Heidegger's Theory of Truth and its Importance for the Quality of Qualitative Research

Huttunen, Rauno; Kakkori, Leena

doi:10.1111/1467-9752.12429

Cited by 15 publications

(13 citation statements)

References 32 publications

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“…Data or methodologies should not be assumed, but creativity should be embraced (Koro, 2021), considering that validity is just one label and may hinder us from generating more provocative questions (Koro-Ljungberg, 2016). Hence, the value of analysing agency in narrative practice lies not in its ability to reproduce the outside world but in its capacity to evoke new ways of thinking and seeing (Huttunen & Kakkori, 2020) and to re-orientate thought towards experiment and the creation of new forms of thought and life (St. Pierre, 2021).…”

Section: Discussionmentioning

confidence: 99%

Methodological Insights on Teachers’ Professional Agency in Narratives

Heikkilä

2022

P&P

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This article presents post-structural narrative methodologies to examine teachers’ agency. According to previous research, agency is important for the learning and well-being of teachers. However, post-structuralism has questioned the assumption of agency as being located in the individual and has claimed a more entwined and relational perspective. The article disturbs clear-cut categorisations of teachers’ agency as strong or weak and argues for examining narrative practice because teachers use a variety of grammatical resources that are not inherently personal but are entwined with cultural narratives. This methodological approach reveals how teachers appear agentic and vulnerable at the same time. Thereby, it helps illustrate multifaceted views of the teaching profession.

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Section: Discussionmentioning

confidence: 99%

Methodological Insights on Teachers’ Professional Agency in Narratives

Heikkilä

2022

P&P

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“…In this study, the candidate's ontological position was that consumers were likely to have had diverse experiences of acute mental health unit admission, and therefore the nature of truth (the meanings generated) would be varied, rather than singular (Huttunen and Kakkori, 2020). The candidate's epistemological position was that understanding consumers' meaning of safety required an exploration of consumers' subjective perceptions and experiences derived from their admission(s) (Court, 2013).…”

Section: Philosophical Assumptions and Methodologymentioning

confidence: 96%

Using naturalistic inquiry to inform qualitative description

2021

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BackgroundChoosing how to answer a research question requires an understanding of philosophical and theoretical assumptions and how these inform a study's methodology and methods. For the novice researcher, this can be an overwhelming undertaking.Ensuring there is a clear alignment between philosophy, theory, methodology and methods is an essential part of the research process, and enables research to be undertaken with clarity and integrity. This alignment must be a good fit for the research aim, and for the researcher.Aim This paper describes the alignment between qualitative description and naturalistic inquiry and how it was applied to an exploration of the meaning of safety for consumers with experience of admission to an acute mental health unit.Discussion Understanding the alignment between qualitative descriptive methodology and naturalistic inquiry provided a clear pathway for a novice researcher. ConclusionThe assumptions that underpin a methodological approach need to be unpacked in order to understand how a complex research question can be effectively answered.Implications for practice Qualitative description, informed by naturalistic inquiry offers novice researchers a practical way to explore and answer complex research problems.

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“…Information, whether originally generated or reviewed from the literature, is always selected. 3 It does not have, and perhaps cannot have, its own intrinsic, freestanding 'truth' which, although there are many competing views, 4 we think of as an accurate, undistorted account of the world.…”

Section: Introductionmentioning

confidence: 98%

“…Information, whether originally generated or reviewed from the literature, is always selected 3 . It does not have, and perhaps cannot have, its own intrinsic, freestanding ‘truth’ which, although there are many competing views, 4 we think of as an accurate, undistorted account of the world. Although this is often regarded as a social science problem, it applies to science of any kind and has implications for the moral responsibilities of those gathering, reporting or using knowledge 5 .…”

Section: Introductionmentioning

confidence: 99%

Quality and constructed knowledge: Truth, paradigms, and the state of the science

Grant¹,

Grant²

2022

Medical Education

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Context and truth: Education is a social science. Social science knowledge is related to its context of origin. The concept of global 'truth' in education is therefore of limited use when truth is tempered by context. The wider applicability of our knowledge can only be judged if we look at the context in which that knowledge was produced and the assumptions that underpin it. This calls into question the idea that educational research is a quest for global 'truth', although in relation to programme evaluation, truth tied to context is an aim. An analysis is presented of the effects of social construction on research and evaluation processes, on the selection of paradigms, reporting and interpreting findings, and on the ethics of all this.Quality and improvement: Quality improvement is based on information selected, constructed and interpreted by those who gather, analyse or use it. The strength, and not the weakness, of our knowledge is that it is socially constructed, contextual and of its time. Increasingly looking for our own truth about educational quality, and not importing the truth of others, is crucial to the state of the science. In terms of quality development, using others' findings must be based on informed local judgement. In social science, those judgements are linked to social context and their associated ideologies.Implications for future work: The hallmark of social science is not a narrowing of focus and the search for one truth, but is a broadening of concepts, theories, paradigms, reported experience and method, and an intention for each to tell their own truth well. This will lead to a wealth of diverse views and analysed experience.The science of medical education must seek many truths.

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Heidegger's Theory of Truth and its Importance for the Quality of Qualitative Research

Cited by 15 publications

References 32 publications

Methodological Insights on Teachers’ Professional Agency in Narratives

Methodological Insights on Teachers’ Professional Agency in Narratives

Using naturalistic inquiry to inform qualitative description

Quality and constructed knowledge: Truth, paradigms, and the state of the science

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