitative approaches being used in my research. I had a few aha moments in my previous EDAE 6323 course on sociological purposes that influence adult education. Interesting to see how the critical paradigm examines the societal structures and power relations in how they play a role in promoting inequalities and disenabling people. This critical paradigm is founded on reflective knowledge of postcolonialists, Indigenous, and queer theories, to name a few (Reid et al., 2017, p. 12). It was fascinating to read about how the early 1900’s Canadian social change movements such as Women’s Institutes and Frontier College planted the seeds for adult education. According to (Reid et al., 2017, p. 13), blending qualitative and quantitative methodologies can be the most effective way to answer research questions. Researchers within the critical paradigm can use both qualitative and quantitative methodologies to answer their questions.

With a little imagination, I know I can relate both methodologies for my research.

Reid, C., Greaves, L., & Kirby, S. (2017). Experience research social change: Critical methods. University of Toronto Press.