Explaining trust in large biometric infrastructures: A critical realist case study of India's Aadhaar project

The need for formulation of solid explanatory theories is heightened in information and communication technologies for development (ICT4D) by the high incidence of failure, which involves substantial costs for the countries affected. A core argument of this paper is that a critical realist ontology offers intellectual tools that can ground the formulation of causal theory in ICT4D. The paper illustrates such potential through the case study of India's Unique Identity Project (Aadhaar), which Indian states are increasingly using within their anti-poverty programmes. Following a critical realist retroductive methodology, the paper seeks to explain the incorporation of Aadhaar into India's main food security system, the Public Distribution System; an incorporation somewhat paradoxical given the mistrust often associated with biometric infrastructures in social protection. Critical realism allows construction of a theory of trust-building in Aadhaar, based on mechanisms of institutionalisation (state governments framing Aadhaar as a core institutional means to receive benefits) and image formation (authorities systemically associating Aadhaar with an image of effective pro-poor reform). Based on primary and secondary data collected over the course of six years, this paper contributes a theoretical explanation of an important phenomenon in Indian development, and illustrates how a critical realist philosophy is instrumental in building the type of causal theory that is needed in ICT4D

Helping Business Schools Engage with Real Problems: The Contribution of Critical Realism and Systems Thinking

The world faces major problems, not least climate change and the financial crisis, and business schools have been criticised for their failure to help address these issues and, in the case of the financial meltdown, for being causally implicated in it. In this paper we begin by describing the extent of what has been called the rigour/relevance debate. We then diagnose the nature of the problem in terms of historical, structural and contextual mechanisms that initiated and now sustain an inability of business schools to engage with real-world issues. We then propose a combination of measures, which mutually reinforce each other, that are necessary to break into this vicious circle – critical realism as an underpinning philosophy that supports and embodies the next points; holism and transdisciplinarity; multimethodology (mixed-methods research); and a critical and ethical-committed stance. OR and management science have much to contribute in terms of both powerful analytical methods and problem structuring methods

Examining Philosophy of Technology Using Grounded Theory Methods

A qualitative study was conducted to examine the philosophy of technology of K-12 technology leaders, and explore the influence of their thinking on technology decision making. The research design aligned with CORBIN and STRAUSS grounded theory methods, and I proceeded from a research paradigm of critical realism. The subjects were school technology directors and instructional technology specialists, and data collection consisted of interviews and a written questionnaire. Data analysis involved the use of grounded theory methods including memo writing, open and axial coding, constant comparison, the use of purposive and theoretical sampling, and theoretical saturation of categories. Three broad philosophy of technology views were widely held by participants: an instrumental view of technology, technological optimism, and a technological determinist perspective that saw technological change as inevitable. Technology leaders were guided by two main approaches to technology decision making, represented by the categories Educational goals and curriculum should drive technology, and Keep up with Technology (or be left behind). The core category and central phenomenon that emerged was that technology leaders approached technology leadership by placing greater emphasis on keeping up with technology, being influenced by an ideological orientation to technological change, and being concerned about preparing students for a technological future

Management Knowledge and Knowledge Management: Realism and Forms of Truth

This paper addresses the issue of truth and knowledge in management generally and knowledge management in particular. Based on ideas from critical realism and critical theory, it argues against the monovalent conceptualization of knowledge implicitly or explicitly held by many authors and aims instead to develop a characterization that recognises the rich and varied ways in which human beings may be said “to know”. It points out and conceptualises a fundamental dimension of knowledge that is generally ignored or cursorily treated within the literature, that is, “truth”. It identifies four forms of knowledge – propositional, experiential, performative and epistemological – and explores their characteristics, especially in terms of truth and validity. It points out some implications for knowledge management

Critical Realism and Empirical Research Methods in Education

In the light of recent writings of Richard Pring, and in relation to the application of empirical research methods in education, this paper offers a corrective to a neo-realist viewpoint and develops a critical realist perspective. The argument is made that the deployment of empirical research methods needs to be underpinned by a meta-theory embracing epistemological and ontological elements; that this meta-theory does not commit one to the view that absolute knowledge of the social world is possible; and that critical realism is the most appropriate meta-theory to underpin the use of empirical research methods. Further to this, unhelpful dualisms between quantitative and qualitative methodologies, and between structure and agency, are discussed in relation to neo-realist and critical realist perspectives

A Presuppositional Critique of Constructivism

Educational theories have roots. They have roots in broader philosophies, conceptions of the nature of reality, and the theories utilized in classrooms to teach have implications for broader society. The author takes a presuppostitional view and shows that all systems have most basic beliefs that are un-provable. So at the heart of any form of interpretive schema or paradigm is faith in that schema. The author discusses the role of theories of truth, how fact-constructivism embraces a relativist position that is self-refuting, and ultimately is untenable absent a suspension of laws of logic. The author argues in favor of revelation from God as axiomatic and demonstrates how logic can exist on that basis, whereas on a secular basis, philosophy cannot generate any True facts whatsoever. The author then looks at the educational theory of constructivism and examines the theory and practices it endorses it in light of the presuppositional critique and concludes that the relativistic nature of constructivism precludes it from being a philosophically acceptable approach for the Christian

Why critical realism fails to justify critical social research

Many social scientists have argued that research should be designed to perform a ‘critical’ function, in the sense of challenging the socio-political status quo. However, very often, the relationship between the political value judgements underpinning this commitment and the values intrinsic to inquiry, as a distinct form of activity has been left obscure. Furthermore, the validity of those judgements has usually been treated either as obvious or as a matter of personal commitment. But there is an influential tradition of work that claims to derive evaluative and prescriptive conclusions about current society directly from factual investigation of its history and character. In the nineteenth century, Hegel and Marx were distinctive in treating the force of ethical and political ideals as stemming from the process of social development itself, rather than as coming from a separate realm, in the manner of Kant. Of course, the weaknesses of teleological meta-narratives of this kind soon came to be widely recognised, and ‘critical’ researchers rarely appeal to them explicitly today. It is therefore of some significance that, under the banner of critical realism, Bhaskar and others have put forward arguments that are designed to serve a similar function, while avoiding the problems associated with teleological justification. The claim is that it is possible to derive negative evaluations of actions and institutions, along with prescriptions for change, solely from the premise that these promote false ideas, or that they frustrate the meeting of needs. In this article I assess these arguments, but conclude that they fail to provide effective support for a 'critical' sociology

The limits of process: On (re)reading Henri Bergson

This article offers a reading of the work of Henri Bergson as it pertains to organizations through the lens of ideas drawn from critical realism. It suggests an alternative to interpretations based on a stark division between process and realist perspectives. Much of the existing literature presents a rather partial view of Bergson’s work. A review suggests some interesting parallels with themes in critical realism, notably the emergence of mind. Critical realism has a focus on process at its heart, but is also concerned with how the products of such processes become stabilized and form the conditions for action. This suggests that attention might usefully be paid to the relationship between organizational action and the sedimented practices grouped under the heading of ‘routines’. More attention to Bergson’s account of the relationship between instinct, intuition and intelligence provides a link to the social character of thought, something which can be mapped on to Archer’s work on reflexivity and the ‘internal conversation’. This suggests that our analyses need to pay attention to both memory and history, to building and dwelling, rather than the one-sided focus found in some process theory accounts