What is pragmatic research?

The focus of this dialogue deals with changing ways of thinking, rather than expecting action-based thoughts based on these changes. Conditions in the world determine the basis of knowledge and are centered upon the perspectives of gender, class, race and other group affiliations.

In the beginning of the 20th century, one the most influential philosophies in America was pragmatism, which has influenced the study of law, education, political and social theory, art and science. The pragmatic research philosophy encompassed six fundamental theses. It was, however, doubtful that any one scholar would have subscribed to all of them. Varying interpretations even on points of agreement would temper the major Pragmatists. The six hypotheses and methodologies of pragmatism were:

1. Idealism and evolutionary theory, emphasizing the “plastic” nature of reality and the practical function of knowledge as an instrument for adapting to reality and controling it.

2. Critical Empiricism, highlighting the priority of actual experience over fixed principles and a priori reasoning in critical investigation.

3. Experimental or practical consequences, resulting from the use, application, or entertainment of the notion.

4. The process of verification, underscoring a proposition, or the successful working of an idea. Crudely, truth is “what works.”

5. The functional character of ideas and behaviors, interpreting ideas as instruments and plans of action.

6., The formation of concepts, hypotheses, theories and justification, accentuating reality motivated and justified by efficacy and utility in serving interests and needs critical to maximum usefulness and purpose.

There are four paradigms of pragmatic research (postpositivism, constructivist, participatory and pragmatism) that provide special and different prospective on the practice of this research. The basic set of beliefs (the paradigm or worldview) that I chose to guide my own dissertation titled, “An Analysis of Factors that Align with Faculty Vacancies in Orthodontic Education,” was pragmatic research. Although there are many forms of pragmatism, the focus centered upon outcomes, actions, situations and consequences of discovery rather than the forerunner or precursor of the situation. Instead of concentrating on the methodology, the important concern to this researcher was the problem being studied and the questions asked regarding the problem. There are important aspects regarding how pragmatism creates the design of a proposed research study; these features:

1. are not dedicated to any one philosophical system of reality.

2. provide researchers the freedom to chose the methods, techniques, and procedures of research that best meet his or her needs and purposes.

3. do not see the world as an absolute unity, or only one way; rather the pragmatist views research as mixed methods researchers, who view many approaches to collecting and analyzing data – both qualitatively or quantitatively.

4. allow for truth to be reported as what works at the time rather than as a duel between reality that is independent of the mind or reality that is within the mind.

5. permit the researcher to discover “what” and “how” rather than to research based upon intended consequences.
suggest that research occurs in social, historical, political, or other context.
encourage the belief of an external world independent of the mind as well as those within the mind and implies that researchers stop asking questions about reality and laws of nature.

Often times, these conditions are negative and occur in the presence of hierarchies, power and control by individuals of the hierarchy setting. Thus, honest examination of that which is concealed (such as domination, opposition, inconsistency and contradictions) must be identified. Such discussions will therefore address the grounded theories that draw upon researchers studying turning points of problematic situations in which transitional periods occur. Confrontation of centrality regarding media-created realities are also addressed and sometimes further advanced through informational technology, such as the Internet.

This interpretive stance of post-modern perspectives shape the participants selected for a study in order for them to explore the issues, develop the modes of data collection and contemplate the use of the study as follows:

1. Participants address and examine that which is concealed as domination, opposition, inconsistency and contradictions that must be brought to the surface.

2. Interview questions address the presence of hierarchies, power and control by individuals of the hierarchy setting.

3. Collection of data is served and carried out by the researcher.

4. Results of the study can be documented in peer-reviewed articles, journals and textbooks.

As a pragmatist and realist, I see the worldview of a research question for allowing the researcher to be open to (a) multiple methods of data collection, such as qualitative and quantitative sources; (b) focus on practical implications of research; and (c) emphasize the importance of conducting research that best addresses the research problem.

When exploring a pragmatic research problem from the most relative aspects of our social environment, postmodern perspectives must be addressed and interspersed with racial, gender and ethnic considerations.

As ADEA Executive Director Richard W. Valachovic stated in a monthly newsletter, we must ensure that all graduating dental students glean an appreciation for accessing and applying the knowledge research provides and the value of research.

Note: This article appeared in Ortho Tribune U.S. Edition, Vol. 7, No. 6, Winter 2012 issue. A complete list of references is available from the publisher.