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Introduction: Employing Paradigms in Scholarship and Education Research

Introduction: Employing Paradigms in Scholarship and Education Research

Peter Ling, Lorraine Ling
Copyright: © 2020 |Pages: 21
ISBN13: 9781799810018|ISBN10: 1799810011|EISBN13: 9781799810032
DOI: 10.4018/978-1-7998-1001-8.ch001
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MLA

Ling, Peter, and Lorraine Ling. "Introduction: Employing Paradigms in Scholarship and Education Research." Emerging Methods and Paradigms in Scholarship and Education Research, edited by Lorraine Ling and Peter Ling, IGI Global, 2020, pp. 1-21. https://doi.org/10.4018/978-1-7998-1001-8.ch001

APA

Ling, P. & Ling, L. (2020). Introduction: Employing Paradigms in Scholarship and Education Research. In L. Ling & P. Ling (Eds.), Emerging Methods and Paradigms in Scholarship and Education Research (pp. 1-21). IGI Global. https://doi.org/10.4018/978-1-7998-1001-8.ch001

Chicago

Ling, Peter, and Lorraine Ling. "Introduction: Employing Paradigms in Scholarship and Education Research." In Emerging Methods and Paradigms in Scholarship and Education Research, edited by Lorraine Ling and Peter Ling, 1-21. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1001-8.ch001

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Abstract

Methods and paradigms in scholarship and education research are addressed in this book. Boyer's scholarships of discovery, integration, application, and teaching, along with Boyer's later addition of the scholarship of engagement, and their multifaceted relationship to education research, form a starting point. From there, in addressing methods and paradigm in scholarship and education research, the paradigm is placed front of stage. Paradigm, as used here, refers to a set of concepts that reflect a world view underpinning a particular subject or pursuit. The paradigms applying to education research and scholarship addressed in this book include the traditional positivist and post-positivist - here labelled neo-positivist - paradigms and the interpretivist, transformative, and pragmatic research paradigms, which have been nominated in existing literature. In acknowledgement of the “supercomplex” environment in which education now operates, a novel paradigm, supercomplexity, emerges.

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