Science of Science and Reflexivity

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Science of Science and Reflexivity

01 Jan 2004-

TL;DR: Bourdieu's "Science of Science and Reflexivity" as mentioned in this paper argues that science is in danger of becoming a handmaiden to biotechnology, medicine, genetic engineering, and military research that it risks falling under the control of industrial corporations that seek to exploit it for monopolies and profit.

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Abstract: Over the last four decades, the French sociologist Pierre Bourdieu produced one of the most imaginative and subtle bodies of social theory of the postwar era. When he died in 2002, he was considered to be a thinker on a par with Foucault, Barthes, and Lacan a public intellectual as influential to his generation as Sartre was to his. "Science of Science and Reflexivity" will be welcomed as a companion volume to Bourdieu's now seminal "An Invitation to Reflexive Sociology." In this posthumous work, Bourdieu declares that science is in danger of becoming a handmaiden to biotechnology, medicine, genetic engineering, and military research that it risks falling under the control of industrial corporations that seek to exploit it for monopolies and profit. Science thus endangered can become detrimental to mankind. The line between pure and applied science, therefore, must be subjected to intense theoretical scrutiny. Bourdieu's goals in "Science of Science and Reflexivity" are to identify the social conditions in which science develops in order to reclaim its objectivity and to rescue it from relativism and the forces that might exploit it. In the grand tradition of scientific reflections on science, Bourdieu provides a sociological analysis of the discipline as something capable of producing transhistorical truths; he presents an incisive critique of the main currents in the study of science throughout the past half century; and he offers a spirited defense of science against encroaching political and economic forces. A masterful summation of the principles underlying Bourdieu's oeuvre and a memoir of his own scientific journey, "Science of Science and Reflexivity" is a capstone to one of the most important and prodigious careers in the field of sociology."

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Book Chapter•DOI•

Feldanalyse als Forschungsprogramm

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Stefan Bernhard¹, Christian Schmidt-Wellenburg²•Institutions (2)

Institut für Arbeitsmarkt- und Berufsforschung¹, University of Potsdam²

01 Jan 2012

TL;DR: Theodorakopoulos et al. as mentioned in this paper divergedren ganz offensichtlich auch hinsichttlich der Frage, was als wesentliche Bezugsgrose der Feldtheorie gelten sollte.

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Abstract: Diese beiden Definitionen von Feldern unterscheiden sich nicht nur im Sprachduktus. Sie divergieren ganz offensichtlich auch hinsichtlich der Frage, was als wesentliche Bezugsgrose der Feldtheorie gelten sollte. Sind es strukturelle Positionen (Bourdieu/Wacquant) oder Institutionen (DiMagio/Powell)? Auserdem herrscht Unklarheit hinsichtlich der Beziehungen dieser Elemente zueinander: Mussen sie sich wissentlich aufeinander beziehen, um zu einem feldformigen Praxiszusammenhang zu gehoren (DiMagio/Powell) oder handelt es sich um objektive Relationen, die sich zwar in Interaktionen niederschlagen konnen, aber keineswegs mussen (Bourdieu/Wacquant). Solche Dissonanzen hatten in anderen Kontexten durchaus das Potenzial, erbitterte Auseinandersetzungen zwischen Wissenschaftlern zu provozieren. Bei der Feldanalyse ist dies anders.

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29 citations

Journal Article•DOI•

The future of research monographs: An international set of perspectives

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Kevin Ward¹, Ron Johnston, Keith Richards², Matthew Gandy³, Zbigniew Taylor⁴, Anssi Paasi⁵, Roddy Fox⁶, Margarita Serje⁷, Henry Wai-chung Yeung⁸, Trevor J. Barnes⁹, Alison Blunt¹⁰, Linda McDowell¹¹ - Show less +8 more•Institutions (11)

University of Manchester¹, University of Cambridge², University College London³, Polish Academy of Sciences⁴, University of Oulu⁵, Rhodes University⁶, University of Los Andes⁷, National University of Singapore⁸, University of British Columbia⁹, Queen Mary University of London¹⁰, University of Oxford¹¹

01 Feb 2009-Progress in Human Geography

TL;DR: In this article, the authors expand their knowledge on the writing and publishing of research monographs in different countries and so it moves beyond accounts which generalize from the U.S.

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Abstract: This Forum makes four points First, it expands our knowledge on the writing and publishing of research monographs in different countries and so it moves beyond accounts which generalize from the U

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29 citations

Cites background from "Science of Science and Reflexivity"

...Facts, arguments and theories are constructed, communicated and evaluated in the form of written statements (Bourdieu, 2004)....
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Journal Article•DOI•

Following Alice: theories of critical thinking and reflective practice in action at postgraduate level

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Ruth Swanwick¹, Ruth Kitchen¹, Joy Jarvis², Wendy McCracken³, Rachel O'Neil⁴, Stephen Powers⁵ - Show less +2 more•Institutions (5)

University of Leeds¹, University of Hertfordshire², University of Manchester³, University of Edinburgh⁴, University of Birmingham⁵

23 Jan 2014-Teaching in Higher Education

TL;DR: In this paper, a flexible framework of principles for teaching critical thinking and reflective practice skills at the postgraduate level is presented, based on a collaborative project between four UK institutions providing postgraduate programs in deaf education.

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Abstract: This paper presents a flexible framework of principles for teaching critical thinking and reflective practice skills at the postgraduate level. It reports on a collaborative project between four UK institutions providing postgraduate programmes in deaf education. Through a critical review of current theories of critical thinking and reflective practice in higher education, the authors identified and constructed frameworks of principles for relevant skills. They selected a set of learning activities for the institutions to trial to target those skills. Students evaluated how successfully the activities promoted the skills. The investigators evaluate the methodology and provide a critique of the framework of principles. Findings reveal that the framework of principles is a robust model for the development, design and evaluation of bespoke learning activities targeting critical thinking and reflective practice skills.

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29 citations

Cites background from "Science of Science and Reflexivity"

...In the domains of philosophy and the social sciences, Bourdieu proposes the reflective practice of critical self-appraisal as a starting point for all work: ‘since social science is a socially constructed account of social construction, it must take itself as an object of study’ (Bourdieu 2004, 88). This includes reflection on one’s attitudes, beliefs and preconceptions and relates to experiences and understanding of the world. Critical thinking is also often associated, in philosophy, with the formal structures of logic and in the formative assessment of reasoning skills. Fisher and Scriven (1997) identify fours areas of competency: interpretation; communication; knowledge; technique and delineate subsets of skills within these four domains. In addition to skills in logical reasoning, Glaser (1941) suggests that critical thinking requires an attitude of openness, thoughtfulness and persistence towards enquiry. Philosophy also moves beyond the argumentation and assessment of critical thinking to consider the processes it involves. Fisher (2001) observes that critical thinking is a metacognitive process and highlights the creativity involved in this process, and Norris and Ennis (1989) identify a reflective capacity and reason as components of this skill....
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...In the domains of philosophy and the social sciences, Bourdieu proposes the reflective practice of critical self-appraisal as a starting point for all work: ‘since social science is a socially constructed account of social construction, it must take itself as an object of study’ (Bourdieu 2004, 88). This includes reflection on one’s attitudes, beliefs and preconceptions and relates to experiences and understanding of the world. Critical thinking is also often associated, in philosophy, with the formal structures of logic and in the formative assessment of reasoning skills. Fisher and Scriven (1997) identify fours areas of competency: interpretation; communication; knowledge; technique and delineate subsets of skills within these four domains. In addition to skills in logical reasoning, Glaser (1941) suggests that critical thinking requires an attitude of openness, thoughtfulness and persistence towards enquiry. Philosophy also moves beyond the argumentation and assessment of critical thinking to consider the processes it involves. Fisher (2001) observes that critical thinking is a metacognitive process and highlights the creativity involved in this process, and Norris and Ennis (1989) identify a reflective capacity and reason as components of this skill. Critical thinking involves a capacity to reflect on one’s own processes of thinking. This suggests that a type of internally directed practice of reasoning and creative thinking about thinking is at work. Correspondently, McPeck (1981) cites student capacity and willingness to actively engage in the activity of critical thinking as essential to the development of this skill....
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...In the domains of philosophy and the social sciences, Bourdieu proposes the reflective practice of critical self-appraisal as a starting point for all work: ‘since social science is a socially constructed account of social construction, it must take itself as an object of study’ (Bourdieu 2004, 88)....
[...]
...In the domains of philosophy and the social sciences, Bourdieu proposes the reflective practice of critical self-appraisal as a starting point for all work: ‘since social science is a socially constructed account of social construction, it must take itself as an object of study’ (Bourdieu 2004, 88). This includes reflection on one’s attitudes, beliefs and preconceptions and relates to experiences and understanding of the world. Critical thinking is also often associated, in philosophy, with the formal structures of logic and in the formative assessment of reasoning skills. Fisher and Scriven (1997) identify fours areas of competency: interpretation; communication; knowledge; technique and delineate subsets of skills within these four domains....
[...]
...In the domains of philosophy and the social sciences, Bourdieu proposes the reflective practice of critical self-appraisal as a starting point for all work: ‘since social science is a socially constructed account of social construction, it must take itself as an object of study’ (Bourdieu 2004, 88). This includes reflection on one’s attitudes, beliefs and preconceptions and relates to experiences and understanding of the world. Critical thinking is also often associated, in philosophy, with the formal structures of logic and in the formative assessment of reasoning skills. Fisher and Scriven (1997) identify fours areas of competency: interpretation; communication; knowledge; technique and delineate subsets of skills within these four domains. In addition to skills in logical reasoning, Glaser (1941) suggests that critical thinking requires an attitude of openness, thoughtfulness and persistence towards enquiry....
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The methodological illumination of a blind spot: information and communication technology and international research team dynamics in a higher education research program David M. HoffmanBrigida BlasiBojana CulumZ ÿ arko Drags ÿic ´ • Amy EwenHugo HortaTerhi NokkalaCecilia Rios-Aguilar

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D. M. Hoffman, T. Nokkala, B. Blasi, H. Horta

01 Jan 2014

TL;DR: In this paper, the authors focus on the relationship between information and communication technology (ICT)-based collaboration and research team dynamics and highlight a set of key challenges facing international research teams.

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Abstract: This self-ethnography complements the other articles in this special issue by spotlighting a set of key challenges facing international research teams. The study is focused on the relationship between information and communication technology (ICT)- based collaboration and research team dynamics. Our diverse team, drawn from researchers in five countries and three projects, argues that an ironic casualty of the powerful, global phenomena we study, is a lack of insight into what happens to generic research team dynamics, when groups are 'stretched' in terms of geographical distance, generations, cultural beliefs, values and norms, as well as disciplinary/specialist traditions. Good intentions are not sufficient to cope with these challenges. This is because of the emerging complexity inherent in many types of international, interdisciplinary fields of study and the complexity of the career trajectories needed to make these studies a reality. Our study underlines that there are no beliefs, values, norms and practices linked to research team dynamics, that hold across the current territory, generations, disciplines, cultures, organizations and individuals leading and conducting comparative studies—and

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28 citations

Journal Article•DOI•

Bourdieu and the dead end of reflexivity: on the impossible task of locating the subject

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Samuel Knafo

01 Jan 2016-Review of International Studies

TL;DR: The authors examines recent attempts by IR scholars to flesh out a reflexive approach inspired by the work of Pierre Bourdieu, and proposes to rearticulate the problematic of reflexivity by going back to a more classic concern with the question of alienation.

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Abstract: This article examines recent attempts by IR scholars to flesh out a reflexive approach inspired by the work of Pierre Bourdieu. The French sociologist pioneered the idea of turning the tools of sociology onto oneself in order to apply the same grid of social analysis to the object and subject of scholarship. This represents the culmination of a long tradition of seeking to understand from where one speaks and grasp our subjective biases through reflexive means. But as I argue Bourdieu – like most reflexive scholars – largely overestimated his ability to grasp his own subject position. For he assumed he could be objective about the very thing he had the least reasons to be objective about: himself. Instead of bending over backwards in this way and directly take the subject into account, I then propose to rearticulate the problematic of reflexivity by going back to a more classic concern with the question of alienation. Through a detailed critique of Bourdieu's reflexive approach and the ways in which it was received in IR, I set out a series of principles to reconfigure the agenda of reflexivity and offer a platform for a proper methodological alternative to positivism.

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28 citations

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Science of Science and Reflexivity

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