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Overview of schools in the philosophy of science

Overview of schools in the philosophy of science. Introductory Meeting Philosophy of Science Albert Meijer (September 10, 2012). Football and philosophy.

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Overview of schools in the philosophy of science

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  1. Overview of schools in the philosophy of science Introductory Meeting Philosophy of Science Albert Meijer (September 10, 2012)

  2. Football and philosophy • ‘Rosales lets the ball run because he feels that, if he would play the ball, he would be offside.’ FC Twente – Werder Bremen (20 October 2010)

  3. Metaphors for knowledge production • Video: research must lead to a precise of representation of reality • Story: research must lead to a (re)construction of the meanings of social actors • Computer simulation: research must lead to a reduction of reality into basic mechanisms. • Cartoon: research must lead to pictures that are inspired by interactions with and observations of social actors.

  4. Video

  5. Empirism • Reality: out there • Knowledge criterion: correspondence • Value: truth • Key activity: observation • Domain: universal

  6. Great thinkersAristotle, Bacon and Popper

  7. Rembrandt

  8. Rene Torenvlied

  9. Story

  10. Constructivism • Reality: in us • Knowledge criterion: meaning(s) • Value: insight • Key activity: interaction • Domain: contextual

  11. Great thinkersSocrates, De Montaigne, Berger/Luckmann

  12. Vincent van Gogh

  13. Huub Dijstelbloem

  14. Computer simulation

  15. Rationalism • Reality: behind perceptions • Knowledge criteriom: ideal • Value: control • Key activity: thinking • Domain: universal

  16. Great thinkersPlato, Descartes and Coleman

  17. Mondriaan

  18. Willem Schinkel

  19. Cartoon

  20. Postmodernism • Reality: what reality? • Knowledge criterion: esthetics • Value: amazement • Key activity: mirroring • Domain: contextual

  21. Great thinkersNietzsche and Baudrillard

  22. Dian-Marie Hosking

  23. General theme: value of science What is your position? • Science serves no other goal than science. • Science needs to produce valuable knowledge for society. • Science needs to criticize abuses of power.

  24. Frank Miedema

  25. Positioning the books • Kuhn: • Understanding science as a social practice • Struggle between the metaphors • Kitcher: • Understanding science – society interface • Value of these metaphors • Flyvbjerg • Understanding social science • Contextuality crucial to metaphors

  26. Value of these metaphors(1) • Use within one research project • E.g: e-mail in bureaucratic organizations • Video: systematic empirical research (text analysis, interviews, message analysis) • Stories: continuing interactions with all kinds of users of e-mail • Computer simulation: ideal type of bureaucratic organization in an information age • Cartoon: use of ambiguous terms such as ‘informal formalization’

  27. Value of these metaphors (2) • Emphasis on one form of knowledge production • Video: International comparative research into Internet and political behavior • Stories: Empirical analysis of meanings of disclosure of oversight information • Computer simulation: Analysis of different perspectives on the relation transparency-trust • Cartoon: Provocative research into hypes concerning Internet and government

  28. Video: Internet and political behavior • International comparative research • Large-scale survey • Measuring perceptions and (reported) behavior • Aim: general relation between cultural traits and impact of Internet

  29. Stories: Meanings of disclosure of oversight information • Research in two countries • In-depth interviews • Reconstructing (patterns in) meanings • Aim: understanding variety in local meanings

  30. Computer simulation: perspectives on the relation transparency-trust • Analysis of the literature and meta-theoretical perspectives • Desk research • Identifying ideal-types • Aim: analyzing the core differences in perspectives

  31. Cartoon: Internet hypes • Meta-analysis of research and practices • Desk research and contacts with practitioners • Criticizing current practices • Aim: make scientists and practitioners think about their practices

  32. Value of these metaphors (3) • You will develop a consistent argument concerning approaches to research. • Do you strive for a video, story, computer simulation, cartoon or something else? • What does this mean for the way you will do research?

  33. Previous research questions • How can we understand ‘learning’ ontologically and epistemologically? • How can I defend the production of contextual knowledge? • What role does power play in the social reality that I investigate and what does that mean for my role as a researcher? • How can we understand the relation between science and personal ideals? • To what extent is accepted argumentation the key to social scientific knowledge? • How to increase the use of scientific knowledge in practice? • Why or why not should a researcher make his or her reserach socially relevan? • Is the integration of contextual and universal knowledge possible? • What is the role of expectation in research with various stakeholders? • What is the value of a case study in social science? • Why should a social scientist use hypotheses when she is aware of all the limitations? • What kind of knowledge can be produced with a survey?

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