This is my truth, tell me yours: some aspects of action research quality in the light of truth theories

Abstract

In this article the authors introduce some aspects of various truth theories in the context of action research. The traditional ways of determining quality are based on the correspondence theory of truth, which, in their view, conflicts with the basic assumptions of action research. The pragmatic theory of truth seems to be clearly represented in the world of action research. In their opinion, other theories of truth can be productively applied as well. In addition to the classical theories of truth -the correspondence theory, the coherence theory and the pragmatistic view on truth -they discuss the truth as 'aletheia' (a Heideggerian view on truth), as Habermasian consensus and as Foucaultian power/knowledge.

Action research and narrative inquiry: five principles for validation revisited

“…Two of us also contributed to a philosophical study on the classical theories of truth in the context of action research, together with a colleague and friend, philosopher Leena Kakkori. One of the numerous publications derived from that philosophical study was published in Educational Action Research (Heikkinen, Kakkori, and Huttunen 2001).…”

The contribution of pragmatism to understanding educational action research: value and consequences

“…Indeed post modernism largely saw questions of language as coming down to standpoints on power (see Heikkinen, Huttunen and Kakkori 2001); discourse was always a language game (Antonio, 1991) and ultimately reason and rationality were social constructs. While there is no clearly defined post modernist 'school' of action research a post modern influence can be detected in the greater awareness researchers now have of the multiplicity of roles and 'voices' in an inquiry and a greater concern for positionality and reflexivity (for example, Somekh, 2006, 11-31).…”

“…Second, the pragmatic stance that knowing is consequential underpins the idea that investigation of, and agreement on, the consequences of action provide the basis for a claim to knowledge (for example, Elliott, 2007, Heikkinen, Kakkori, and Huttunen, 2001, Heikkinen et al, 2012. Pragmatism, moreover, provides action research with a dialectical perspective on the generation of knowledge: we come to know the world through our actions and interaction within the world but in creating new knowledge reality is modified and we face gaps in what we know and new problems to address.…”

What counts as action in educational action research?

“…Of nine articles, three emphasise theoretical, research issues: 'This is My Truth, Tell Me Yours: some aspects of action research quality in the light of truth theories' (Heikkinen et al, 2001) examines the validity or quality of research claims; 'Living the Theoretical Principles of 'Critical Ethnography' in Educational Research' (Tricoglus, 2001) is concerned with how a particular research approach can be adapted by practitioners; and 'Links between Kropotkin's Theory of 'Mutual Aid' and the Values and Practices of Action Research' (Munn-Giddings, 2001) appropriates evolutionary theory for action research. The other six articles are more directly focused on empirical research intended to understand and to improve practice in some manner.…”