A Positive Constructivist: An Internal Debate on Opposing Educational Philosophies

The purpose of this paper is to reconcile the academic tensions the author experiences between two opposing philosophical epistemologies: positivism and constructivism. The history and epistemological implications of positivism and constructivism are examined. The author debates the use of each philosophy within the context of educational research, linking positivism with quantitative research and constructivism with qualitative research. Teaching practices are examined through the lens of each philosophy. Constructivism is connected to the work of Vygotsky, Piaget, and Dewey. The use of positivism is examined in education. The paper explores how transparency within research methods can counteract the misuse of quantitative data.