Theoretical Validity: Induction and Deduction

In his literature review, Çakir (2012) explores the foundations of knowledge in education and the social sciences. The social sciences attempt to construct theories that are founded on empirical evidence (Çakir, 2012). These concepts enable meaningful interpretations of events. However, a theory is itself only a subjective interpretation that specifies a causal interrelation (Creswell, 2009). The validity of any proposition is a measure of the degree to which the perceptual construct represents the relationship between variables (Creswell, 2009). Because all such knowledge is established through inductive generalizations, the validity of these interpretations is limited (Çakir, 2012). Any knowledge is only a conditional hypothesis that may eventually be falsified. Science progresses through the replacement such theories as they are invalidated by empirical evidence (Kabadayi, 2007).

Although positivists assert that meaningful principles may be derived from empirical verifications, scientific systems must remain open to the possibility of falsification (Çakir, 2012). No finite number of observations can conclusively prove a theory with infinite applications (Kabadayi, 2007). This limitation of inductionist reasoning invalidates epistemological assertions founded on verification (Kabadayi, 2007). While logical principles may be confirmed through assessments in the context of objectivity, multiple theoretical constructs may often be applied to a single collection of data (Çakir, 2012). Without some form of neutral appraisal, the value of a paradigm is relative to a particular subjective perspective (Çakir, 2012). Because any learning represents an interpretation of novelty in the context of existing understanding, the validity of a theory is never independent of personal values (Çakir, 2012). Methods of verification are never able to transcend subjectivity and resolve perceptual incommensurabilities.

In contrast, deductive falsifications conclusively invalidate any theory (Kabadayi, 2007). A theory provides a rationale for hypothetical predictions (Creswell, 2009). A general theory is only conditionally validated through applications test derivative hypotheses in particular situations (Creswell, 2009). However, the process of evaluation is necessarily embedded within an existing set of practical methods (Çakir, 2012). In order to ensure validity, a theory must remain open to all deductive forms of criticism (Çakir, 2012). Because theories must be assessed through application, validity is defined in reference to specific a methodology rather than intrinsic metaphysical truth (Creswell, 2009). In order to maintain validity, a theory must not be exempt from empirical contradictions. Rather, by eliminating invalidated concepts, the degree of confidence regarding invulnerable ideas is increased. Although absolute certainty may never be achieved, the functionality of a theory in particular instances is ensured by continuously testing hypotheses in all possible applications.

References

Creswell, J. W. (2009). Research Design (3rd Ed.). Los Angeles, CA: SAGE Publications.

Çakir, M. (2012). Epistemological dialogue of validity: Building validity in educational and social research. Education, 132(3), 664-674.

Kabadayi, T. (2007). The second verificationists. Eurasian Journal of Educational Research, 29, 35-43.