Abstract

It is proposed that psychologists need a working theory of knowledge for conceptual and discourse purposes. Arguments are made from a pragmatist view of science for a conception of inquiry practice that may resolve current paradigm conflicts and support a viable methodological pluralism. The suggestion is made that a naturalized approach to research practice, such as historical-descriptive case study, may illuminate the judgments and intentions constitutive of our applied epistemology and methodological choices. Implications of such meta-methodological understanding for research training and a contingent theory of knowledge for psychological science are discussed