RSE4801
Assignment 4
DUE 30 September 2025
, RSE Assignment 4
Open date: Sunday, 24 August 2025
Due date: Due: Tuesday, 30 September 2025
Theory as the Engine of Research: A
Critical Evaluation of the Significance of
Theorisation
Table of Contents
1 Introduction ............................................................................................................................. 3
2 The Role of Theory in Research ............................................................................................... 4
2.1 Theory as a Guide for Research Questions ...................................................................... 4
2.2 Theory in Methodology and Design ................................................................................. 4
2.3 Theory in Interpretation of Findings ................................................................................ 4
2.4 Theory and Knowledge Accumulation ............................................................................. 5
2.5 Theory as a Protective Mechanism .................................................................................. 5
3 Historical Development and Key Thinkers in Theorisation ..................................................... 5
3.1 Early Roots: Positivism and the Scientific Method .......................................................... 6
3.2 Karl Popper and the Logic of Falsification ........................................................................ 6
3.3 Thomas Kuhn and Paradigm Shifts................................................................................... 6
3.4 Grounded Theory and Inductive Approaches .................................................................. 7
3.5 Constructivist and Interpretivist Perspectives ................................................................. 7
3.6 Postmodern and Critical Perspectives ............................................................................. 7
4 Arguments for Theory as the “Engine” of Research................................................................ 8
4.1 Theory Provides Conceptual Clarity and Direction .......................................................... 8
4.2 Theory Enables Prediction and Generalisation ................................................................ 8
4.3 Theory as a Basis for Cumulative Knowledge .................................................................. 9
4.4 Theory Enhances Interpretation and Meaning-Making ................................................... 9
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, 4.5 Theory Safeguards Against Bias and “Data Dredging” ..................................................... 9
4.6 Practical Utility in Education and Policy ........................................................................... 9
5 Arguments Against or Limitations of Theorisation in Research ............................................ 10
5.1 Grounded Theory and the Case for Induction ............................................................... 10
5.2 Pragmatic and Problem-Driven Research ...................................................................... 10
5.3 The Risk of Theoretical Bias ........................................................................................... 11
5.4 The Dynamic Nature of Social Reality ............................................................................ 11
5.5 The Danger of Over-Theorisation ................................................................................... 11
5.6 Emergent Fields and Contextual Sensitivity ................................................................... 11
6 Critical Evaluation and Own Position .................................................................................... 12
6.1 Weighing the Strengths of Theorisation ........................................................................ 12
6.2 Recognising the Limitations of Theory ........................................................................... 13
6.3 Towards a Balanced View: Theory as Necessary but Not Sufficient .............................. 13
6.4 The Significance of Theorisation in Education Research ............................................... 14
6.5 Final Position .................................................................................................................. 14
7 Conclusion ............................................................................................................................. 15
8 Reference List ........................................................................................................................ 16
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Assignment 4
DUE 30 September 2025
, RSE Assignment 4
Open date: Sunday, 24 August 2025
Due date: Due: Tuesday, 30 September 2025
Theory as the Engine of Research: A
Critical Evaluation of the Significance of
Theorisation
Table of Contents
1 Introduction ............................................................................................................................. 3
2 The Role of Theory in Research ............................................................................................... 4
2.1 Theory as a Guide for Research Questions ...................................................................... 4
2.2 Theory in Methodology and Design ................................................................................. 4
2.3 Theory in Interpretation of Findings ................................................................................ 4
2.4 Theory and Knowledge Accumulation ............................................................................. 5
2.5 Theory as a Protective Mechanism .................................................................................. 5
3 Historical Development and Key Thinkers in Theorisation ..................................................... 5
3.1 Early Roots: Positivism and the Scientific Method .......................................................... 6
3.2 Karl Popper and the Logic of Falsification ........................................................................ 6
3.3 Thomas Kuhn and Paradigm Shifts................................................................................... 6
3.4 Grounded Theory and Inductive Approaches .................................................................. 7
3.5 Constructivist and Interpretivist Perspectives ................................................................. 7
3.6 Postmodern and Critical Perspectives ............................................................................. 7
4 Arguments for Theory as the “Engine” of Research................................................................ 8
4.1 Theory Provides Conceptual Clarity and Direction .......................................................... 8
4.2 Theory Enables Prediction and Generalisation ................................................................ 8
4.3 Theory as a Basis for Cumulative Knowledge .................................................................. 9
4.4 Theory Enhances Interpretation and Meaning-Making ................................................... 9
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, 4.5 Theory Safeguards Against Bias and “Data Dredging” ..................................................... 9
4.6 Practical Utility in Education and Policy ........................................................................... 9
5 Arguments Against or Limitations of Theorisation in Research ............................................ 10
5.1 Grounded Theory and the Case for Induction ............................................................... 10
5.2 Pragmatic and Problem-Driven Research ...................................................................... 10
5.3 The Risk of Theoretical Bias ........................................................................................... 11
5.4 The Dynamic Nature of Social Reality ............................................................................ 11
5.5 The Danger of Over-Theorisation ................................................................................... 11
5.6 Emergent Fields and Contextual Sensitivity ................................................................... 11
6 Critical Evaluation and Own Position .................................................................................... 12
6.1 Weighing the Strengths of Theorisation ........................................................................ 12
6.2 Recognising the Limitations of Theory ........................................................................... 13
6.3 Towards a Balanced View: Theory as Necessary but Not Sufficient .............................. 13
6.4 The Significance of Theorisation in Education Research ............................................... 14
6.5 Final Position .................................................................................................................. 14
7 Conclusion ............................................................................................................................. 15
8 Reference List ........................................................................................................................ 16
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