Units of analysis in learning research: Transparency, fit for purpose and purposeful fit

摘要

In this Commentary, I draw out and discuss several issues that emerge in the juxtaposition of articles in this Special Issue on unit of analysis. The issues are: 1) Determining units of analysis in advance of inquiry or in the process of the inquiry; 2) The degree to which units of analysis should be of theoretically informed; and 3) Alignment of units of analysis to learning phenomena. In addition, I raise the question whether it is possible, without being reductionist or totalitarian about units of analysis, to be normative beyond demanding transparency. Can we also require that units of analysis be "fit for purpose" and display a "purposeful fit" to learning phenomena, broadly conceived? With reference to Bhaskar's philosophy of science, I answer these questions in the affirmative.