Conceptual analysis

In this section I shall attempt to give a more detailed understanding of “conceptual analysis.” I shall explore the meaning of “concept” and “analysis” respectively before using it as a tool in my investigation. I shall then explain the relevance of conceptual analysis to this investigation. Birch (1993:1) draws on both the Oxford English Dictionary, which defines a concept as “an idea of a class of objects, a general notion or idea,” and on Webster, which defines it as “an abstract or generic idea generalised from particular instances.”

It is important to clarify concepts because a clear understanding of concepts can lead to better analysis and meaningful conclusion of data. Nachmias and Nachmias (2008:25) advance the idea that “concepts allow us to develop a perspective – a way of looking at empirical phenomena that can be shared with others.” Concepts convey information and describe things or situations. Therefore, understanding a concept may lead to clarity of thought and consistent interpretation. Furthermore, a proper understanding of a situation may further lead to appropriate and relevant intervention.

Hirst and Peters (1998:30) posit that conceptual analysis examines the use of words in order to see what principle or principles govern their use. Furthermore, they claim that “concepts can only be understood in relation to other concepts” (Hirst & Peters 1998:30). Concepts are usually connected to the social life of a group. Subtle differences exist between groups of language users. Even though there are common elements in a concept, there are also different emphases and differences in valuation as, for example, in the case of the concept of „education‟; conceptual analysis aims to describe concepts of education by using other concepts.

Conceptual analysis does not only involve breaking down or analysing a concept in parts in order to gain knowledge, but may also require interpretation. Thus, it is the study of intersubjective words within a particular environment. This mean that before we even start dissecting a concept, we have to interpret it, and then show its multiple uses, and its meaning and context in order to clarify it.

Conceptual analysis aims to clarify concepts and terminology that are vague and/or ambiguous. In the context of this investigation the WCEDs service provision model is under scrutiny to look for compatibility and ambiguity against its objective to develop schools is learning organisations. It also aims to clarify the types of distinctions that words have been developed to designate. It is for this reason that conceptual analysis forms the basis of sound research. Conceptual analysis also attempts to reveal hidden assumptions that underlie a particular view. In terms of this investigation the idea is to understand why the WCED is using the model of service provision and who are the main beneficiaries of their service provision model. Conceptual analysis also helps to get a better understanding of the similarities and differences that it is possible to find in a word. It is analysis of such nature that will enable me to make deductions in terms of how far the WCED is in obtaining its objective or whether they are on the right path. In view of the above, I shall use conceptual analysis because it may potentially make a valuable contribution towards understanding the WCED‟s view of a learning organisation and how this view is reflected in their service provision model to schools.

Birch (1993:1) draws on Wittgenstein, a British philosopher who posits that “our idea of what belongs to the realm of reality is given for us in the language that we use.” A clear understanding of language is therefore essential in understanding reality. Furthermore, the concepts that we use reflects our understanding of the world. By doing this, I am merely attempting to clarify their meaning and to show their multiple uses.

Hirst & Peters (1970:8) contend that there are subtle differences between groups of language users as well as common elements in concepts. It can therefore be argued that concepts do not exist in isolation: “Concepts are inseparably connected with the social life of a group.” They can be sometimes be understood properly only in relation to related concepts. Conceptual analyses are often undertaken through reviewing the literature related to the concept under investigation. Through conceptual analysis, I shall attempt to understand and assess educational management‟s understanding of a learning organisation and what is regarded in the literature as a holistic organisation.

Through conceptual analysis, we can also speculate about connections that have not yet been confirmed through the intervention of research or descriptive studies. As

Burbules and Warnick (2003:20) observe: “An unexamined concept may mask an underlying confusion”. In the case of this inquiry, conceptual analysis is conflated with other methodological approaches not only to clarify the link of the WCEDs service provision model in relation to the constitutive meaning that I will constructed later, but also to understand how related concepts in the WCEDs service provision model link to the characteristics of a learning organisation.

Conceptual analysis enables us not only to focus on the fundamental issues on morality, but also on actions and the important message of the concept (Hirst & Peters 1970:9). Thus, the dual emphasis focuses not only on moral issues but also on the epistemology of concepts under investigation. Therefore, in the analysis of concepts I ultimately explore the hidden assumption underlying particular words in the WCEDs service provision policies as well as exposing biases, distortions and limitations that are implicit within a concept. Margolis (2002:29) argues that recent theories of interpretation are “still largely confined to the conceptual resources.”

The reason for careful analysis of concepts is that clarity of concepts may lead to the use of more appropriate tools to understand, justify or correct education service provision and transformation models. Clearly defined concepts may also clarify the underlying reasons and assumptions for using certain words in policy documents and their context. Examining the WCEDs educational practice and policies through conceptual analysis may lead to a better understanding of important issues and practices within the Western Cape education system and may also provide possible guidelines for adjustments and alternatives.