Temporary nature of scientificdisciplinary knowledge: Implications for the formulation of educational research questions
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Keywords
Scientific Knowledge, Methodologies, Educational Research
Abstract
Traditional scientific education tends to focus teaching of objective facts presenting sciences and disciplines as joint immutable facts, nevertheless, this vision of reality is being displaced by multiple positions which acknowledge a provisional nature of scientific knowledge. It is often argued that such knowledge is not definite, rather that it is subject to constant changes as nuevo theories and findings are developed. Within educational context, such interpretation can enrich research, producing relevant questions which give rise to new discoveries.
One of the previously referred postures is the epistemological anarchism of Paul Feyerabend, who argues that scientific-disciplinary research does not have to be oriented by a single method, which includes immovable and universal principles. In this frame of mind, it is considered that in terms of method “everything goes”, thus this is an essential condition for progress of scientific-disciplinary knowledge. In this context, methodological diversity should be reflected in educational research, allowing exploration of diverse methods and theories to answer those questions which generate it.
Here an analysis and assessment of epistemological anarchism is proposed from the temporariness of scientific-disciplinary knowledge entailing can assist in asking research questions in educational matters in favor a construction of knowledge based on plurality. In order to solve these questions, we resort to a critical-epistemological analysis using the theorical-methodological framework posed by Feyerabend, framing his thesis and central ideas in the matter regarding research questions with the objective of knowing them in terms of a reconnaissance of methodological and epistemic multiplicity.
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Javier Alejandro Díaz Rodríguez, National Autonomous University of Mexico, Mexico
Faculty of Higher Studies Acatlán, State of Mexico, Mexico.
Doctor and Master in Pedagogy, Bachelor in History; all from the National Autonomous University of Mexico. Full-time Associate Professor “C” at the National Autonomous University of Mexico, Faculty of Higher Studies Acatlán, assigned to the Pedagogy Program.