Abstract In this Commentary, I draw out and discuss several issues that emerge in the juxtaposition of articles in this Special Issue on unit of analysis. The issues are: 1) Determining units of analysis in advance of inquiry or in the process of the inquiry; 2) The degree to which units of analysis should be of theoretically informed; and 3) Alignment of units of analysis to learning phenomena. In addition, I raise the question whether it is possible, without being reductionist or totalitarian about units of analysis, to be normative beyond demanding transparency. Can we also require that units of analysis be “fit for purpose” and display a “purposeful fit” to learning phenomena, broadly conceived? With reference to Bhaskar's philosophy of science, I answer these questions in the affirmative.

中文翻译：

---

学习研究中的分析单位：透明度、适合目的和有目的的适合

摘要 在这篇评论中，我提取并讨论了在本期特刊中关于分析单位的文章并列中出现的几个问题。问题是： 1）在调查前或调查过程中确定分析单位；2) 分析单元在理论上的了解程度；和 3) 分析单元与学习现象的对齐。此外，我提出了一个问题，在没有还原论或极权主义的分析单位的情况下，是否有可能在要求透明的情况下成为规范性的。我们是否还可以要求分析单元“适合目的”并显示“有目的的适合”学习现象，广义上？参考巴斯卡的科学哲学，我对这些问题作出肯定的回答。