Rationality, Imagination and Advocacy in Educational Research

Abstract

Enterprising projects require a mixture of the imaginative and rational, not the rejection of one in favour of the other. Where a clear distinction is made, the imaginative and rational may support different doctrines on how knowledge and understanding should be acquired. Where attempts are made to draw on both as analytic and creative resources, e.g. as in the qualitative treatment of new social data, researchers may have the task of developing a complementary approach to social enquiry which combines objectivity with intuition and detachment with feelings of rapport. The data obtained often require an advocacy approach to argument, one where a persuasive line of argument is designed to establish the relative strength of a case in what may well be an adversarial context of claims and counter‐claims. Where research deals with various kinds of evidence, e.g. objective and subjective, research methods must be argued as compatible with a research problem and its context, and not dictated arbitrarily by research doctrine. An example is given of what is claimed to be a rational, linear approach to developing the internal logic of a research report; the claim is discussed that rationality and imagination may be complementary in speculative research; and an advocacy approach to presenting a research case is discussed.

Citation

Simpkins, W.S. (1990), "Rationality, Imagination and Advocacy in Educational Research", Journal of Educational Administration, Vol. 28 No. 3. https://doi.org/10.1108/09578239010140362