Academic research is an exciting journey with many distractions. To help focus investigations, the questions asked and the answers found are influences that colour or direct our opinions. Once investigated a new researcher will discover the term ‘research paradigm’. A research paradigm embodies the truth, reality and knowledge regarding the subject of study and revolves around three centres or assumptions; ontology, epistemology and axiology. This article examines these three words and what they mean when applied to a fictitious paper regarding childhood music education.
Ontology
Keywords: Relativist, Realist.
Keyphrase: Assumption about reality
What is the truth? What is reality? What is knowledge? This philosophical assumption explores reality, there are commonly two ways of viewing reality. Relativist is when a researcher sees reality as a collection of individual experiences whilst realist sees one singular reality waiting to be discovered.
Viewing a piece of research through these two lenses will produce two very different papers.
Relativist
To view music lessons through this lens would mean that there are multiple realities of that one music lesson. Each student has their own unique reality of the lesson and is influenced by their cultural experiences, learning style, relatability to the teacher and personality.
Value: The value would be subjective which means it would vary between students.
Social Construct: The learning that takes place is between the student and teacher, it is a construct created by both parties and the success of the lesson will be dependent on interaction and influence. The teacher is the facilitator.
Emphasis: The focus of the lesson will be the process of learning and the development of personal skills leading to an exploration and development of the personal musical voice.
Foci: Flexibility and adaptability with the focus moved away from standardised examinations to diverse benefits of lessons. This music lesson would challenge traditional methodology and encourage individuality.
Realist
In contrast, viewing music lessons through a realist lens would mean a very structured approach as a student is introduced to a world of music with specific rules and expectations.
Value: The value would be objective and would follow a standardised structured curriculum, defined and sequential.
Social Construct: The learning is instructional and does not adapt to individual differences. The teacher is the expert.
Emphasis: The focus of the lesson is a preset universal standard that is used to evaluate performance, progress practice.
Foci: Mastery, proficiency and the following of preset values are the focus. The objective is the structured accumulation of knowledge proven through examination.
Epistemology
Keywords: Object, partially or changing
Keyphrase: Nature of knowledge
This is focused on the nature of knowledge and how we become knowledgeable about something. There are three options: knowledge can be objectively known, partially known or is always changing. When viewed in relation to childhood music lessons the following could be assumed.
Knowledge can be objectively known
This viewpoint assumes that music and musical skills are established objects that can be defined and measured and it is the students job to master these through a clear and delineated sequence set by the expert and learnt through repetition.
Knowledge can be partially known
This viewpoint assumes that music and musical skills are vast and complex, mastery is a lifelong journey. There would be an emphasis on exploration and discovery. Mistakes are considered part of the learning process and progress being unique to the student and the teacher providing the role of facilitator.
Knowledge is always changing
This viewpoint assumes that everything evolves. That a student, and teacher should embrace new ideas and concepts and be open to diverse musical styles and cultures. This lesson encourages creativity, adaptability and curiosity.
Axiology
A branch of philosophy investigating the nature of values and the interaction with other fields, especially ethics. An axiological statement requires specification of the values you hold to items in your research. It is important to include practical examples as to how the values are to be applied to the research methodology being used.
Axiology incorporates two branches, ethics and aesthetics. Ethical considerations are those of right and wrong. The aesthetic values consider artistic value and beauty. Remember an axiological statement needs to be specific when describing the values and to contain depth. The statement needs to integrate into your research aims. The statement needs to explain how these values will guide your research design, methodology and data interpretation. The statement needs to be clear, concise and informative. It identifies values and critically analyses their potential and the impact on your work.
To illustrate this using the example of childhood music lessons, an axiological statement would include the intrinsic and extrinsic value of the music lesson for the student. The cross curricular benefits within the human experience. Ethical considerations would include issues of inclusion, access and cultural representation ensuring equal opportunities for all. The statement could culminate by detailing the overall benefits of music education in society and the values instilled.
An example on an axiology for a paper on Childhood Music Education could be
“This research is grounded in the value that intrinsic and extrinsic development opportunities individual music lessons offer to young students. This paper aims to present the value of the development of intrinsic motivation, cognitive development and emotional expression through the development of extrinsic motivation.
This paper values ethical considerations, respecting the students autonomy and the value of a music educational experience that is appropriate to their ability and aptitude.
Students with specific learning requirements need appropriate measures to be taken to ensure they have a fulfilling learning experience. Appropriate access needs to be available both in terms of equipment used in the lesson and access to the teaching room and usability of equipment. Music selection will be guided by cultural and religious or political sensitivities. An example of this is when a student from a region with religious tensions needs the lyrics of a song, taught or not, to be considered alongside the religious beliefs of the student and their family. The power-dynamic between the teacher and student relationship will be shown to promote a positive and patient attitude. Teachers will exhibit mutual respect and timely appropriate praise which will be observed for the paper through video documentation.
A practical example of this would be in a paper using a design-based research methodology where a set of lessons are videoed and analysed considering the number of times a teacher mentions or uses the skill focus for the set of lessons, the number of times there was success that was acknowledged by the tutor, praised or ignored. The time taken to listen to the students' concerns and the time taken to ensure the student understood the use of home practice time to lesson requirements. A professional development session and a follow up monthly analysis showing movement forwards on places where the teacher could improve the presentation.”
Research material includes, but is not limited to, the following.
Reference list
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The writer of this article is in the process of developing writing skills to a PhD standard. This article is fluid and may be added to in the future.
by Chris Caton-Greasley CT ABRSM, DipLCM(TD), ALCM(TD), LLCM(TD), MA (Mus)(Open)
My current study is towards FLCM, FRSM and onwards to a PhD.
First published: 03/09/2024