Metodologiczny status badań eklektycznych w pedagogice
Methodological status of eclectic studies in pedagogy

Summary/Abstract: In the paper an attempt is made to organise positions to be identified in the field of discussions on the value and scope of possible triangulation of qualitative and quantitative research. Types of triangulations are recognised which are generally accepted and do not entail significant controversies (triangulation of methods, data, researchers, environments and theories), with their drawbacks also being analysed. Research strategies are discussed which retain the character of triangulation (case studies, ethnography, research in action, bricolage and mosaic approach). A discussion is also undertaken on the possibility (or impossibility) of paradigms triangulation, with the epistemologically-ontological arguments of its opponents and practical arguments of its proponents being confronted. As the issue is finally settled, the argument adopted as decisive is one on incommensurability of paradigms and simultaneous acceptance of the combination of (also qualitative and quantitative) methods of a shared the same epistemological core.

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