Reflexivity as a characteristic of pedagogical research

• Authors: Perkowska-Klejman, Anna

Abstracts

EN

The article presents reflexivity as an important attribute of pedagogical research. Introduction contains a brief historical outline of the tradition of social and humanistic research (from the positivist paradigm to the relativization, from a single paradigm to multiplicity of paradigms). Nowadays a pluri-paradigmatic approach became more popular amongst in methodology and is equated with the maturity of discipline. The main part of the article presents the most important assumptions of reflective studies. The first premise concerns cognition, which will never be completely certain and objective. Researcher could remain impartial. Knowledge is socially and personally involved. The most common feature in contemporary world descriptions is changeability. No research – and especially reflexive – can/should be planned or carried out without knowing the theory of the research subject. There are no isolated phenomena in the socio-cultural reality surrounding humanity. Reflexive studies recognize the relationship between the subjective perspective of the subject and the objective structure that creates the living space of the subjects studied. The reflexive stream of study does not have to lead to the creation of new theory.

Keywords

EN

reflexivity; multi-paradigmatic; pedagogical research; reflective studies

• Publisher: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
• Journal: International Journal of Pedagogy, Innovation and New Technologies
• Year: 2018
• Volume: 5(2)
• Pages: 34-50

Dates

published

2019-01-15

Contributors

author

Perkowska-Klejman, Anna

Identifiers

DOI

10.5604/01.3001.0012.8543