There are a number of philosophical paradigms used in social sciences, psychology, philosophy and education. A paradigm represents a worldview or way of thinking about a phenomenon and making sense of the complexities of the real world. Paradigms relate to the epistemology, ontology, methodology and philosophy of science that guide an inquiry (Guba and Lincolin 1994:107; Patton 2002:69-72). Conversely, a paradigm is considered to be the metatheory, the theory, the methodology and the philosophy being combined (Kuhn 1996).
Paradigms are broadly rooted in the socialisation of believers and practitioners and tell users what is imperative, reasonable and legitimate (Patton 2002:69). Guba and Lincolin (1994:108) described the choice of a particular paradigm as depending on the proponent of the study’s view of the nature of inquiry when attempting to address the ontology, epistemology and methodology under study. However, as highlighted in Chapter One, the interpretive and positivist paradigms are the two major paradigms used in research studies.
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A qualitative research approach is referred to as inductivist, constructivist and interpretive approach in data collection and analysis (Neuman 2003:139; Creswell 2003:18; Terre Blanche, Durrheim and Painter 2006:51; Bryman 2008:366). A qualitative research method is referred to as a systematic inquiry process involving analysing a social phenomenon through a detailed observation in the written or oral record, photographs, and/or symbols in their natural setting, to explain how people interpret and create meaning in their social lives (Creswell 1994:1; Neuman 2003:139; Creswell 2003:18; Neuman 2006:88, Denzin and Lincoln 2011:3).
A quantitative research approach is referred to as the positivist approach which analyses the social phenomenon based on testing a theory, using experiments and surveys, collecting data in the form of numbers and using statistical procedures in data analysis to come up with a generalisation (Creswell 2003:18; Terre Blanche, Durrheim and Painter 2006:47-51; Bryman, 2008:140).
Positivism is an epistemological position that supports the application of natural sciences methods to study a social reality (Bryman 2004:19). Thus, in contrast to interpretivists, positivists tend to seek facts or causes of social phenomena without considering the subjective position of individuals. Borland (2001:5) noted that most practical research has resulted from combining both interpretive and positivist research paradigms through applying their traditional means and methodologies to generate knowledge. Borland pointed out that an interpretive paradigm was useful in studying human perceptions and experiences and developing theories and models. A positivist paradigm is practical in predicting a behaviour through identifying the reality of a phenomenon in an orderly cause-effect form (Borland 2001:8). A positivist paradigm is useful in generating knowledge by testing or confirming a theory through generalizing findings.
Recently growing recognition of other paradigms apart from the traditional interpretive and positivist approaches, such as post-positivist and pragmatist approaches, has been observed.
The post-positivist paradigm was applied in this study to explore the role information played in farmers’ adaptation to climate change and variability. The post-positivist paradigm denotes the philosophy that became prevalent after positivism and shares most of the basic principles of positivist paradigm, but it differs in that it relates to the collecting of qualitative data (Alasuntari, Bickman, Brannen 2008:18; Creswell 2009:6-7). Post-positivist thinking takes
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the position that truth about knowledge or reality cannot be observed in a theory neutral perspective (Phillips and Burbles 2000; Wacquant 2003). Creswell (2009:7) explained that researchers cannot claim to be positive about their state of knowledge as they are studying human behaviour and action. This is in line with what post-positivists argue that reality is not static, but is influenced by its context and/or the construction of reality by individuals and as a result, is dependent on those individuals involved in the research (Crossan 2003). Reality construction in research is mostly influenced by culture, gender and the cultural beliefs of researchers (Proctor 1998).
Crossan (2003) points out that, in research, a post-positivist approach provides an alternative to the traditions and foundations of positivism as it involves searching for proof of a phenomenon contrary to a positivist approach, which establishes generalisation and laws.
Post-positivists hold a deterministic and reductionist philosophy which identifies and assesses causes that influence outcomes with the aim of testing, verifying and refining a theory (Creswell 2009:7). Guba and Lincolin (1994:110) contend that post-positivism is a methodological perspective where emphasis is on critical multiplism as a means of falsifying hypotheses, rather than verifying them. Implicitly, it can be stated that post-positivism is positioned between positivist and interpretivist paradigms, as it shares the positivist view that there is reality which is external and independent of the researcher but acknowledges that understanding of the reality is confined to the researcher’s theoretical way of thinking (Alasuntari, Bickman, Brannen 2008:18). Post-positivist approaches use both qualitative and quantitative methods (Letourneau and Allen 1999).
Guba and Lincolin (1994:110) described the post-positivism paradigm as one that possesses attributes such as critical realism, modified dualist/objectivist philosophy and a modified experimental/manipulative approach, based on the ontological, epistemological and methodological perspectives, respectively. The ontological perspective associated with post positivism is based on critical realism, where reality is believed to exist but is not ideally positioned due to the nature of phenomena and human intellectual faults. The epistemological perspective associated with post positivism is said to abandon dualism and objectivity remains a regulatory principle where replicated findings are subject to falsification.
It has been noted that knowledge developed through a post-positivist view carefully considers observation and measurement of the objective reality which exists in the world (Creswell
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2009:7). Post-positivism therefore recognises the intricate relationship between individual behaviour, attitudes, external structures, and socio-cultural issues (Crossan 2003). In this regard, developing numeric measures of observations and assessing the behaviour of individuals turn out to be critical for a post-positivist approach (Creswell 2009:7). The pragmatism paradigm, as elaborated by Patton (2002:71), aspires to surpass superiority application of one-sided traditional paradigms, either qualitative or quantitative by advocating more concrete and practical methodological options, as observed by the researcher. Morgan (2007: 71-73) supports the notion above by explaining the core pragmatist elements to be advocated in research. Pragmatism attributes include abduction, transferability and inter-subjectivity reasoning.
Abduction entails reiterating back and forth when using induction and deduction reasoning research methods, for example, changing observations into theories and further evaluating the same theories through practice/action. Transferability explains that the methods/approach used in one research should not be restricted to that context, or being looked to, whether there is a possibility and/or an impossibility of generalisation. Instead the knowledge is transferred and used in other settings. Inter-subjectivity explains that complete objectivity in research is impractical and a researcher needs to assume a dual role, by continuously referring to his/her frames of reference when applying pragmatism in research. Pragmatism therefore entails a researcher evaluating the quality of a study by its intended rationale, existing resources, procedures to be followed and expected findings, all confined in a particular context and targeting a specific audience (Patton 2002).
A few scholars who have similarly applied a post-positivist paradigmatic approach in their research study in the agricultural sector area include Lema and Majule (2009); Mongi, Majule and Lyimo (2010) and Munyua (2011). Lema and Majule (2009) assessed the impacts of climate change, variability and adaptation strategies on agriculture in the semi-arid areas of Tanzania. Mongi, Majule and Lyimo (2010) investigated vulnerability and adaptation of rain- fed agriculture to climate change and variability in semi-arid Tanzania. Munyua (2011) evaluated agricultural knowledge and information systems among small-scale farmers in Kenya.
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