A Critical Look at the Technological Trends of Qualitative Research
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In a past few decades, significant growth in qualitative research has been made in the area of early childhood education. This has recently brought forth reflective critiques on the quality of the research. In particular, it is often noted that the method-centered tendency to prefer research techniques to research logic has spread among qualitative researchers, which could be termed as “technological” by nature. This study attempts to concretely analyze such technological trends of qualitative research at the level of their philosophical basis and presuppositions. Drawing upon Martin Heidegger’s existential-ontological analysis of modern technology, Jacques Ellul’s reflections on instrumental rationality embedded in today’s technical phenomena, and Don Ihde’s understandings of transformational structures of existential techniques, the analysis made in this study pays attention to the ways in which such technological trends show disinterested and decontextualized tendency against deep and multiple layers of meaning hidden in children’s educational reality.
Abstract
In a past few decades, significant growth in qualitative research has been made in the area of early childhood education. This has recently brought forth reflective critiques on the quality of the research. In particular, it is often noted that the method-centered tendency to prefer research techniques to research logic has spread among qualitative researchers, which could be termed as “technological” by nature. This study attempts to concretely analyze such technological trends of qualitative research at the level of their philosophical basis and presuppositions. Drawing upon Martin Heidegger’s existential-ontological analysis of modern technology, Jacques Ellul’s reflections on instrumental rationality embedded in today’s technical phenomena, and Don Ihde’s understandings of transformational structures of existential techniques, the analysis made in this study pays attention to the ways in which such technological trends show disinterested and decontextualized tendency against deep and multiple layers of meaning hidden in children’s educational reality.
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