Interpretivism in educational research

INTERPRETIVISM IN EDUCATIONAL RESEARCH

 

      Interpretivism or interactionism is looking for people through their individual perspective or characteristic and behavior their basis in interpretation of facts is qualitative not just quantitative so they base their theory on interviews, observation and testing to illustrate and identify the personality of groups and individual. This is basically not just positivism but its counterpart since positivism favor official statistic and majority for interpretation of facts not as a group or individual but as a whole. Therefore to simplify and illustrate the importance of interprevitsim and how it can be associated to educational research we are going to identify its application methodology.

      Basically interpretive methods of research can be use and associated in many discipline to create a rules and regulation and even cultural policy of education. For example are philosophy, history, psychology, labor laws and legislation and many others. Therefore through this you can easily understand that interpretive research is analytical not just factual in nature.

      Interpretivism in research strengthens the foundation on understanding methodological issues so they can solve the problem within the research system. Interpretivism can also provide a balance in education course and other issues relative to this study. This system can also help student to analyze theories, data, and policy so they themselves can develop and interpret their own skills related to educational research and methodology. 

      From this point of view alone we are able to identify and illustrate its function in research. To further enhance and develop its function usually social science and students interpret behavior of the society and people inside and outside the classroom so they can test the interpretivism skills. In an experiment result by a certain colleges, students are given the opportunity to interact and later identify the interpretivism in an actual practice, shows that they are able to gain and access people through interpretive methodology and therefore familiarize with them in this discipline.

      Interpretivism has been conducted through interview and written approach to people this helps them interact more and more to people and thus give them the opportunity and objective development while gathering facts to people. While doing so the teacher will be the one to interpret the student’s interpretive skills. This method is usually done by researcher and other science and medical a practitioner.

      Epistemology or gaining knowledge is all about interpretivism because of this the teacher and even the participants more than students can also interpret what they have done, what they can hear and what they can feel as deconstruction for change and therefore understand. There is also critical approach in the discovery of educational curriculum policy example is the New Zealand Ministry of Education where they have based their new policies and practices using interpretive approach in learning which is called “The New Zealand Curriculum” thereby even strengthen the interpretivism in education research. This critical approach opens up a whole new world of ideas, structure and disciplinary process that provided them a better and legitimate condition in educational settings.

      This critical approach in their education system also involves an active engagement with natural risk, imagination and reflexibility that is why it is critical. The history of the past education system underlies the present and therefore will be the future of education in relation to globalization.

      Of course there is risk involve when trying to reinvent the generation especially in educational research system but the purpose of this changes is not to discourse or limit the availability  of the past system of education such as positivism but to deconstruct or reconstruct the power of knowledge formulation. This imperative may have challenge the people behind the positivism who still uses that system but the possibility to interrelate both disciplines is not at all an issue but a correlation of truth that one may be better than the other and therefore important to choose what an educational institution will practice or use them both.

      Imagination of epistemological foundation through interpretivism by self engagement is important in the field of educational research, it is also a part of the process which is universal and unveiling although not scientific but constructive. Will and power to condition one’s mind will definitely sustain its viability in educational research. Will power is the thrust that makes the student or practitioner to do more.

      And finally reflexivity and reflectivity are open ended possibilities this maybe unclear or uncertain methods but it is always a way to develop awareness just like a mirror or a self reflection.  Although may require a deeper explanation but through many practices and research the creative desire to mold the educational research system through interpretivism is therefore evident to institutionalize.

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