Constructivist Paradigm of Inquiry – Combined Notes

Paradigm of Inquiry
 A paradigm of inquiry is a basic belief system or worldview that guides how research is
understood and conducted.
 It provides assumptions about:
o Ontology – What is reality?
o Epistemology – What counts as knowledge and how is it obtained?
o Methodology – How should reality be studied?
 Different paradigms (positivist, post-positivist, constructivist, participatory, critical) offer
distinct lenses to study and interpret reality.
 In phenomenological perspectives, inquiry is linked to being-in-the-world and humans’
inalienable presence.
 Example:
o A positivist researcher studying stress might measure cortisol levels (objective).
o A constructivist researcher would explore how people experience and interpret
stress in their own lives (multiple realities).

Introduction to the Constructivist Paradigm

 Core Idea: Reality is not fixed or external; it is constructed by people in specific contexts
through shared experiences, language, and interaction.
 Ontology (Nature of reality): Relativist realism → multiple, shifting realities exist,
shaped by individuals and groups.
o Example: “Success” could mean high grades for one student, but creative
freedom for another.
 Epistemology (Nature of knowledge): Knowledge is co-created by researchers and
participants through interaction and interpretation.
o Example: An anthropologist learns about rituals by both observing and
participating, and through locals’ interpretations.
 Theory: Relative and changeable → prediction, causality, and generalization are difficult.
 Navon (2001):
o Rationalist: the mind unveils reality.
o Post-modernist: the mind invents reality.
o Constructivist: the mind creates reality.
o Example: Gravity exists, but as a concept it only has meaning because humans
named, explained, and agreed upon it.

Constructivism vs. Social Constructionism

 Social Constructivism: Focus on the individual constructing meaning.
o Example: A child learns what fairness means from personal experiences.
 Social Constructionism: Focus on socially negotiated meaning within groups.
o Example: “Human rights” exist because societies collectively agreed on them.
  Common Ground: Both reject the idea of an external, fixed reality; instead, meaning
arises from interaction.
 Symbolic Interactionism (Mead, Blumer): Humans interpret symbols and actions, not
just react.
o Example: A smile can mean friendliness, sarcasm, or mockery depending on
context.

Core Assumptions of Constructivism (Guba & Lincoln, 1989)

 Reality is constructed by humans, not objectively “out there.”
o Example: Money only has value because people collectively agree it does.
 Knowledge is interpretive and contextual, created by active subjects.
o Example: A teacher’s effectiveness is understood differently in different cultures.
 Social and cultural factors shape shared meanings.
 Cause and effect are inseparable; phenomena mutually shape one another.
o Example: In education, student motivation influences teaching style, and
teaching style influences motivation.
 Inquiry is value-bound; researcher and researched continuously influence each other.
o Example: A feminist researcher studies workplaces with awareness of gender
inequality.

Axioms of the Constructivist Paradigm (Guba & Lincoln, 1985)

1. Ontological: Multiple, holistic realities exist.
o Example: Climate change may be viewed scientifically (temperature data),
politically (policy debates), or spiritually (imbalance with nature).
2. Epistemological: Knowledge is co-created; researcher and participant influence each
other.
o Example: In an interview about trauma, the participant may rethink experiences
while the researcher’s understanding also evolves.
3. Methodological: Findings are contextual, not universal laws.
o Example: A case study on one school’s teaching style cannot be generalized to all
schools.
4. Causal Linkages: Cause and effect are inseparable; entities shape one another
simultaneously.
o Example: Poverty limits education, and lack of education leads to poverty.
5. Axiological: Inquiry is value-bound; researcher’s cultural background and biases shape
research.
o Example: A Western researcher might study gender roles focusing on careers,
while another culture might focus on family roles.
✨ Summary: Knowledge is not discovered but constructed. It is always contextual, relational,
and shaped by values.

Axioms of the Constructivist Paradigm (Guba & Lincoln, 1985)

1. Ontological Axiom: Multiple, holistic realities exist
 Meaning: Reality is not a single, fixed truth. Instead, people experience and understand
the world in different ways depending on their background, culture, and situation. All
these realities are valid in their own context.
 Example: Climate change can be experienced as a scientific reality (measured in rising
temperatures), as a political reality (debates about policies), or as a spiritual reality (a
community may see it as a sign of imbalance with nature). Each version is meaningful
within the worldview of the people holding it.
2. Epistemological Axiom: Researcher and participant influence each other
 Meaning: In constructivist research, knowledge is co-created. The researcher doesn’t
just “collect” facts like a neutral observer; instead, their presence, questions, and
interpretations actively shape the knowledge that emerges.
 Example: During an interview about trauma, the participant may reflect on experiences
in new ways because of the questions asked. At the same time, the researcher may also
develop new insights or shift their understanding of trauma. Both sides change through
the process.
3. Methodological Axiom: Findings are contextual; no universal laws
 Meaning: Research outcomes in constructivism are always tied to the specific people,
culture, and setting studied. Unlike positivism, constructivism does not aim for universal
generalizations.
 Example: A case study exploring how one school fosters creativity may give deep
insights into that particular school’s culture. But those findings cannot automatically be
applied to all schools, because each has its own unique environment and values.
4. Causal Linkages Axiom: No clear separation of cause and effect
 Meaning: Constructivism rejects the idea of linear “A causes B.” Instead, phenomena
influence each other in a web of mutual shaping. Causes and effects are intertwined.
 Example: Poverty and education affect each other. Lack of education can lead to
poverty, but poverty can also limit access to education. It is not one-directional; both feed
into each other.
5. Axiological Axiom: Inquiry is value-bound
 Meaning: Research is never value-free. A researcher’s own values, cultural background,
and assumptions shape how they frame questions, interpret findings, and even choose
what to study in the first place.
 Example: A researcher studying gender roles may unconsciously highlight issues that are
especially important in their own culture. For instance, a Western researcher might focus
on equality of career opportunities, while someone from another culture might focus on
family roles
✨ In short, these axioms emphasize that knowledge is not discovered but constructed. It is
always shaped by context, relationships, and values — making constructivist research rich in
meaning but less concerned with universal laws.

Constructivism vs. Foundationalism

  Foundationalism: Knowledge rests on basic, undeniable truths (Descartes: “I think,
therefore I am”).
 Constructivism: Rejects universal foundations; knowledge emerges through
interpretation.
 Example: “Justice” means different things in different societies and times, rather than
one fixed truth.

Types of Constructivism (Schwandt, 2000)

1. Weak Constructivism
 Knowledge is socially and ideologically influenced but constrained by some external
reality.
 Linked with critical theory, exposing ideology in knowledge.
 Allows some objectivity and scientific standards.
 Longino (1993): Criteria for critique → shared standards, community response, equality
of intellectual authority.
 Example: In peer review, researchers agree on evaluation criteria while acknowledging
subjectivity.
2. Strong Constructivism
 Knowledge is fully shaped by language and discourse.
 Truths are community-based, changing, and sometimes incommensurable.
 Leads to epistemological relativism (no universal truth).
 Advocates (e.g., Gergen, 1994) → promotes democracy of thought and critique.
 Critics (e.g., Denzin, 1997) → lived experience can still depict reality.
 Example: The meaning of “family” varies so much across societies that no universal
definition exists.

Criticisms of Constructivism
 Relativism: If all realities are valid, how do we compare truth?
o Example: Can both “Earth is flat” and “Earth is round” be equally true just
because communities believe them?
 Generalization Problem: Findings are context-specific, not universally applicable.
o Example: Parenting styles in Japan may not apply to the U.S.
 Incommensurability: Different worldviews may be impossible to compare.
o Example: Scientific medicine vs. traditional healing rest on entirely different
logics.

Constructivism in Research
 Rejects positivist aims of prediction, control, and universal truth.
 Focuses on understanding (verstehen) of human actions, meanings, and interactions.
 Uses qualitative methods → ethnography, narrative inquiry, discourse analysis, case
studies.
 Knowledge emerges through dialogue, negotiation, and reflection.
 Outcomes are co-created stories and contextual insights, not universal laws.
 Example: Instead of testing one definition of “school success,” a constructivist
researcher gathers student stories to understand diverse meanings of success.