Discussion: Philosophy Of Science — How Does The Lens Work ✓ Solved

Discussion: Philosophy of Science How does the lens from wh

How does the lens from which you view the world shape your approach to research inquiry? Why is it important as a scholar-practitioner engaged in research to acknowledge your worldview? Reflect on how your assumptions about the acquisition of truth and the nature of the world influence your approach to the research process. Identify an area of interest for a possible research topic. As you read about the different philosophical orientations in this week’s readings, consider if one of these orientations most closely aligns with your worldview and a particular approach to research.

Post a brief description of your topic of research interest. Next, state the philosophical orientation that reflects your worldview and explain the epistemological and ontological assumptions of this orientation. Then, explain how these assumptions lend themselves to one or more research approaches. Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

Describe topic of personal research interest - Racism. Explain epistemological and ontological assumptions of philosophical orientations. Explain relationship between epistemological and ontological assumptions and research approaches. Apply APA Style to writing.

Paper For Above Instructions

In the realm of social sciences, the lens through which one perceives reality significantly influences not only personal beliefs but also the approach to research inquiry. My research interest revolves around the topic of racism, a pressing issue that continues to affect societies worldwide. Specifically, I am interested in exploring how systemic racism manifests in educational institutions and perpetuates inequalities in academic achievement.

Worldview and Philosophical Orientation

As a scholar-practitioner, it is crucial to recognize and articulate my worldview, which shapes my understanding of both epistemology—the nature of knowledge—and ontology—the nature of being. My philosophical orientation aligns most closely with constructivism, which posits that individuals construct knowledge through their experiences and interactions with the world (Berger & Luckmann, 1966). This orientation contends that understanding is not merely a reflection of an objective reality, but rather a subjective construction influenced by social, historical, and contextual factors.

The epistemological assumptions of constructivism suggest that knowledge is not absolute but rather constructed and contextual. This view aligns with the notion that my understanding of racism can vary based on personal experiences and cultural background. Ontologically, constructivism posits that reality is multiple and socially constructed; hence, the experiences of marginalized groups can profoundly shape societal understandings of racism (Creswell, 2013).

Research Approaches Aligned With Constructivism

The implications of these assumptions are significant for my research methodology. A constructivist perspective would lend itself well to qualitative research methods, which favor an in-depth exploration of individuals' experiences and social contexts. Qualitative methodologies, such as interviews or focus group discussions, allow me to capture the nuanced ways in which racism operates within educational settings and affects the lived experiences of students. Such an approach acknowledges the subjective nature of knowledge and seeks to understand rather than quantify the complexities of racism.

Furthermore, the qualitative approach allows for the collection of rich, descriptive data that can illuminate the personal and systemic facets of racism. This research would not only contribute to academic discussions but also have practical implications for policymakers and educators aiming to address institutional racism (Merriam & Tisdell, 2015).

Research Interest: Racism in Education

My specific area of interest is the impact of systemic racism on academic experiences and outcomes in K-12 education. I aim to explore how students of color navigate educational institutions and how educators’ perceptions of these students influence their academic trajectories. By centering the voices of affected students and the educators who interact with them, I hope to construct a comprehensive understanding of the intersection between race and education.

Conclusion

In conclusion, the lens through which I view the world—a constructivist perspective—profoundly influences my approach to research regarding racism in education. Acknowledging my worldview is essential as a scholar-practitioner, as it shapes my research questions, methodology, and interpretation of findings. By employing qualitative methods, my research will strive to uncover hidden narratives and promote understanding of the pervasive effects of racism, ultimately contributing to the ongoing discourse about equity in education.

References

• Babbie, E. (2017). Basics of social research (7th ed.). Boston, MA: Cengage Learning.
• Berger, P. L., & Luckmann, T. (1966). The social construction of reality. New York, NY: Doubleday.
• Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
• Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: Jossey-Bass.
• Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (2020). Research designs and methods: An applied guide for the scholar-practitioner. Thousand Oaks, CA: Sage.
• Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Thousand Oaks, CA: Sage Publications.
• Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Thousand Oaks, CA: Sage Publications.
• Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Thousand Oaks, CA: Sage Publications.
• Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research (4th ed.). Thousand Oaks, CA: Sage Publications.