The Alexander article revolves around the term transcendental pragmatism—admitting the possibility of a view from somewhere, even if that cannot be agreed upon.  A good discussion is provided in this article regarding the different camps for educational researchers (positivist/anti-positivist) and how No Child Left Behind broke the “truce” of respecting the position of the other.  The push for “rigorously scientific” research presents guidelines for what scientific research should be.  This topic has been debated and isn’t something that is going away.   I liked the quote “when it comes to research quality, it is not the case that anyone’s opinion about quality is just as good as the next person’s, because some people have no training or expertise or even interest in research.”  Alexander believes that this legislation made assumptions about the meaning of education.  The idea of the transcendent view is one of higher standards that govern human activity and that quantitative and qualitative research make sense from this view.

Qualitative research is grounded in constructivism

Quantitative has a positivist emphasis

Action-everyday activities such as running

Speech-speech acts such as commands and statements, speech acts interpret themselves.  These speech acts fulfill conditions of rationality. Rationality has less to do with possessing knowledge and more to do with how the knowledge is used.

Husserl introduced the word lifeworld as life practices and world experiences as the “ousted foundation of meaning.”  The components of a lifeworld are: cultural paradigms, legitimate orders, and personality structures.  A lifeworld is not an organization for people to join, but a communicative practice.  It is centered on cultural reproduction, social integration, and socialization.  Organisms are considered persons in a lifeworld if they are socialized—through learning processes and education.  This entire discussion is fascinating and I don’t know that I understand it, but it was interesting.

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