I think the silence in regards to this well written paper by Ian Hart has to do more with a general agreement on the topic. One can't argue that qualitative research doesn't have value. Human behavior is so complex with SO many differing variables, that a combination of both quantitative and qualitative research is in need. I think that even a pure positivist believes, to some degree, that qualitative research has value.
I may be wrong, but aren't research questions initially formed by a type of qualitative research approach? Isn't it through initial observations that we develop research questions? Isn't it through general observations, possibly when doing quantitative research, that we discover relationships for further research? These careful observations will inevitably lead to brilliant questions for some, which will in turn lead to the seeking of answers for many.
I know that these are simple arguments, but I am only trying to make a simple point, being that even those who passionately deny qualitative research as a valued method of inquiry, are probably already practicing it to some degree. The question is not a matter of whether they are practicing it, it is a matter of degree.
Regardless, our field can use a lot MORE of both. It's amazing to me to sit through a number of lectures in my graduate classes and not hear a single reference the entire quarter to any type of research in the field. My conclusion is, and this may be controversial as well as wrong, the reason stems from what I believe is a lack of legitimate and quality research in the field of instructional technology. The research I have read in IT seems to be generally weak methodologically.
I haven't read any of Tom Reeves' past arguments about pseudoscience, but the nine characteristics that he posted to this group [18 Mar 97] are right on the money, in my opinion.
Maybe the silence is not because we all agree, as I stated earlier, but that possibly research topics have this listserv baffled. Or, maybe we just don't care about the quality of our research.