방법 비교

	해석적 고전 근거 이론	해석적 스트라우스식 근거 이론
분야	질적 방법	질적 방법
계열	Process / pipeline	Process / pipeline
기원 연도	1967 (classic GT); interpretivist epistemological framing: mid-1990s onward	1990 (Strauss & Corbin seminal text); interpretivist grounded theory consolidation 1990s–2000s
창시자	Barney G. Glaser and Anselm L. Strauss (classic GT); interpretivist framing elaborated by Merilyn Annells and others	Anselm Strauss and Juliet Corbin (Straussian procedures); interpretivist framing draws on Dilthey, Weber, and Blumer
유형	Qualitative theory-building method	Qualitative theory-building approach
원전	Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Aldine. ISBN: 978-0202302607	Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Sage. ISBN: 978-0803932517
별칭	interpretivist CGT, interpretivist classic GT, interpretive Glaserian grounded theory, interpretive emergent grounded theory	Straussian GT (interpretivist), interpretivist grounded theory, Strauss-Corbin grounded theory, systematic grounded theory
관련	6	6
요약	Interpretive classic grounded theory applies Glaser and Strauss's original discovery-oriented grounded theory procedures under an explicitly interpretivist epistemology. It retains classic GT's commitment to theory emergence — avoiding forced conceptual frameworks — while acknowledging that the researcher's interpretive lens shapes what is noticed and how meaning is constructed from data. This stance distinguishes it from purely objectivist readings of Glaser's later solo work and from constructivist grounded theory in its degree of inductive openness.	Interpretive Straussian grounded theory combines the systematic coding procedures developed by Anselm Strauss and Juliet Corbin with an interpretivist epistemological stance. It uses open, axial, and selective coding — structured around a paradigm model of conditions, actions, and consequences — to inductively build a substantive theory from qualitative data, while acknowledging that the researcher actively constructs meaning rather than discovering pre-existing facts.