I like defining Educational Research as “systematic investigation into any aspect of education”. In simple words educational research can be written as a systematic activity that can be done when there is problem related with educational sector and that has to be resolved. I agree with Esther and Renzo that it is an approach to create a new knowledge in any kind of education related activities.

I do also agree with Pedro and Farina in a way that the type of educational research could be various from basic to applied and to strategic or any other. Similarly the aspect could be to finding out innovation in education, finding out solution to simple/complex, negative/positive impact,  psychological, social, behavioral, implementing, assessing, etc, etc problem in (teaching) learning process and the environment.

The next reading task was about reading chapter of the textbook and reflect on matter that makes me confused or I don't understand clearly. Therefore my reflection was:

Reading this chapter made me think that I can be more precise and clear to adopt the appropriate methodology according to the essence of my research area. Being objective, Subjective or Ideology critique depends on the circumstance and the need to investigate. 

 Normative paradigm of research applies for objective reasons. When I see the link of individual and society to all these developed mechanism then I feel confused why normative paradigm of research is so much criticized that it contribute to dehumanization. The development of society culture is itself turning materialistic. The materialistic development is in enormously growing.  In this context I am compelled to think when social culture is becoming objective to explore and use different possibilities of nature then objective research paradigm is suitable in most of the cases to give objective solutions to the problem.

 

 But on the other side the critical theory demonstrate the best approach as it tends to critically analyze the behavioral, cultural and several other attributes of the individual and society in order to change and emancipate. It has been explained that critical theory method in educational research is best suited because it fulfills the real need of education in a sense that it has the tendency to fulfill the negligence of political and ideological context done by normative and interpretative paradigms.  It is mentioned that critical paradigm has to transform society into egalitarian society where individual and collective freedom can be practiced. This sounds like bringing revolutionary change or transformation. And the practical methodology is applied as action research. But is it easy to measure, examine, prove these abstract changes has empower the people for democracy and emancipation the in the society/ individual? In this context lots of question can be aroused as was researcher themselves empowered for action research? Was action researcher able to dissect the multilayer cultural behavior of society and take action for change?   Is the change dynamic and permanent? I don’t get idea how this approach will give answer to all these sort of questions.

The feedback I got from my tutor Eric was:

Hi Arjun,

I read your response. One of your statements is tthe following:

...then I feel confused why normative paradigm of research is so much criticized that it contribute to dehumanization...

I don't believe that this is the case. Maybe there is criticism of normative paradigm that this kind of research doesn't have a contribution to humanization and emancipation of society. But you cannot turn around this reason. I don''t think people say that normative reasearch is the cause of dehumanization.

Eric

From this I drew conclusion that there are several opinion about each type of research. Each of them have some strength and some drawbacks and it depends of the event, matter and context. Therefore applying any research method meant trying to find out solution or explain the situation from different dimensions. The quality of research depends on various factors besides the type of appropriate paradigm.