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Professor Sharon F. Rallis Dr. Ayman Khalifah

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

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Professor Sharon F. Rallis Dr. Ayman Khalifah

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  1. 2010 Integrating Multiple Epistemologies in the Teaching and Practice of Inquiry at the University Level Professor Sharon F. Rallis Dr. Ayman Khalifah 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). • What is knowledge? • How it is acquired? • How it is legitimated?

  4. Knowledge: where does it come from?

  5. How is knowledge acquired? Three Approaches to Knowing: • Externalist: The external world affects what we can and should know (John Locke). • Internalist: The internal structure of the mind, culture, or language affects knowledge (Immanuel Kant). • 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 Dialectical Relations External Relations Internal Relations Critical Theory Positivism Hermeneutic/ Interpretive Postpositivism Structuralism Poststructuralism/Postmodernism

  7. Example: Basic Assumption in Positivism, Postpositivism, Hermeneutic/Interpretive Epistemologies (adapted from Lincoln & Guba, 1994)

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

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

  10. SuggestedStrategies • Establish the epistemological dialogue: • Assumptions about the nature of reality, knowledge, and knowing: Objectivity Subjectivity

  11. Suggested Strategies… • Establish the epistemological dialogue… 2. Assumptions about the nature of society: Status Quo Radical Change

  12. Suggested Strategies… • Contrasting personal assumption with different epistemologies “Source: Rallis & Rossman (2003)” Radical Change Status Quo Subjectivity Objectivity Critical Humanism Critical Realism Interpretivism Positivism

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

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

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

  16. Strategies Summarized • Establishing Epistemological dialogue • Raising the dialogue to the critical debate. • 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.

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