Current research on participation is critiqued in terms of problems in exact measurement, superimposed definitions, and the use of value-laden constructs. Building upon the thesis that the qualitative and quantitative approaches to research represent different perspectives, they are compared in terms of purpose, their interpretations, premises, focus, method, and research criteria, including reliability and validity. The qualitative perspective, particularly as influenced by hermeneutics and social phenomenology, is developed further and implications for the study of participation are considered. Emphasis is placed upon the importance of understanding the meaning of participation in the life-world of the individual. Educational participation is considered within the broader context of learning, and learning is viewed as embedded in the life-world.
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