research paradigms
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Author(s):  
Jason García Portilla

AbstractThis chapter discusses the research paradigms underpinning this study––i.e. dialectical pluralism (DP) (mixed methods research) and a complex thinking perspective. The chapter also explains the researcher’s scientific and personal paradigm biases and details some strategies utilised for objective data treatment.


Author(s):  
Alexandru ARION ◽  

In this present paper we try to learn something about how to cope with analytical investigation of reality, by comparing the ideas of two iconic Oxford figures. On the one hand, the renowned atheist Richard Dawkins, and the Christian apologist C.S. Lewis, on the other. It is more than interesting to know how two great thinkers of the 20th century can raise and answer to questions of life, such as Reasoned belief, the so-called „God hypothesis” or concerning our place and purpose in this world. Both Dawkins and Lewis see intellectual reflection on the big questions as natural and significant. Both insist that their beliefs – atheism and Christianity respectively – demand and deserve intellectual seriousness and are capable of being developed into larger systems. Lewis’s apologetic approach generally takes the form of identifying a common human observation or experience, and then showing how it fits, naturally and plausibly, within a Christian way of looking at things. For Dawkins, there is no room for faith in science, precisely because the evidence compels us to draw certain valid conclusions. He proposes an absolute dichotomy between ‘blind faith’ and the ‘overwhelming scientific evidence. Dawkins contends that a supernatural creator, God, almost certainly does not exist, and that belief in a personal god qualifies as a delusion, which he defines as a persistent false belief held in the face of strong contradictory evidence. An inevitable conclusion is that both Dawkins and Lewis are men of faith, in that both hold committed positions that cannot be proved right, but which they clearly regard as justified and reasonable. We must learn to live with a degree of rational uncertainty about our deepest beliefs and values.


2021 ◽  
Vol 82 (6) ◽  
pp. 73-78
Author(s):  
V. N. Bazylev

Abstract. The paper is focused on relevant directions in modern Russian Linguistics. It is the continuation of the 2019 publication where the ideas of Pedagogical and Anthropo-Oriented Linguistics, Political Communication Studies and Theological Linguistics were introduced. The aim of this paper is to demonstrate the expanding horizons of the science about the language of the 21st century. The particular sections of the text characterize the goals of modern linguistics, its key concepts, objectives and methods currently employed in the sphere of studying language and real discursive practices. The methodology of the research consists in describing new research paradigms. Such paradigms are objectively formed in the course of progressing scientific activity; their changes are triggered by the evolution of society, its socially valuable demand to upgrade not only science but also its educational system on the basis of certain conceptual, value, methodological and technological beliefs. The idea behind this paper is to help teachers to make sense of a big variety of modern linguistic ideas and opt for those which they can use to develop innovative approaches to teaching Russian.


Author(s):  
Sonja Pöllabauer

This article presents a bibliometrical survey of an extensive corpus of research on interpreting in immigration, asylum andpolice settings. The article takes stock ofpast research andpoints towards questionsforfurther research. The corpus of relevant literature is grouped according to the authors’ disciplinary background, and examined on the basis of a bibliometrical analysis with respect to the authors’ affiliation, type(s) ofpublication, date(s) of publication, methodology, and predominant paradigms and topics. The survey also investigates the different analytical (mainly discourse analytical) approaches that have been used to analyse these kind of interpreter-mediated interviews


2021 ◽  
Author(s):  
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Chrispen Mutanho

The integration of indigenous knowledge (IK) in the science curriculum is a spreading phenomenon driven by the need to bring about relevancy and equality in science education. In South Africa, for instance, the need to integrate IK in science education is part of the global effort to build a democratic state from the debris of apartheid. Henceforth, the integration of IK is backed up by both the National Constitution of the Republic of South Africa (Act 108 of 1996) and the South African Department of Basic Education’s (2011) National Curriculum Assessment Policy Statement. However, the success of this policy seems to be hindered in part by the fact that the teachers who are the implementers of the curriculum changes seem to lack the relevant pedagogical content knowledge (PCK) to integrate IK in their science teaching repertoires. Such a trend is often blamed on their Eurocentric educational background. Interestingly, very little research has been done to explore ways of supporting teachers to develop the relevant conceptual tools and teaching strategies that will enable them to integrate IK in science teaching. It is against this background that an interventionist case study on how to support the Bachelor of Education Natural Sciences in-service teachers in particular to develop exemplar science lessons that integrate IK as easily accessible resources was conducted. The study is underpinned by three complementary paradigms, namely, the interpretive, the critical, and indigenous research paradigms. While the interpretive paradigm enabled me to understand and interpret descriptive data, the critical paradigm enabled me to take an emancipatory stance and challenge the micro-aggressive elements embedded in conventional research practices; within the indigenous research paradigm, Ubuntu was the relational perspective that informed the researcher-participant relationships in this study. Vygotsky’s sociocultural theory was used as an overarching theoretical framework, in conjunction with the cultural historical activity theory. Additionally, the topic-specific pedagogical content knowledge provided the methodological and analytical tools. Data were gathered through questionnaires, individual face-to-face interviews, focus group interview, participatory observation, and the teachers’ reflections. This study established that if teachers are given back the agency to collaboratively resolve the contradictions that confront them in their workplaces, they can generate their own ideas on how to integrate IK in science vii teaching. The teachers in this study experienced a shift in their agency from a paralysed state of resisting the integration of IK at the beginning of the intervention to an ‘I can do it’ attitude at the end of the intervention. Thus, it could be argued that this study’s major contribution to new knowledge lies in demonstrating possible ways of supporting teachers to integrate IK as easily accessible resources in their science teaching. Additionally, the study also challenged the Eurocentric approach to ethics and offered Ubuntu as a relational perspective that can be used to complement the shortcomings of Eurocentric research paradigms. The study thus recommends that continuing professional development or professional learning communities should afford teachers the opportunity to collaboratively engage with the challenges that they face in their workplaces in order to resolve the contradictions that confront them.


2021 ◽  
pp. 003151252110440
Author(s):  
Ashley G. Flagge ◽  
Lucile Puranen ◽  
Madhuri S. Mulekar

Pitch discrimination ability has been of research interest due to its potential relationship to language and literacy. However, assessment protocols for pitch discrimination have varied widely. Prior studies with both children and adults have produced conflicting performance findings across different pitch discrimination research paradigms, though they have consistently shown that discrimination accuracy is based on the psychophysical assessment method applied. In the present study, we examined pitch discrimination performance among convenience samples of 19 adult women and ten female children across six different adaptive psychophysical measurement conditions. We found pitch discrimination performance in both groups to be impacted by the measurement paradigm such that, while adults exhibited significantly better discrimination thresholds than did children, the pattern of performance across the six conditions was similar for both the adults and the children.


2021 ◽  
Vol 3 (26) ◽  
pp. 26-28
Author(s):  
Perlova J.V. ◽  
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This article provides an overview of an intertextual approach to the analysis of advertising slogans, the effectiveness of slogans is estimated. Slogans are investigated from the standpoint of the theory of intertextuality. The relevance of the work is proved by the increasing interest to the advertising discourse based on the methodology of new research paradigms.


2021 ◽  
Vol 48 (5) ◽  
pp. 519-527
Author(s):  
Eva King ◽  
Emma C. Scholz ◽  
Susan M. Matthew ◽  
Liz H. Mossop ◽  
Kate A. Cobb ◽  
...  

This is the second of two articles that together comprise an orientation and introduction to qualitative research for veterinary medical educators who may be new to research, or for those whose research experience is based on the quantitative traditions of biomedicine. In the first article ( Part 1—Principles of Qualitative Design), we explored the types of research interests and goals suited to qualitative inquiry and introduced the concepts of research paradigms and methodologies. In this second article, we move to the strategies and actions involved in conducting a qualitative study, including selection and sampling of research sites and participants, data collection and analysis. We introduce some guidelines for reporting qualitative research and explore the ways in which qualitative research is evaluated and the findings applied. Throughout, we provide illustrative examples from veterinary and human medical education and suggest useful resources for further reading. Taken together, the two articles build an understanding of qualitative research, outline how it may be conducted, and equip readers with an improved capacity to appraise its value.


Author(s):  
Chad S. Boda

AbstractSustainability science is fundamentally a problem-driven and solutions-oriented science which necessitates engagement with questions of interdisciplinarity and normativity. Nagatsu et al. (2020) recently investigated the significance of these peculiar characteristics and produce a useful and timely overview of the problems facing sustainability science, as a science. Perhaps the most crucial and crosscutting challenge they identify regards the need for researchers to justify the particular values guiding sustainability research. In the spirit of advancing Nagatsu et al.’s agenda for further developing the role of values in sustainability science, I argue two things. First, that there are in practice several active and competing approaches to dealing with the problem of normativity in sustainablity science that provide options to researchers. Second, that this unresolved tension at the core of sustainability science points to a more overarching problem, namely the need to more explicitly identify coherent, competing research paradigms within the field.


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