Interpretivism and positivism are two popular research paradigms. To understand both, it is best to start with understanding what research paradigm means.
What is Research Paradigm and How it is Represented?
A research paradigm is defined as a “set of common beliefs and agreements” shared by researchers regarding “how problems should be understood and addressed” (Kuhn, 1962). Therefore, this is a specific way of perceiving the world (a worldview) that shape how we seek answers to research questions. As Guba (1990) argued, a research paradigm is mainly characterised by its ontological, epistemological and methodological dispositions.
What is Ontology and What is Epistemology?
Before I begin to explain, let me assure you that these are two of the complex (philosophical) terms/ideas that not just me but many other researchers I know have struggled to grasp during early days of their academic lives. Understanding the two concepts makes it much easier to understand the nature of different research paradigms and their methodological applications. Remember, understanding is the key here, not remembering the definitions. As a PhD student (7 years ago), I tried to understand by reading everything I could find but it only gave me a theoretical level understanding. However, once I began to apply the constructs to everyday life and all sorts of academic/non-academic problems that we come across in mundane life, it helped me to become more comfortable with the two terms and their research implications. I still use this in qualitative research sessions to aid student understanding.
Nevertheless, let us begin with definitions. Ontology is the nature of reality (Hudson and Ozanne, 1988) and the epistemology is the relationship between the researcher and the reality or how this reality is captured or known (Carson et al., 2001). Following is my understanding and interpretation of the two terms.
Ontology is concerned with identifying the overall nature of existence of a particular phenomenon. When we seek answers (reality) to our research questions, we are referring to a particular type of knowledge that exist external to the researcher. It is just the way things are. On the contrary, epistemology is about how we go about uncovering this knowledge (that is external to researcher) and learn about reality. So it is concerned with questions such as how do we know what is true and how do we distinguish true from falls? Therefore, epistemology is internal to the researcher. It is how they see the world around them.
For example, if you were asked whether it will rain tomorrow, there are two obvious responses to this question (YES or NO). Can they be any other responses here? What about the relationship between two constructs (e.g. Price and Demand/Advertising and Market Share). We know that there are at least a finite number of relationships. But what is your response if I say that I have asked my partner to stay home, take care of the kids, and manage household things. Is it right or wrong? How many responses will we get from a classroom of students? Some will say “NO” categorically, whilst some international students might say “YES”. There are also some students that say, “it depends” and continue with follow up questions regard how close our extended families live by, our current financial situation, the sort of job my wife does etc. The response to this question unlike the previous is contextually bound and multiple.
The nature of reality (ontological disposition) that the above two questions refer to is distinct from one another. The first question refers to a reality that is dichotomous. There are similar questions in our everyday life that refers to such realities (right/wrong, true/falls, good/bad, etc.). This dichotomous reality exists independent of who is doing the research and two different researchers, therefore, will be able to arrive at same conclusions. We see a positivistic ontology here. On the contrary, the nature of reality that the second question refers to is contextually bound. There are multiple realities that will result depending on who is doing the research and where/when the research is conducted. Again, some situation/problems we encounter in our everyday lives are quite similar to this and refers to an interpret ontology.
Considering the responses given by us (let us say from a classroom of students) to the second question, some students were categorical “YES” or “NO” responses whilst some were less affirmative and needed to understand the context of which the question was asked. These two types of students represent two epistemological dispositions: one having a positivistic epistemology (YES or No students) and the other having an interpretive/constructivist epistemology. This is how these students perceive the world around them and approach to understand the realities that exist in the outside world.
Of course, there are several research paradigms (ontological, epistemological and methodological traditions/ideologies) that we come across in research but prevalently positivism, interpretivism, and pragmatism have attracted interest and debate. Let’s discuss positivism and interpretivism in detail.
Positivism:
The positivist ontology believes that the world is external (Carson et al., 1988) and that there is a single objective reality to any research phenomenon or situation regardless of the researcher’s perspective or belief (Hudson and Ozanne, 1988). Thus, they take a controlled and structural approach in conducting research by identifying a clear research topic, constructing appropriate hypotheses and by adopting a suitable research methodology (Churchill, 1996; Carson et al., 2001). Positivist researchers remain detached from the participants of the research by creating a distance, which is important in remaining emotionally neutral to make clear distinctions between reason and feeling (Carson et al., 2001). They also maintain a clear distinction between science and personal experience and fact and value judgement. It is also important in positivist research to seek objectivity and use consistently rational and logical approaches to research (Carson et al., 2001). Statistical and mathematical techniques are central to positivist research, which adheres to specifically structured research techniques to uncover single and objective reality (Carson et al., 2001). The goal of positivist researchers is to make time and context free generalizations. They believe this is possible because human actions can be explained as a result of real causes that temporarily precedes their behaviour and the researcher and his research subjects are independent and do not influence each other (Hudson and Ozanne, 1988). Accordingly, positivist researchers also attempt to remain detached from the participants of the research by creating distance between themselves and the participants. Especially, this is an important step in remaining emotionally neutral to make clear distinctions between reason and feeling as well as between science and personal experience. Positivists also claim it is important to clearly distinguish between fact and value judgement. As positivist researchers they seek objectivity and use consistently rational and logical approaches to research (Carson et al. 2001; Hudson and Ozanne 1988).
Interpretivism:
The position of interpretivism in relation to ontology and epistemology is that interpretivists believe the reality is multiple and relative (Hudson and Ozanne, 1988). Lincoln and Guba (1985) explain that these multiple realities also depend on other systems for meanings, which make it even more difficult to interpret in terms of fixed realities (Neuman, 2000). The knowledge acquired in this discipline is socially constructed rather than objectively determined (Carson et al., 2001, p.5) and perceived (Hirschman, 1985, Berger and Luckman, 1967, p. 3: in Hudson and Ozanne, 1988).
Interpretivists avoid rigid structural frameworks such as in positivist research and adopt a more personal and flexible research structures (Carson et al., 2001) which are receptive to capturing meanings in human interaction (Black, 2006) and make sense of what is perceived as reality (Carson et al., 2001). They believe the researcher and his informants are interdependent and mutually interactive (Hudson and Ozanne, 1988). The interpretivist researcher enters the field with some sort of prior insight of the research context but assumes that this is insufficient in developing a fixed research design due to complex, multiple and unpredictable nature of what is perceived as reality (Hudson and Ozanne, 1988). The researcher remains open to new knowledge throughout the study and lets it develop with the help of informants. The use of such an emergent and collaborative approach is consistent with the interpretivist belief that humans have the ability to adapt, and that no one can gain prior knowledge of time and context bound social realities (Hudson and Ozanne, 1988).
Therefore, the goal of interpretivist research is to understand and interpret the meanings in human behaviour rather than to generalize and predict causes and effects (Neuman, 2000; Hudson and Ozanne, 1988). For an interpretivist researcher it is important to understand motives, meanings, reasons and other subjective experiences which are time and context bound (Hudson and Ozanne, 1988; Neuman, 2000).
The following table summarizes the differences between the two research paradigms:
Ontology and epistemological differences of positivism and interpretivism
(Adopted from Carson et al. 2001, p. 6)
|
|
|
Ontology |
Positivist |
Interpretivist |
Nature of ‘being’/ nature of the world
Reality |
Have direct access to real world
Single external reality |
No direct access to real world
No single external reality |
Epistemology |
|
|
‘Grounds’ of knowledge/ relationship between reality and research |
Possible to obtain hard, secure objective knowledge
Research focus on generalization and abstraction
Thought governed by hypotheses and stated theories |
Understood through ‘perceived’ knowledge
Research focuses on the specific and concrete
Seeking to understand specific context |
Methodology |
|
|
Focus of research
Role of the researcher
Techniques used by researcher |
Concentrates on description and explanation
Detached, external observer
Clear distinction between reason and feeling
Aim to discover external reality rather than creating the object of study
Strive to use rational, consistent, verbal, logical approach
Seek to maintain clear distinction between facts and value judgments
Distinction between science and personal experience
Formalized statistical and mathematical methods predominant |
Concentrates on understanding and interpretation
Researchers want to experience what they are studying
Allow feeling and reason to govern actions
Partially create what is studied, the meaning of phenomena
Use of pre-understanding is important
Distinction between facts and value judgments less clear
Accept influence from both science and personal experience
Primarily non-quantitative
|
- Berger, P. L., and Luckman, T. (1967). The Social Construction of Reality: A Treatise in Sociology of Knowledge, New York: Irvington Publishers.
- Black, I. (2006). The presentation of interpretivist research. Qualitative Market Research: An International Journal, 9(4), 319–324.
- Carson, D., Gilmore, A., Perry, C., and Gronhaug, K. (2001). Qualitative Marketing Research. London: Sage.
- Churchill, G. A. (1996). Basic Marketing Research (3rd Ed.), Fort Worth, TX: The Dryden Press.
- Guba, E. G. (Ed.). (1990). The paradigm dialog. Sage publications.
- Hirschman, E. C. (1985). Primitive Aspects of Consumption in Modern American Society. Journal of Consumer Research, 12, 237-249.
- Hudson, L., and Ozanne, J. (1988). Alternative Ways of Seeking Knowledge in Consumer Research. Journal of Consumer Research, 14(4), 508–521.
- Hunt, S. D. (1983). Marketing Theory. Homewood, IL: Richard D. Irwin
- Kuhn, T. S. (1962). The Structure of Scientific Revolutions Vol.
- Lincoln, Y., and Guba, E. (1985). Naturalistic Inquiry. London: Sage.
- Neuman, L. W. (2000). Social Research Methods: Qualitative and Quantitative Approaches (4th Ed.), USA: Allyn and Bacon.
Dr Prabash Edirisingha
Newcastle Business School
Northumbria University, UK
I put together this general introduction to ontology:
Hope it can serve as a parallell “reading” to this nice blog post.
This is great…Thank you for sharing!!!
Between Single and Multiple reality, which one is good for Business or Management research? answer with justification please.
Hi Chisala, Did you get anything on single and multiple reality. Would be interested to have a read on this.
Good assessment , it really helped.
What is the name of the original Hudson and Ozanne 1988 research paper please?
Hudson LA & Ozanne JL, Alternative ways of seeking knowledge in consumer research, Journal of consumer research, vol 14(March 1988), pp. 508-521
you have your in-text citation but where is your reference list?
Thank you..I better put it up soon.
Have you put them up yet? I would quite like to read them and be able to reference them myself in an assignment I am doing.
Thanks a lot! very helpful!
very clear explanations – thank you
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Can you give the full Carson et al 1988 research paper title etc…please
[…] At this point, you might ask whether arts and sciences are so different. Can’t one person be an artist and a scientist? Perhaps they can, but when researching into writing theory I came across a lot of literature that would suggest there are pretty big differences between what kinds of things arts and science people value about writing – basic beliefs and attitudes. Chandler, for example, has approached characteristic differences between Classical and Romantic ways of thinking. Classical writers value planning, logic, order, structure, purpose, rigour, and objectivity. Romantic writers, by contrast, favour discovery, freedom, lack of structure, enjoyment, and emergent form. Classical relates to the sciences, Romantic relates to the arts. Similar characteristic differences can be found between positivism and interpretivism. […]
Appreciate this! 🙂 Thank you!
Thank you, very helpful 😀
Hi,
what is the original paper for Carson et al. 2001?
Great article, many thank .
M
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Article revised and references are listed. Thank you for all the comments and I am glad it has helped in your work.
Hello, Do you have a reference Black (2006).
great article, Much needed a simple way of understanding these process . Well done and nice one
Thank you!!! Here it is: • Black, I. (2006). The presentation of interpretivist research. Qualitative Market Research: An International Journal, 9(4), 319–324. Cheers!!
Great piece….It has helped me. It was easy to understand
thank you it has been very helpful
Will Mr Prabash help me to understand more?
I’m lost with my understanding on certain things regards to ontological and epistemological.
Hi, I am really sorry for this late response. I would have been happy to discuss this with you but I was busy shifting from one country to another with my family after the PhD. You may contact me on prabash.edirisingha@northumbria.ac.uk, if you still need any help regarding the topic. Kind Regards, Prabash
Reblogged this on discordion {Artist Ian Pritchard} and commented:
Had a seminar today on the philosopher Karen Baras wish I had stumbled onto this yesterday. Thanks for this post.
This was very helpful even as i work on my dissertation
[…] https://prabash78.wordpress.com/2012/03/14/interpretivism-and-postivism-ontological-and-epistemologi… […]
It’s helpful, thanks.
But the title has incorrect spelling.
It’s ‘positivism’ not ‘postivism’. 🙂
Thanks Ellen…kind of you to point it out.
Thank u so much for this very clear, constructive and helpful post and I hope that you will post more from now on.
Research Strategy
Once you have an idea of the research approach that you are going to take, you next need to think about a research strategy that will lead you to find answers to your research question. That is, you need to think about your methodology and methods. You should get going on this near the start of your project and certainly before you do any data collection. It is at this stage that you would consider, for instance, whether your research is going to involve a survey, one or more case studies, some action research, participant observation, or some other methodology. Whatever choice you make, you must be able to justify it in terms of your learning objectives, your research question, and your research approach.
Your thinking at this stage should involve quite a high level of detail. For example, if your project were to involve in-depth interviewing, you would need to justify:
who is to be interviewed, and why
what questions are to be asked, and why
how open ended you would like the responses to be, and why how will the responses be recorded, and why
how will these responses be analysed and why
how will conclusions be drawn from the analysis, and why.
You are expected to be methodologically aware; – this means not only that you know what you are doing but also that you are able to provide the rationale for why you are doing it. For example, the design of interview questions should (normally) be based upon appropriate theory. Therefore, you will be expected to read and refer to appropriate textbooks on research methodology. Your reading might begin with the recommended text book (see section 3.1 in these guidelines) and move on from there as your needs become more specific.
Issues that you are likely to encounter in the course of your thinking and discussion about methodology include:
what your learning objectives might mean in terms of practical implementation
how to ensure ethical conduct in your research
how to derive research questions, hypotheses or a project brief what reading you should focus on and when
how to identify, contact and talk to clients or to staff in study organisations
the design of your data-gathering approach or instrument pilot-testing your data-gathering approach or instrument
what tools you will use to record and organise your data what methods you will use to analyse your data
the synthesis of data and how to derive theory (or learning) from it review and redesign of objectives, methodology, and reading project management (timetable, resources, review dates etc.) critical engagement with your methodology and results
learning review
alternative (creative) ways of writing up.
As with objective setting, your methodology should be the subject of continuous review and revision in the light of progress so far.
Remember
You need to be methodologically aware to get the best learning from your project.
You need a methodology that is consistent with your research approach, and is designed to both answer your research question and fulfil your learning objectives.
Your methodology should describe not only how you will undertake the research, what data you will use and how you will analyse it, but also, why this is an appropriate design for your particular project.
Once you have begun an investigation, you have invested time in it. It is generally not rewarding to have to repeat work simply because you did not spend the time, in advance, planning how you were going to use (or analyse) the results of your investigation.
There is never time to do the planning perfectly! You do need a record of actions though.
[…] can use different ways to order the links between ontology, epistemology (theory of knowledge or “how we know what […]
please help me with this question’compare and constrast the positivist and naturalist perseception in social work
Hi, what is your question exactly?
compare and constract the positivist and naturalist perception about reality in social work
Helpful indeed sir.
Thank you for this.
It has really helped me wrap my head around some of the philosophical underpinnings of research and the references are also very helpful, as I plan to do more reading.
Hello.This post was really motivating, particularly since I was searching for thoughts on this issue last Thursday.
great points altogether, you simply won a new reader. What might you suggest about your put up that you just made a few days in the past? Any certain?
Thank you for the info.
Reblogged this on Midwife Jen and commented:
great article!
Good day, I would like to ask for the correct and full Harvard reference for your article, Mr Edirisingha. This one entitled, ‘Interpretivism and Positivism (Ontological and Epistemological Perspectives). Could you perhaps help me? Thank you and kind regards
Very helpful, thank you.
Great appreciation and thanks for an easy to understand explanation, it is a great help for a novice like myself. Thank you also for sharing of your sources, really much appreciated.
Thank you for this post. It made the complex a lot simpler for me to understand. It’s priceless.
Thank you Sarah
Thanks a lot. The simplicity of your writing makes it easier to wrap my head around these rather complex and heavily written/re-written concepts. Novice academics like myself appreciate the dejargonized approach!
Hello, is it possible to use both qualitative and quantitative data collection methods in Interpretivism without necessarily making it a mixed method?