Antropologiczne, ontologiczne i aksjologiczne podstawy oraz uwarunkowania decyzji w kwestii kontynuowania i zmiany w metodologii badań pedagogicznych
Anthropological, Ontological and Axiological Foundations and Determinants of Decisions Regarding the Continuation and Change in the Methodology of Pedagogical Research

Summary/Abstract: The article addresses the problem of criteria for the selection of appropriate research methodology and research approaches in pedagogy in general. Adequate selection can determine the success and overall quality of research, therefore, in addition to pointing to traditional and classical research approaches, it is also pointed out the possibility and necessity of change and educating researchers also to change in the use of research methodologies, starting from the basic criteria derived from taking into account three areas of research of educational reality, as: the sphere of facts (empirical pedagogy), the sphere of action (praxeological pedagogy) and the sphere of values (hermeneutic pedagogy), which can still be considered in the trinitarian (threefold) perspectives: anthropological, ontological and axiological. Such an approach, called by Janusz Gnitecki “the trinitarian and asymmetrical coherence”, allows for the application, in addition to classical approaches in research that are a continuation of the historically developed and proven rich tradition of this research, also for the search for more adequate methods of this research, based in particular on: 1) the criterion of the sphere of data, given and evaluated facts, 2) the horizontal criterion (of environmental circles, institutions of forms of education with intentional and unintentional educational activity) and 3) vertical criterion (developmental and taking into account the phases of human development) and of course 4) problem criterion (implemented by following research problems). Considering methodological problems as spread between continuation and change, the conjunction “and” indicates the need to take into account both approaches with the skillful use of standardized methods and techniques of pedagogical research (continuation) and openness to change and innovative approach as a specific added value to the data already obtained. It is also possible to carry out innovative research in the opposite direction, and then reach for standard research, also in order to recognize the novelty of the researchers’ previous achievements.

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