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Epistemology?
Author(s): Alan Bryman
Reviewed work(s):
Source: The British Journal of Sociology, Vol. 35, No. 1 (Mar., 1984), pp. 75-92
Published by: Blackwell Publishing on behalf of The London School of Economics and Political Science
Stable URL: http://www.jstor.org/stable/590553 .
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Bryman
Alan
which
doesnot seem to includethe more philosophicaldeliberations
is not
it
milieu
latter
this
In
years.
been in operationin recent
have
technique
particular
a
of
use
the
somuch a problemthat determines
The
buta prior intellectualcommitmentto a philosophicalposition.
these
of
context
the
within
formulated
is then presumably
problem
This suggestion also makes some sense in terms of
commitments.
theindividualbiographiesof many socialresearchers,most of whom
doseem to be weddedto a particularresearchtechniqueor tradition.
up
Fewresearcherstraversethe epistemologicalhiatus which opens
betweenthe researchtraditions.
One peculiarityof the variouswritingswhich have spawnedthese
debatesis the fact that it is the terms'quantitative'and 'qualitative'
whichare used as symbols or referencepoints for the intellectual
Yet the question of the presence or absence of
undercurrents.
data is but a superficialmanifestationof the underlying
quantitative
issues. Indeed, neither directly signifiesthe clusters
epistemological
are
of commitmentsfor which they are presVmedto stand. There
least
at
of
validity
the
deny
would
who
fewhard-nosedpositivists
somequalitativematerial;while many participantobserversemploy
a
a modicum of quantitativeevidence in their research,albeit of
'quasi-statistical'
of
variety
a
use
alternatively
rudimentarykind, or
of
terms,as Gans24calls them. Whilesuch considerationsof degree
that
puzzling
slightly
is
it
forgotten,
be
not
quantificationshould
the
it is this particulardimension of the debate that is taken as
focus.
terminological
TECHNIQUEAND EPISTEMOLOGY
and qualitativerssearch
Thedevbato
about quant-itative
81
call for quantitativedata, when the informationsought is reasonably specific and familiar to the respondents, and when the
researcherhimself has considerableprior knowledgeof particular
problems and the range of responses likely to emerge. All of
these conditions are met in the areasof researchthat have been
the traditionalstrongholdsof the survey-- publicopinionbvoting,
attitudesand beliefs,and economicbehaviour.
Participantobservationis usually more appropriatewhen the
study requires an examination of complex social relationships
or intricate patterns of interaction; ... when the investigator
desires first-hand behavioural information on certain social
processes,such as leadershipand influence in a smallgroup;when
a majorgoal of the study is to constructa qualitativecontextual
picture of a certain situation or flow of events; and when it is
necessary to infer latent value patterns or belief systems from
such behaviour as ceremonialpostures, gestures, dances, facial
expressionsor subtleintlectionsof the voice.26
Such argumentsare 'technical'in that they simplyseek to demarcate
those substantiveissues or domainsin which particularmethods of
investigationare appropriateor inappropriate.Thereis a myriadof
technical reasonswhy participantobservationis preferableto social
surveysin such a sense or vice versa.The final lines of Gans'classic
studyor the Levittownerstell the readerthat 'Themail questionnaires
and interviewsprovidedmore systematicallycollected data and are
thus more scientific in one sense, althoughless so in another, for
they can only reportwhat people say they do and feel, andnot erhat
a researcherhas seen them say, do and feel'.27 In other words, the
gap between word and deed maE give participantobservationa
technical edge over a survey, particularlywrhenthe possibilityof a
disjuncture may be problematic. In another classic participant
observer study, Whyte28 notes that a questionnaireto delineate
the distributionof the attitudesof racketeersis not a feasibleundertaking.Considerationsof these kinds are boundup with researchers'
judgments about technical viability and are quite distinct from
philosophicaldebateswllich arguefor the superiorityof a particular
epistemological bedrock from which considerations of method
then emerge.
The more recent mode of discussingmethods of investigationin
terms of appropriateknowledgebases occasionallyloses sight of its
position by vacillatingbetween an epistemologicallevel or mode of
discussionon the one hand and a technicalone on the other. This
reveals itself in three main areas each of which forms the subject
of the subsequentsections.
(i) Techniqueand Sensitivity One of the argumentsthat is often
Alan Bryman
82
proferred
in supportof
qualitativemethodologyis that
techniquesaremoresensitive
its associated
to the complexitiesof
than quantitative
social
phenomena
methods which tend to ride
enigmatic quality. The quest
roughshod
over their
indicators(and abstractcausal for directly observablequantitative
relationshipsamongthem) which
imposedupon an
are
unsuspecting
underlyingphenomena in their social reality neither capturesthe
full
understanding
of their contextual complexity nor facilitates an
involvement,however, provides significance.Prolongedand close
empiricalleverageupon such
cerns.This form of
conreasoningrevealsitself in
drawnfrom an
two comparisons,both
educational
context, between research
ineach of the
conducted
articulatedin this paper.
endof an articletraditions
Light,29at the
highly supportiveof the
theColemanreport30
qualitativeagenda,
arepoor predictorsofwhich found that the schools childrenattacks
achievement.The researchwas a attend
standard
quantitativeresearchwhich
piece of
causal
attemptedto sift out relevant
variableswhich were
expressedas operational
an
underlyingconceptualbase.
definitionsof
Lightcontraststhis study
with
a recentstudyfrom
England3l. . . systematically
in schools and came
observedstudents
to very different
moreholistic data it
conclusions.
With richer,
found that schoolsmadean
encein the proportion
enormous
differof studentswho passed
got arrestedfor
nationalexams or
delinquency
.
.
.
Whilethe investigators
output data, they also
collected
went into the schools
socialprocesseslay
to find out what
behind
the
successesand failuresof the
trast.In contrast to the
conwhichtried to analyse a wastefully expensive ColemanReport,
training
programmeby isolatinga few
variables
from the
anddiscoveredkey whole, the Britishstudy examinedthe whole
dimensionsof educational
systematic
programsthat only
observationovertime could
discover.32
The
second examplederives
from a monograph
which
written by Patton33
forms part of a series
Group
on Evaluationwhose producedby the North Dakota Study
work has
'particularly
useful since, in additionto been describedby Mishleras
outliningsome of the crucial
philosophical
and methodological
differences
and
between
phenomenological
approaches,they also specify the positivist
doing
methods for
phenomenologicalresearch'.34In the
Patton
report
outlinesquantitative
in
question,
and qualitative
paradigms
methodologyas opposing
and their philosophical
aims
underpinnings.In a chapterwhich
to explicate the
characteristics
of the two
draws
heavily on a study by
methodologies,he
Shapiro3s
which sought
Follow
to evaluatethe
Throughprogrammein
and
open
out the educational schools. Such projectsaim to widen
process
child-teacher
and child environmentto enhancethe developmentof
children.
The complexity of the interactionsas well as among
psychological processes within
83
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Alan Bryman
standingone in the literatureon researchmethodology.Its fundamental pointis thatbecauseof the unstructurednatureof most qualitative
researchwith its associatedlack of specifiedhypotheses,except in
a very loose sense, qualitativeresearchis inherently exploratory.
As a result of this emphasis,the qualitativeresearcherembarkson
a voyage of discoveryratherthan one of verification,so that his or
her researchis likely to stimulatenew leads and avenuesof research
that the quantitativeresearcheris unlikely to hit upon, but which
may be used as a basisfor furtherresearch.Suchresearchwill follow
up the leads suggestedby qualitativeresearchandwill seek to confirm
or reject them using the more rigorousframeworkassociatedwith
a naturalscienceapproach,i.e. quantitativemethodology.
A concordatof this kindbetweenthe two methodologiesis clearly
attractiveto those engagedin quantitativeresearch.It providesthem
with a continuous supply of leads, hunches, or hypotheses which
they can confirm, reject, or qualify, while simultaneouslyretaininsg
their methodological ascendancy over qualitative research. Since
this position takes the view that evidencemust passa particulartype
of test prior to its acceptance,qualitativeresearchmerelyprovides
fodder for quantitativeresearchersand so occupies a lower rung on
the epistemologicalladder. However,researchersin the qualitative
mould often accept this position too. Gans in his study o f the
West End, refers to his researchas a 'reconnaissance-an initial
explorationof a communityto providean overview'and then points
out that: 'Many of the hypothesesreportedhere can eventuallybe
tested againstthe resultsof moresystematicsocialscienceresearch'.40
This view of qualitativeresearchas a preparationfor quantitative
researchis one which can be noted in a varietyof contexts, though
there are those who object too, albeitoften on technicalratherthan
epistemologicalgrounds.4l
Commentslike those of Gans which view qualitativeresearchers
as providersof ideas are ones which operate at a technical level,
i.e. they are talkingabout relationshipsbetweenresearchtechniques
and their associateddata. One might anticipate,however, that the
more recent writingon methodologywhichemphasisesepistemological distinctions would be less likely to exhibit a preparednessto
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DISCUSSION
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33 Patton, op. cit.
34 Mishler,op. cit., p.11.
35 E. Shapiro, 'Educationalevaluation: rethinking the criteria of
competence', School Review, November 1973, pp.523-49.
36 Ibid., pp.528-9.
37 Patton, op. cit., p.15.
38 Light,op. cit.,p.558.
39 Patton, op. cit., p .14.
40 Gans, The Urban Villagers, op.
cit., p. 350.
41 For example W. F. Whyte, 'Research methods for the study of conflict and co-operation', The A merican
Sociologist, vol. 11, no. 4, November
1976.
42 Lofland, op. cit., p. 6.
43 Evered and Louis, op. cit.,
p. 390.
44 Shaffiret al., op. cit., pp. 10-11.
45 Faraday and Plummer,op. cit.,
p. 778.
46 E. J. Webb, D. T. Campbell,
R. D. Schwartz, and L. Sechrest,
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