In search for an agile epistemology: implicit conceptions in research

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dc.contributor.authorBruno, Luana
dc.contributor.authorIborra, Cuéllar, Alejandro
dc.date.accessioned2026-03-02T09:31:55Z
dc.date.available2026-03-02T09:31:55Z
dc.date.issued2025-03-12
dc.description.abstractThis theoretical article explores the role of implicit conceptions in scientific research, focusing on how these hidden frameworks influence the design, execution, and inter-pretation of studies. Drawing on the concept of tacit knowledge (Polanyi 1966; Malik 2023), it examines how researchers’ intuitive and non-verbalizable understandings shape their theoretical, methodological, and collaborative practices. The discussion is structured around four dimensions: tacit knowledge as an epistemological foundation, researcher identity, contextual influences, including paradigmatic and epistemologi-cal tensions, and the assessment and monitoring of implicit conceptions. The article emphasizes the need for epistemological flexibility, encouraging researchers to navi-gate positivist, interpretative, and critical paradigms based on the phenomenon under study. It critiques the “publish or perish” logic, advocating for prioritizing quality and knowledge advancement over market pressures. By adopting interdisciplinary and transversal approaches, researchers can address complex phenomena more compre-hensively. Finally, the article highlights the importance of lifelong and cross-discipli-nary training to equip researchers for contemporary scientific challenges while foster-ing innovation and adaptability.Keywords: implicit conceptions, tacit knowledge, researcher identity, epistemological flexibility, interdisciplinary research.Article received: 1.12.2024; accepted: 12.03.2025.* University of Alcalá.https://doi.org/10.18778/2450-4491.20.07
dc.description.abstractNiniejszy artykuł teoretyczny bada rolę niejawnych koncepcji w badaniach naukowych, koncentrując się na tym, jak te ukryte ramy wpływają na projektowanie, realizację i interpretację badań. Opierając się na pojęciu wiedzy ukrytej (Polanyi 1966; Malik 2023), analizuje, w jaki sposób intuicyjne i niewerbalizowalne rozumienia badaczy kształtują ich praktyki teoretyczne, metodologiczne i współpracy. Dyskusja obejmuje cztery wymiary: wiedza ukryta jako podstawa epistemologiczna, tożsamość badacza, wpływy kontekstowe, w tym napięcia paradygmatyczne i epistemologiczne, oraz ocena i monitorowanie niejawnych koncepcji. Artykuł podkreśla potrzebę elastyczności epistemologicznej, zachęcając badaczy do poruszania się między paradygmatami pozytywistycznymi, interpretatywnymi i krytycznymi w zależności od badanego zjawiska. Krytykuje logikę „publikuj lub zgiń”, proponując priorytetowe traktowanie jakości i rozwoju wiedzy ponad presją rynku wydawnictw akademickich. Przyjęcie podejść interdyscyplinarnych i transwersalnych umożliwia szersze i bardziej kompleksowe zrozumienie złożonych zjawisk. Na koniec artykuł podkreśla znaczenie ustawicznego, interdyscyplinarnego szkolenia, aby wyposażyć badaczy w umiejętności niezbędne do sprostania współczesnym wyzwaniom naukowym, promując innowacje i adaptacyjność.
dc.description.departmentDepto. de Investigación y Psicología en Educación
dc.description.facultyFac. de Educación
dc.description.refereedTRUE
dc.description.statuspub
dc.identifier.citationBruno, L., & Cuéllar, A. I. (2025). In Search for an Agile Epistemology: Implicit Conceptions in Research. Nauki O Wychowaniu. Studia Interdyscyplinarne, 20(1), 72–87. https://doi.org/10.18778/2450-4491.20.07
dc.identifier.doi10.18778/2450-4491.20.07
dc.identifier.essn2450-4491
dc.identifier.officialurlhttps://doi.org/10.18778/2450-4491.20.07
dc.identifier.relatedurlhttps://czasopisma.uni.lodz.pl/wychow/article/view/27007/26677
dc.identifier.urihttps://hdl.handle.net/20.500.14352/133608
dc.issue.number1
dc.journal.titleNauki o Wychowaniu. Studia Interdyscyplinarne (Nowis)
dc.language.isoeng
dc.page.final87
dc.page.initial72
dc.publisherUniwersytetu Lödzkiego
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 Internationalen
dc.rights.accessRightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subject.cdu37
dc.subject.cdu165:575.8
dc.subject.cdu159.953.5
dc.subject.cdu37.015.3
dc.subject.cdu159.922
dc.subject.cdu37.013
dc.subject.keywordWiedza ukryta
dc.subject.keywordTożsamość badacza
dc.subject.keywordElastyczność epistemologiczna
dc.subject.keywordBadania interdyscyplinarne
dc.subject.keywordBadania interdyscyplinarne
dc.subject.keywordImplicit conceptions
dc.subject.keywordTacit knowledge
dc.subject.keywordResearcher identity
dc.subject.keywordEpistemological flexibility
dc.subject.keywordInterdisciplinary research
dc.subject.ucmPsicología evolutiva
dc.subject.ucmMétodos de investigación en educación
dc.subject.ucmPsicología de la educación (Educación)
dc.subject.ucmAprendizaje
dc.subject.ucmPedagogía
dc.subject.unesco61 Psicología
dc.subject.unesco6102.01 Psicología Evolutiva
dc.subject.unesco6104 Psicopedagogía
dc.subject.unesco58 Pedagogía
dc.titleIn search for an agile epistemology: implicit conceptions in research
dc.titleW poszukiwaniu elastycznych epistemologii: niejawne kon-cepcje w badaniach naukowych
dc.typejournal article
dc.type.hasVersionVoR
dc.volume.number25
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