1. Integrating Multiple Epistemologies in the Teaching and Practice of Inquiry at the University Level Professor Sharon F. Rallis Dr. Ayman Khalifah 2010 Palestinian Faculty Development Program (PFDP) 2010 Academic Colloquium

2. Why Integrate? Multiple ways of knowing equals multiple ways of conducting research equals increased learning and knowledge

3. What is Epistemology? “The study of knowledge and justified belief… and [it] is about issues having to do with the creation and dissemination of knowledge in particular areas of inquiry” (Zalta, 2005, p. 1). 1. What is knowledge? 2. How it is acquired? 3. How it is legitimated?

4. Knowledge: where does it come from?

5. How is knowledge acquired? Three Approaches to Knowing: 1. Externalist: The external world affects what we can and should know (John Locke). 2. Internalist: The internal structure of the mind, culture, or language affects knowledge (Immanuel Kant). 3. Dialectical: The internal and external factors affect each other and consequently affect knowledge (Georg Wilhelm Friedrich Hegel).

6. Major Epistemologies in Educational Research (adapted from Bredo, 2006) Epistemologies External Relations Positivism Postpositivism Internal Relations Hermeneutic/ Interpretive Structuralism Poststructuralism /Postmodernism Dialectical Relations Critical Theory

7. Example: Basic Assumption in Positivism, Postpositivism, Hermeneutic/Interpretive Epistemologies (adapted from Lincoln & Guba, 1994) PositivismPostpositivism Hermeneutic/In terpretive Ontology Realism: Real reality but apprehendable Critical Realism: Real reality but only imperfectly and probabilistically apprehendable Relativism: “Local and specific constructed realities” Epistemology “Dualist/Objectivist; Findings are true” Modified dualist/objectivist; Findings probably true Subjectivist, Created findings Methodology “Experimental/ manipulative; Verification of hypotheses; Chiefly quantitative methods” Modified experimental/ Manipulative; Falsification of hypothesis; May include qualitative methods Hermeneutical; Dialectical

8. Ontology Epistemology Methodology The What: Definitions of Reality and Knowledge The How: Definitions of Approaches A linear Perception of the Relationship between Ontology, Epistemology, & Methodology

9. A cyclical Perception of the Relationship between Ontology, Epistemology, & Methodology

10. Suggested Strategies Establish the epistemological dialogue: 1.Assumptions about the nature of reality, knowledge, and knowing: SubjectivityObjectivity Reality “Out there”?“In here”? Knowledge “Truth”?“truths”? Knowing “Discovery”?“Exploration”?

11. Suggested Strategies… Establish the epistemological dialogue… 2. Assumptions about the nature of society: Radical ChangeStatus Quo Society OrderlyIn conflict Improvement/EnhancementTransformation/Emancipation

12. Suggested Strategies… Contrasting personal assumption with different epistemologies “Source: Rallis & Rossman (2003)” SubjectivityObjectivity Radical Change Status Quo Critical RealismCritical Humanism InterpretivismPositivism

13. Qualitative Methods Quantitative Methods Status Quo Ideology Reform Ideology Truth –Seeking Epistemology/ontology Perspective –Seeking Epistemology/Ontology Analyzing epistemological standpoint of produced and consumed research: a suggested Cube (adapted from Langenbach et al., 1994 ) Suggested Strategies…

14. Qualitative Methods Example 1: Truth-seeking, Quantitative Approaches, and Status Quo Ideology Studies Reform Ideology Status Quo Ideology Perspective –Seeking Epistemology/ontology Truth –Seeking Epistemology/ontology Quantitative Methods Analyzing epistemological standpoint of produced and consumed research: a suggested Cube … Analyzing epistemological standpoint of produced and consumed research: a suggested Cube …

15. Qualitative Methods Example 2: Truth-seeking, Qualitative Approaches, and Status Quo Ideology Studies Reform Ideology Status Quo Ideology Perspective –Seeking Epistemology/Ontology Truth –Seeking Epistemology/Ontology Quantitative Methods Analyzing epistemological standpoint of produced and consumed research: a suggested Cube …

16. Strategies Summarized 1. Establishing Epistemological dialogue 2. Raising the dialogue to the critical debate. 3. Reflecting on personal epistemology.

17. In conclusion, Integrating multiple epistemologies in the teaching and practice of inquiry at the university level provides tools to prepare the next generation of researchers to contribute in a multidimensional world.