Shifting Epistemologies for Discipline and Rigor in Educational Research: Challenges and Opportunities from Digital Humanities

Autor/inn/en	Priem, Karin; Fendler, Lynn
Titel	Shifting Epistemologies for Discipline and Rigor in Educational Research: Challenges and Opportunities from Digital Humanities
Quelle	In: European Educational Research Journal, 18 (2019) 5, S.610-621 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904118820433
Schlagwörter	Epistemology; Educational Research; Humanities; Test Reliability; Test Validity; Scientific Research; Intellectual Disciplines; Barriers + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Bildungsforschung; Pädagogische Forschung; Geisteswissenschaften; Humanwissenschaften; Testreliabilität; Testvalidität
Abstract	This article historicizes "rigor," discipline," and "systematic" as inventions of a certain rational spirit of Enlightenment that was radicalized during the 19th century. These terms acquired temporary value in a transition during the 19th century when a culture of research was established within a modern episteme. Beginning in the 20th century, this development was perceived as problematic, triggering criticism from philosophy and the arts, and even within the sciences. "Discipline," "rigor," and "systematic" have changed meanings over time, and recent contributions from digital humanities are promising for a renewed critical debate about rigor in research. Both digital humanities and quantitative research deal with big data sets aimed at providing a large-scale analysis. However, unlike most quantitative research, digital humanities explore uncertainties as their main focus. Attention to the human-machine collaboration has led to more expansive thinking in scientific research. Digital humanities go further by advancing a metaperspective that deals with the material hermeneutics of data accumulation itself. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01