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Objectivity in Educational Conduct and Research

Education is the main consideration of people in the modern world. People have used to the opinion that to get a good job people should study hard and have excellent knowledge in the sphere he or she wants to work in. Objectivity in education is one of the main issues which should be achieved by any teacher and conducted on their students. The objectivity in education and researchers is one of the main items of gaining success.

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Why might objectivity be considered an important goal in both conducting and presenting research? Objectivity should be the main goal in education in general and conducting and presenting research in particular, as “the single idea of objectivity, which, whatever else its benefits, has lent great status to the disciplines and given them a great deal more independence from community views” (Shapiro, 2005, p. 92). In other words, the objectivity of considerations leads to an independent assessment of students’ knowledge and allows teachers to be aware of real students’ abilities. Objectivity in researches is the facts that any student should provide in his or her research works.

Objectivity is very difficult to achieve. Some scholars insist that it is impossible to achieve objectivity and present their theories about that. Danny K. Weil (2002) has his own considerations about the problem. He insists that every person (researcher) has his own biases, whether national or international. He underlines that “all researches are subjective and biased, objectivity is a myth and a research is always implicated in the object of the research” (Weil, 2002 p.138).

Negative stereotypes may lead to no objectivity in the questions relating to lesbian, gay, bisexual and transgender topics. The researchers dealing with these notions cannot be objective as these people suffer from discrimination and harassment. Every person, who is going to study this question, will surely introduce his or her opinion in the research (Macgillivray, 2008). Our perception of the world does not allow us to treat things objectively. There are lots of people who have their own opinions and it is impossible to consider which of them is more objective.

Method of research is the way people gather the data and use it to “inference and interpret” the information (Cohen, 2003, p. 44).

No research method or approach lends itself to being more or less “objective”. Why? The answer is simple: there is no objectivity at all. Answering the previous question about the existence of objectivity in general, we have already answered the question about the methods to achieve this objectivity. As no objectivity, so there are no methods to achieve it. Taking into consideration the criteria for evaluating students’ knowledge, we may think about some objectivity (Lodico, 2006). The mathematician researches may be provided with some more or less objective methods of investigation: calculations. The conclusions of this research would be provided under personal biases, so cannot be objective.

In sum, as there is no objectivity, there are no research methods or approaches that lend it to being more or less objective as people have their own biases and opinions. People should try to reach this objectivity, especially in the sphere of education and researches as objectivity here is the main consideration of assessment and inventions. Objectivity in conduct is also very important as people should behave themselves according to some social rules, and when we try to reach objectivity in our conduct we also try to live according to rules which are established in society.

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Reference List

Cohen, L. Manion, L. Morrison, K.R.B. (2003) Research methods of education. Routledge.

Lodico, M.G. Spaulding, D.T. Voegtle, K.H. (2006) Methods in educational research. John Wiley and Sons.

Macgillivray, I. K., & Jennings, T. (2008). A content analysis exploring lesbian, gay, bisexual, and transgender topics in foundations of education textbooks. Journal of Teacher Education, 59, 170–188. Web.

Shapiro, T.H. (2005). A lager sense of purpose. Princeton University Press.

Weil, K.D. (2002) School vouchers and privatization. ABC-CLIO.

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