This epistemological near-revolution has affected quantitative and qualitative studies alike. It affects how researchers discipline themselves to produce credible and useful interpretations. Increasingly, personally constructed knowledge is seen not only as credible evidence but as the product of good research. Evidence has no royal medium. Direct observation counts more in courts of law than in social science.
Statistical analysis leaves the individual case described by arbitrary constructs.
Each medium exposes certain dimensions of human experience and obscures others. The medium we draw from in this paper is fine art, particularly visual art. Artworks provide a number of dimensions for realizing experience and for creating knowledge. Works of art provide new gestalts and ultimately new grounds for confidence. The work of one particular artist has caused us to recognize a changed role of interpretation in educational research.