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Comments on Howe: Toward a More Inclusive "Scientific Research in Education"

R. BURKE JOHNSON is a professor at the University of South Alabama, College of Education, Department of Professional Studies, 3700 UCOM, Mobile, AL 36688–0002; bjohnson{at}usouthal.edu. His current research focuses on research methodology and the history and philosophy of social science.

In response to Howe (2009), the author argues that educational research needs multiple thoughtful perspectives. The author’s standpoint is that of a mixed methods research methodologist. Mixed methods research provides an antidualistic and syncretic philosophy and set of approaches or possibilities for merging insights from diverse perspectives; its working goal is to provide pragmatic, ethical solutions to local and societal problems. To achieve this goal, researchers should cease writing articles that construct straw figures (based on old literature), knock them down, and claim Truth. The author of the present article provides a new set of guidelines for an education science that includes a respectful and important place for all. The author also provides a working value theory that resolves some objectivist and subjectivist differences.

Key Words: education science • mixed methods research • positivism

Educational Researcher, Vol. 38, No. 6, 449-457 (2009)
DOI: 10.3102/0013189X09344429


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