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2 The Use of Paradigms and Theories in the PULSE 3 …
each have specific notions of: (a) the way of understanding reality (ontology), (b) the
relationship between the researcher and the thing being researched (epistemology),
(c) the process of research (the method), (d) the theory of truth, (e) what the data
measure (validity) and (f) the reproduction of research results (reliability) (Guba
1990; Weber 2004; Meissner 2017). Again, a basic set of epistemological, methodological and ontological beliefs guide our research practices (Guba 1990). These are
not general principles, but the attitude with which researchers should conduct their
investigations. Scientists adhering to the positivist paradigm, for instance, believe
that the researcher and reality are separate, and for the adherent of the participatory paradigm, a participative reality exists, which links the objective and subjective
realities (Lincoln et al. 2011, 2018; Meissner 2017).
2.2.2 Theory
Researchers should not confuse the concept of ‘theory’ with that of ‘paradigm’
(Meissner 2017); theories are part of paradigms that act as knowledge systems, which
makes theories operational. In the late sixteenth century, linguists introduced the word
‘theory’ to the English language through Late Latin from the Greek word the¯ oria,
which means ‘contemplation or speculation’. This meaning is, in turn, derived from
the expression the¯ oros, which means ‘spectator’. A lexical definition states that a
theory is ‘a supposition or a system of ideas to explain something, especially one
based on general principles that are independent of the thing to be explained’ (OALD
2013, cited in Meissner 2017). Another explanation notes that theory is ‘a set of
principles on which the practice of an activity is based’ or ‘an idea used to account
for a situation or justify a course of action’ (OALD 2013, cited in Meissner 2017).
Consequently, theories explain and provide action-orientating principles. Having
said that, the difference between a paradigm and theory is that a paradigm is a more
holistic foundation for research than a theory; it is more specific, or to the point, and
it is a simplified explanation of reality.
Theories are representations of reality, which help to make sense of a complex
world. In simple terms, when referring to a ‘theory’, I mean a supposition, a set
of principles or a system of ideas that is used to explain, understand and justify an
action. Theories: (a) explain a phenomenon in society and the natural environment,
(b) are ideas that account for, or give an understanding of, a situation, (c) are sets
of principles on which we base our practices, (d) are a framework or system of
concepts and propositions that provide causal explanations, through (e) simplified
explanations and understandings, for (f) making sense of reality.
2.2.2.1 Comprehension
From a scholarly perspective, Scheiner and Willig (2008: 882, cited in Owusu 2016)
asserted that a theory is ‘a framework or system of concepts and propositions that
2 The Use of Paradigms and Theories in the PULSE 3 …
each have specific notions of: (a) the way of understanding reality (ontology), (b) the
relationship between the researcher and the thing being researched (epistemology),
(c) the process of research (the method), (d) the theory of truth, (e) what the data
measure (validity) and (f) the reproduction of research results (reliability) (Guba
1990; Weber 2004; Meissner 2017). Again, a basic set of epistemological, methodological and ontological beliefs guide our research practices (Guba 1990). These are
not general principles, but the attitude with which researchers should conduct their
investigations. Scientists adhering to the positivist paradigm, for instance, believe
that the researcher and reality are separate, and for the adherent of the participatory paradigm, a participative reality exists, which links the objective and subjective
realities (Lincoln et al. 2011, 2018; Meissner 2017).
2.2.2 Theory
Researchers should not confuse the concept of ‘theory’ with that of ‘paradigm’
(Meissner 2017); theories are part of paradigms that act as knowledge systems, which
makes theories operational. In the late sixteenth century, linguists introduced the word
‘theory’ to the English language through Late Latin from the Greek word the¯ oria,
which means ‘contemplation or speculation’. This meaning is, in turn, derived from
the expression the¯ oros, which means ‘spectator’. A lexical definition states that a
theory is ‘a supposition or a system of ideas to explain something, especially one
based on general principles that are independent of the thing to be explained’ (OALD
2013, cited in Meissner 2017). Another explanation notes that theory is ‘a set of
principles on which the practice of an activity is based’ or ‘an idea used to account
for a situation or justify a course of action’ (OALD 2013, cited in Meissner 2017).
Consequently, theories explain and provide action-orientating principles. Having
said that, the difference between a paradigm and theory is that a paradigm is a more
holistic foundation for research than a theory; it is more specific, or to the point, and
it is a simplified explanation of reality.
Theories are representations of reality, which help to make sense of a complex
world. In simple terms, when referring to a ‘theory’, I mean a supposition, a set
of principles or a system of ideas that is used to explain, understand and justify an
action. Theories: (a) explain a phenomenon in society and the natural environment,
(b) are ideas that account for, or give an understanding of, a situation, (c) are sets
of principles on which we base our practices, (d) are a framework or system of
concepts and propositions that provide causal explanations, through (e) simplified
explanations and understandings, for (f) making sense of reality.
2.2.2.1 Comprehension
From a scholarly perspective, Scheiner and Willig (2008: 882, cited in Owusu 2016)
asserted that a theory is ‘a framework or system of concepts and propositions that