Much of the discourse that takes place regarding arts-based research seems to center on the idea of breaking away from the strict logic of the scientific method for investigating and questioning aspects of the human experience in social sciences and education, both among those who advocate for the integration of arts and research as well as those who oppose it.  And yet, if one looks back to the meaning of art and science in Middle English, one can see both significant differences as well as overlaps in meaning.  Thus, many of the distinctions made between art and research have little basis in the etymological roots of the words, the philosophical bases of each endeavor, or the means and ends of each.  And yet, in the current age, there is a tendency to strive for discrete divisions between fields and disciplines, and each has traditionally developed and adhered to an agreed-upon structure and purpose.  Indeed, there even exists in the popular consciousness a clear distinction between the methods, purposes, and ends of art and research. What, then, are the ramifications for interdisciplinary shift?

The worlds of social science and education research are continually shifting and evolving, expanding to accommodate new points of view and changes in society and culture.  One current trend is the integration of the arts and research in social sciences and education, utilizing non-linguistic forms of representation to conduct research and disseminate results.  While proponents of this movement are enthusiastic about what is perceived as immense potential for the use of such artistic expressions such as drawing and painting, drama, dance, poetry, and music in conducting and presenting research, and tend to dismiss criticism as merely a reaction to the disruption to traditional conservative hegemony, critics consistently express concern that such techniques exceed the bounds of scientific inquiry and fail to adhere to established requirements for validity. 

Are there benefits to this interdisciplinary approach to research?  Is the intersection of art and research confined to methodological integration, or is there conceptual overlap as well?  Are there limitations to such integration and, perhaps more saliently, is there a risk involved in blending art and research that might result in similar epistemological arguments as has resulted from the ‘science’ of intelligent design?  Or is the integration of art and research simply another evolutionary step in the social sciences and education in general, and in qualitative research methods in particular?  Is there merit to conducting and disseminating research results using techniques of the arts or are there issues of interpretation, validation, and durability of results for current future generations of social scientists and educators?  The author of this paper seeks to draw upon etymological, philosophical, and historical roots of art and science in order to grapple with the ambiguous space between arts and science.