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Interpretivism may refer to: Interpretivism (social science), an approach to social science that opposes the positivism of natural science; Qualitative research, a method of inquiry in social science and related disciplines; Interpretivism (legal), a school of thought in contemporary jurisprudence and the philosophy of law
In social science, antipositivism (also interpretivism, negativism [citation needed] or antinaturalism) is a theoretical stance which proposes that the social realm cannot be studied with the methods of investigation utilized within the natural sciences, and that investigation of the social realm requires a different epistemology. Fundamental ...
Interpretivism is a school of thought in contemporary ... Hermeneutics has now expanded to many varied areas of research in the social sciences as an alternative ...
Verstehen (German pronunciation: [fɛɐˈʃteːən] ⓘ, lit. transl. "to understand"), in the context of German philosophy and social sciences in general, has been used since the late 19th century – in English as in German – with the particular sense of the "interpretive or participatory" examination of social phenomena. [1]
Interpretive Social Science (2018) written with Mark Bevir, offered a systematic defense of interpretivism as the philosophical framework appropriate to guiding research across the human sciences, including in the fields of political science, sociology, economics, and psychology.
Interpretivism is a DAB with links to Antipositivism and Qualitative_research, so that's interesting, but the articles (especially the former) contain many refs that presumably explain more details on the perspective.
Interpretative phenomenological analysis (IPA) is a qualitative form of psychology research. IPA has an idiographic focus, which means that instead of producing generalization findings, it aims to offer insights into how a given person, in a given context, makes sense of a given situation. Usually, these situations are of personal significance ...
Phenomenography is a qualitative research methodology, within the interpretivist paradigm, that investigates the qualitatively different ways in which people experience something or think about something. [1] It is an approach to educational research which appeared in publications in the early 1980s.