This paper compares conceptualizations of knowledge by critical and social realism on the one hand and the social realist school in the sociology of education on the other. Although both schools appeal to ontological realism and judgmental rationality to address a common concern – epistemic relativism – their understandings of these concepts are not well-aligned. Our concern in this paper is that this issue has been misunderstood in problematic ways in research in the field of higher education. …
Read moreThis paper compares conceptualizations of knowledge by critical and social realism on the one hand and the social realist school in the sociology of education on the other. Although both schools appeal to ontological realism and judgmental rationality to address a common concern – epistemic relativism – their understandings of these concepts are not well-aligned. Our concern in this paper is that this issue has been misunderstood in problematic ways in research in the field of higher education. First, we provide some evidence to illustrate this concern. Second, we outline how key scholars in both schools have conceptualized knowledge. Third, we highlight their differences around the usage of ontological realism and judgmental rationality. Fourth, we discuss what is at stake for educational research and practice. Finally, we urge caution by researchers when claiming that the social realist school’s approach is philosophically supported by Bhaskar’s critical realism and Archer’s social realism.
