Epistemology, as a technical term in philosophy, refers to how we know and the relationship between the knower and the known. It is distinguished from ontology (what exists, and the nature of reality) and axiology (values), as well as methodology.

For example, Christine Sleeter, in a review article on “Epistemological diversity in research on preservice teacher preparation for historically undeserved children”, describes epistemology as referring to “how people know what they know, including assumptions about the nature of knowledge and reality” (2001, p. 213).  For what purposes do we need epistemology? Much of the debate in this field has focused on analyzing the nature of knowledge and how it relates to similar notions such as truth, belief, and justification.

Following the ideas of Joseph Maxwell’s outstanding key note lecture, the participants stated that epistemology is not a stance you have to decide beforehand or to follow literally regardless of the demands you meet in your study. Instead, it is a tool you may use as a researcher in your personal way to – first to formulate appropriate questions, then finding reasonable answers.

I could not apply epistemology to my own study but I could relate it to their other studies in Qualitative Research. The article “Towards an epistemology of management and economics in the Zimbabwean music industry (Tsitsi Mhripiri, 2012) examines the management, economics and political economy aspects of the Zimbabwe music industry. It compares the management and economics policy in South Africa with those is Zimbabwe and identifies gaps that need to be filled in developing an epistemology of management and economics in the Zimbabwe music industry.

References:

Mhiripiri, J. T. (2012). Towards an epistemology of management and economics in the Zimbabwean music industry. Journal of African Media Studies, 4(3), 339-355.

Sleeter, C. E. (2000). Epistemological diversity in research on preservice teacher preparation for historically underserved children. Review of research in education, 25, 209-250.