7,747 research outputs found

    Underdetermination and Models in Biology

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    Since the early 20th century underdetermination has been one of the most contentious problems in the philosophy of science. In this article I relate the underdetermination problem to models in biology and defend two main lines of argument: First, the use of models in this discipline lends strong support to the underdetermination thesis. Second, models and theories in biology are not determined strictly by the logic of representation of the studied phenomena, but also by other constraints such as research traditions, backgrounds of the scientists, aims of the research and available technology. Convincing evidence for the existence of underdetermination in biology, where models abound, comes both from the fact that for a natural phenomenon we can create a number of candidate models but also from the fact that we do not have a universal rule that would adjudicate among them. This all makes a strong case for the general validity of underdetermination thesis

    A Symposium of Critical Legal Studies: Introduction

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    Towards pedagogies of creative collaboration: guiding secondary school students' music compositions

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    The pedagogy of creative collaboration in music classrooms is hardly clear from the literature. There are plenty of strategies for setting up composition activities and some useful models for peer and self-assessment. But what about the nature of the interaction between the teacher and the students, and amongst the students themselves, as the composition is unfolding? How can these interactions facilitate the development of the students’ independent thinking? And what is the influence of the teachers’ background on their approach to facilitating creative collaborations? This chapter explores these matters by first reviewing some literature and then profiling a case study of an English secondary class that has composition as part of the music curriculum. Transcripts of student and teacher observations were studied and then summarised for illustration, in the form of vignettes. In the discussion the music teacher background is considered, charting critical incidents in her education and professional path. The chapter closes with suggestions of building blocks for the design of pedagogies of creative collaboration

    Talk the Talk, Walk the Walk: Defining Critical Race Theory in Research

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    This paper focuses on what constitutes a Critical Race Theory (CRT) methodology. Over the last decade there has been a noticeable growth in published works citing CRT in the UK. This has led to an increase in practical research projects utilising CRT as their framework. It is clear that research on ‘race’ is an emerging topic of study recently encapsulated by the work of Seidman (2004), Bulmer and Solomos (2004), Gunaratnam (2003), Denzin and Giardina (2006; 2007), Tuhiwai Smith (2006), and Denzin, Lincoln and TuhiwaiSmith (2008). What is less visible is a debate on how CRT is positioned in relation to the ‘nexus of methodic practice, substantive theory and epistemological underpinnings that is a methodology (Harvey 1990:1). These philosophical, ethical, and practical questions are initially considered here by examining the notions of ontology, epistemology and methodology before practical considerations of recognising, framing and applying CRT research methodologies are explored

    Demystifying the Analysis Process of Talk Data: A Review of Analyzing Talk in the Social Sciences: Narrative, Conversation & Discourse Strategies

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    In Analyzing Talk in the Social Sciences: Narrative, Conversation & Discourse Strategies, Katherine Bischoping and Amber Gazso introduce three analytical approaches to talk data: narrative analysis, conversation analysis, and discourse analysis. Taking a sociological perspective, the authors engage in critical dialogue on research that employs these approaches, and provide step-by-step guide to analyzing talk data, using these strategies. They expand on introductory qualitative research concepts by taking up the complex interrelationships among epistemological, ontological, paradigmatical, and theoretical lenses that guide these analytical strategies. Through examples from a wide range of studies and their own research and advising experiences, Bischoping and Gazso articulate various analytical approaches to talk data to demonstrate the strength of these strategies in qualitative inquiry. Despite its minor shortcomings, such as its narrow focus on three analytical approaches and prevalent focus on talk data elicited in interviews, this book offers insights and strategies for students, faculty, and researchers interested in fine-tuning approaches guided by narrative analysis, conversation analysis, and discourse analysis

    Citizenship education, truth and learning : some thoughts on professional deliberation

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    Through consideration of a classroom context observed as part of a PGCE student teacher’s professional development, reading as a learning activity is considered. It is proposed that ‘learning to read’ engages pupils in a critical social-cultural-political project. Through further analysis of a pupil response identified as ‘wrong’, learning in citizenship education is considered through the prism of realist and constructivist perspectives. Finally, current educational ‘good practice’ is identified as offering more than just ‘things to do in the classroom’; aspects are shown to be concordant with elements of constructivist thinking, thinking which potentially offers professionals a prism through which to examine practise. In short, this paper does not propose that teachers ‘become’ constructivist in orientation; rather it offers, as an example, how adopting various theoretical positions from which to deconstruct education can and does provide for alternative perspectives both on educational policy and personal-professional viewpoints

    What Is Grounded Theory Good For?

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    Grounded theory (GT) made its appearance in the social sciences in 1967 with publication of Barney Glaser and Anselm Strauss’s The Discovery of Grounded Theory. Glaser and Strauss advocated for systematically discovering and interpreting empirical data to generate theory, in contrast to testing or verifying theory derived from a priori assumptions. In the intervening 50 years, GT has spread into a wide range of fields including journalism and mass communication. Variations of the method have been developed, and debate has ensued about its relation to positivism and constructivism as well as pragmatism and postmodernism and about its value for critical race theory, feminist theory, and indigenous and other critical methods and theories. When and how is it best used? Is it misunderstood or misused by some? Is it more than a method? We asked senior scholars with expertise in GT to reflect on these issues, beginning with Vivian Martin, coeditor with Astrid Gynnild of Grounded Theory: The Philosophy, Method, and Work of Barney Glaserpublished by BrownWalker Press (2012). Martin, professor and chair of the Department of Journalism at Central Connecticut State University, argues the method has been misunderstood even by those who use it, often conflated with qualitative studies, with only two GT studies published in journalism and mass communication. It is practical and subversive, she observes, with the ability to develop new concepts and link ideas across disciplines. She advocates a closer adherence to Glaser’s original intentions for the method. Responding to Martin is Clifton Scott, associate professor in the Department of Communication Studies at the University of North Carolina at Charlotte. Scott is the author of “Grounded Theory” in Encyclopedia of Communication Theory, edited by Steven Littlejohn and Sonja Foss published by SAGE (2009). While agreeing with Martin that the name often is misapplied, Scott argues for less preoccupation with policing the purity of the method in favor of developing multiple approaches appropriate to it as a methodology. Reacting to both Martin and Scott, Bonnie Brennen critiques the original GT approach as neglecting “methodological self-consciousness,” which would uncover researchers “theoretical assumptions, power relations, class positions and personal experiences.” Brennen, the Nieman Professor of Journalism in the Diederich College of Communication at Marquette University, is the author of Qualitative Research Methods for Media Studies, second edition, published by Routledge in 2017. Finally, Meenakshi Gigi Durham, responding to all three, expresses optimism about GT’s potential to spur new inquiry through exploration of social life, while she proposes that, like all theory, it be seen as necessarily dynamic and evolutionary. Durham is a professor in the School of Journalism and Mass Communication at the University of Iowa and associate dean of the College of Liberal Arts and Sciences. She is the editor with Douglas M. Kellner of Media and Cultural Studies: Keyworks, second edition, published by Blackwell (2011). Lana Rakow, Associate Editor Louisa Ha, Edito

    Talk the talk, walk the walk: Defining Critical Race Theory in research

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    Over the last decade there has been a noticeable growth in published works citing Critical Race Theory (CRT). This has led to a growth in interest in the UK of practical research projects utilising CRT as their framework. It is clear that research on 'race' is an emerging topic of study. What is less visible is a debate on how CRT is positioned in relation to methodic practice, substantive theory and epistemological underpinnings. The efficacy of categories of data gathering tools, both traditional and non-traditional is a discussion point here to explore the complexities underpinning decisions to advocate a CRT framework. Notwithstanding intersectional issues, a CRT methodology is recognisable by how philosophical, political and ethical questions are established and maintained in relation to racialised problematics. This paper examines these tensions in establishing CRT methodologies and explores some of the essential criteria for researchers to consider in utilising a CRT framework. © 2012 Copyright Taylor and Francis Group, LLC
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