14.017 - Old and New Empiricisms for Empirical Educational Research

Session Type: Symposium

Abstract

Post qualitative research (St.Pierre, 2011) highlights the “new empirical” (Clough, 2009), new material, posthuman, and ontological turns in education research that refuse the ”old” empiricisms of conventional empirical educational research methodologies. A lesson learned in this “new” work is that though educational researchers study empirical research methodologies, they seldom study the empiricisms that ground them. Thus, it is difficult for them to think and do this work. How can one recognize the “new” if one does not know the “old”? This theoretical/methodological interactive symposium focuses on assumptions that ground taken-for-granted empiricisms in conventional educational research methodologies (logical empiricism, the empiricism of phenomenology) and then introduces “new” empiricisms (a Deleuze/Bergson counter empiricism, and Deleuze’s transcendental empiricism), that enable different knowledge opportunities.

Sub Unit

• Division D - Measurement and Research Methodologies / Division D - Section 3: Qualitative Research Methods

Chair

• Elizabeth A. St. Pierre, University of Georgia

Papers

• Logical Empiricism/Logical Positivism - Elizabeth A. St. Pierre, University of Georgia

• The Hyper-Empiricism of Husserl's Phenomenology - Melissa Freeman, University of Georgia

• Beyond the Rational/Empirical Divide: Implications of Deleuze's Transcendental Empiricism for Qualitative Research - Bridget Pannell, Victoria University - Melbourne

• Rethinking the Quantitative in Sociology - Elizabeth De Freitas, Manchester Metropolitan University

Discussant

• Tyson E. Lewis, University of North Texas