Taking empirical evidence seriously v.2.01.

This article discusses the status and challenges related to the basic perspective of knowledge and science in systemic practice. This article points out that some parts of the field (i.e. collaborative dialogical practice) have a preference for knowledge obtained through qualitative rather than quantitative studies. This is problematised, partly based on methodology and partly on the bias this entails in the provision of knowledge to students and systemic practitioners. The consequences of such a preference may be that systemic practitioners will lack significant knowledge, and that they are not encouraged to conduct or participate in quantitative studies. This issue highlights a stronger focus on the field's basic perspectives, as well as key political, ethical and professional policies. In response, the article presents the theories of interactive constructivism and critical realism and proposes that these become the guiding paradigm for systemic practice. [ABSTRACT FROM AUTHOR]