Kreatywność metodologiczna w badaniach pedagogicznych

Abstract

The purpose of this paper is to describe and explain the phenomenon of methodological creativity (creativeness) in pedagogical (educational) research. "Methodological creativity" is a creative attitude adopted by researchers who are not limited to the duplication of existing research procedures and methods, they discover and define new research problems and innovatively construct and carry out research, and then create a new quality on this basis in the field of science. The author, on the basis of the definition of methodological creativity by Dariusz Kubinowski, describes in subsequent parts of the article the components of this creativity, broken down into stages of research. It also raises several questions about whether and how methodological creativity is used as a criterion for evaluating research projects and formulates a negative conclusion on the subject.

The Subject-Participatory Paradigm in Correlation with the Constitutive Features of Pedagogical Qualitative Research: A Personalistic Perspective

“…The constitutive features of qualitative research include the personalitivity connected with the holistic approach, interactivity, discursiveness, idiomaticity, emergency, synergy, the researcher following participants in the research, and contextuality (Ciechowska, 2018;Kubinowski, 2013;Szmidt, 2018). It is worth noting that co-existence and co-creation stimulate and strengthen the motivation and curiosity of the researcher and participants of the research (Ciechowska, 2020;Clark, 2010).…”

“…It is worth noting that co-existence and co-creation stimulate and strengthen the motivation and curiosity of the researcher and participants of the research (Ciechowska, 2020;Clark, 2010). Thus, curiosity should be present at every stage of research, as emphasized by Szmidt (2018), who treats methodological creativity as a component of scientific creativity. This feature is also supposed to integrate both the research community and the empirical process.…”

“…of other members of the research community. Different views on research topics expressed by other research participants may positively influence the trajectory of the entire research process, which is creatively shaped and sometimes requires a reformulation of the research problems (Szmidt, 2018), which in turn requires the pedagogical/creative openness to self and others. In order to understand the relationship between personalitivity and the subject-participatory paradigm, it is necessary to respect personal dignity and its indicatorssuch as responsible freedom, reason, and truth -that are revealed by a person in their activities as determined by the personalistic norm: love (Wojtyła, 2001).…”

“…It seems to correlate closely with the use of the subjective-participatory paradigm at all stages of accurate and reliable research (Silverman, 2007). In the first stage, the researcher tries to focus on finding, formulating, and identifying the problem, as well as asking questions and setting goals, which should be accompanied by a challenge factor (Szmidt, 2018). This stage can enlighten the pre-projected solutions.…”

“…in order to constructively discuss the research goal and learn about their point of view and willingness to participate in the research. This may later help the researcher choose the right criteria for selecting a research sample, which is part of the second stage of the creative methodology, in which the research procedures and concept are designed (Szmidt, 2018). This requires the involvement of axiological/pedagogical awareness, in line with the principles of the subject-participatory paradigm, even determining the choice of research methods or techniques that can be creatively constructed in order to collect and analyze data from different sources and perspectives.…”