1. Philosophy of Science Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January 13, 2009

2. AGENDA Glossary: Post-Modernism Review Lecture: Philosophy of Science Memoing Exercise Next Class…

3. LEARNING OBJECTIVES By the end of this session, you should be able to:By the end of this session, you should be able to: –Analyze the main components of qualitative and quantitative research –Discuss the philosophical assumptions (and logic) of various scientific paradigms –Analyze how philosophical paradigms influence research method and substance –Articulate a personal stance

4. POST-MODERNISM DefinitionDefinition –Intellectual movement that challenges modernist conceptions (“grand narratives”) of science, truth, and objectivity (Gergen, 2000; Patton, 2002) –Language can not fully capture truth or reality (Crisis of Representation) –Argues that truth is constructed through language, and language constructed through cultural processes (language games, consensus, power) –Science is social constructed –Values multiple truths

5. POST-MODERNISM Methodological/Theoretical SignificanceMethodological/Theoretical Significance –Influential in social sciences and humanities (Psychology slower to adopt than other disciplines) (Gergen, 2000) –Research focuses on social construction of reality through language, symbols, metaphors, etc. –Phenomena treated as text –Analysis through deconstruction (take apart text to expose hidden assumptions, contradictions, ideological interests) (Patton, 2002)

6. POST-MODERNISM Methodological/Theoretical SignificanceMethodological/Theoretical Significance –Conclusions are localized, tentative, tolerate dissensus (Johnson & Cassell, 2001) –Reflexivity (esp. Epistemological) –Influenced discourse analysis and narrative methodological orientations –Risk of extreme moral or epistemological relativism, which can justify oppression or undermine value of all knowledge

7. POST-MODERNISM ExampleExample –Examines implications of post-modernism for the discipline of work psychology –Work psychology dominated by positivism, excludes subjectivity (Qualitative approaches still based on positivist understanding) –Limits what is known about work, limits reflexivity in psychology research and practice –Postmodernists erode apparently self-evident meta-narratives through: Identifying particular ways of seeing and acting that a discourse takes and excludes; Analysing social processes that make it possible for such a discourse to be historically constituted Analysing how it is reconstituted into new discursive formations Identifying the effects of such a discourse upon people.

8. POST-MODERNISM ExampleExample –Discipline and sub-disciplines of work psychology seen as discourses that are constructed to define legitimate work psychology that exclude non-qualified members and restrict acceptable forms of knowledge –Phenomena such as stress, personality, motivation not seen as real objects, but as linguistic constructs taken to be real and produced by discipline Examine how constructs stress come about (stressologists industry) –Human Resource discourse found to reflect masculine regimes of rationality that exclude and suppress women as irrational (management selection tests based on masculine norms)

9. POST-MODERNISM ReferencesReferences Gergen, K. (2000). Psychology in postmodern context. American Psychologist, 56(10), 803-813. Johnson, P. & Cassell, C. (2001). Epistemology and work psychology: New agendas. Journal of Occupational and Organizational Psychology, 74, 125-143 Patton, M.Q. (2002). Qualitative Research & Evaluation Methods (3rd Ed.). Thousand Oaks: Sage Publications.

10. RE(VIEW) Strategies of Research (Methodologies)Strategies of Research (Methodologies) –Goals –Design Strategies Control over phenomena? Use of predetermined categories? Sampling? –Data Collection Strategies Nature of data and instruments? Research Relationship? –Analysis Strategies Reasoning process? Emphasis? Goals? Role of researcher in analysis?

11. RE(VIEW) Quantitative StrategyQuantitative Strategy –Goals –Design Strategies Experiment Randomization Probability Sampling –Data Collection Strategies Quantitative Data Distance & Objectivity Reductionist –Analysis Strategies Hypothetical-Deductive: begins with hypotheses Statistical verification & Generalization Reductionist & Mechanistic Context-free (Control)

12. RE(VIEW) Qualitative StrategiesQualitative Strategies –Goals –Design Strategies Naturalistic Emergent/flexible Purposeful sampling –Data Collection Strategies Qualitative data Personal engagement Empathic neutrality Dynamic Systems –Analysis Strategies Unique case orientation Inductive analysis & Creative synthesis Holistic Context Reflexivity

13. REVIEW QualitativeQuantitative Purpose / FocusUnderstanding (Verstehen) Subjectivity Social processes Ideographic Explanation (cause-effect) Prediction Control Nomothetic DesignNaturalistic Emergent Purposeful Sampling Mechanistic/ Reductionist Experimental Control Randomization (Probability Sampling) Data CollectionQualitative Data Personal Engagement (Researcher is Instrument) Empathic Neutrality Numerical Data Objective AnalysisUnique-case orientation Inductive Holistic Context Reflexivity Generalization Hypothetico-Deductive Verification Context-free

14. PHILOSOPHY OF SCIENCE What is philosophy of science?What is philosophy of science? –Conceptual roots undergirding the quest for knowledge –Fundamental beliefs or assumptions about Ontology (the nature of reality and being) Epistemology (the study of knowledge) Axiology (the role of values in the research process) Methodology (the process and procedures of research) Rhetorical structure (the language of the research) and presentation of the research)

15. PHILOSOPHY OF SCIENCE Why think about philosophy of science?Why think about philosophy of science? –Increases clarity of research purpose –Enhances reflexivity –Broadens and deepens theoretical sensitivity –Increases quality and rigor

16. PHILOSOPHY OF SCIENCE ScienceScience –Definition Systematic collection and analysis of data Create knowledge and solve problems –Empiricism

17. PHILOSOPHY OF SCIENCE ParadigmsParadigms –Set of interrelated assumptions about the world which provides a philosophical and conceptual framework for the organized study of that world (Filstead, 1979 in Patton, 2002) Ontology, Epistemology, Methodology, Axiology, Rhetorical Structure –Major Paradigms Reality-oriented Social Constructionist Critical-Ideological

18. PHILOSOPHY OF SCIENCE Reality-oriented ParadigmsReality-oriented Paradigms –Belief in external reality, where events result from underlying mechanisms or structures –Objectivity is desirable –Goals are explanation, laws, prediction, control –Variations Positivism (Comte) –Real knowledge based on claims that are verifiable by direct experience (mathematical formulas); distinguish “positive knowledge” (empirically based) from theology and metaphysics (based on fallible human reason and belief ) Post-positivist (Popper) –Human ability to gain real knowledge is limited. Falsification over verification as criteria for assessing claims Realism –Similar to post-positivism. Recognize subjectivity and takes pragmatic rather formalistic approach to research. No difference between qualitative and quantitative methods.

19. PHILOSOPHY OF SCIENCE Social Constructionist ParadigmsSocial Constructionist Paradigms –Believe in multiple, equally valid realities (subjective and socially constructed) –Goals are understanding lived experience (verstehen) –Heisenberg Uncertainty Principle

20. PHILOSOPHY OF SCIENCE Critical ParadigmsCritical Paradigms - Believe that reality mediated by power relations within social, historical contexts –Goals are emancipation and transformation

21. PHILOSOPHY OF SCIENCE OntologyOntology –Focus Nature of being and reality What can be known –Paradigmatic Positivism: One true external reality, operates by universal laws, can be known with some certainty Constructivism Critical

22. PHILOSOPHY OF SCIENCE EpistemologyEpistemology –Focus Theories of Knowledge (how we know, who can know) Relationship between Knower and Known –Paradigmatic Positivism Constructivism Critical

23. PHILOSOPHY OF SCIENCE Methodology (and Methods)Methodology (and Methods) –Focus The way of doing research (Design, Data Collection, Analysis) Methods are the how of doing research –Paradigmatic Positivism Constructivism Critical

24. PHILOSOPHY OF SCIENCE AxiologyAxiology –Focus The role of values in research Standpoint, Research Relationship –Paradigmatic Positivism Constructivism Critical

25. PHILOSOPHY OF SCIENCE Rhetorical StructureRhetorical Structure –Focus Language Voice –Paradigmatic Positivism Constructivism Critical

26. PHILOSOPHY OF SCIENCE VideoVideo –Questions What are the author’s claims? What epistemological assumptions inform the author’s claims? What epistemological assumptions are the hosts criticisms based upon? Do you agree with the epistemological basis of the author’s claims and/or the hosts’ criticisms?

27. PHILOSOPHY OF SCIENCE VideoVideo

28. PHILOSOPHY OF SCIENCE VideoVideo –Questions What are the author’s claims? What epistemological assumptions inform the author’s claims? What epistemological assumptions are the hosts criticisms based upon? Do you agree with the epistemological basis of the author’s claims and/or the hosts’ criticisms?

29. EXERCISE MemoingMemoing –Short written documents that are produced throughout qualitative research Document researcher’s analytical process Stimulates reflection and analysis Promote creative insights through brainstorming and freewriting Develop writing skills

30. EXERCISE MemoingMemoing –Format Typed ~1 page (single-spaced) Title (indicates content) and date Sentence form. Should be coherent.

31. EXERCISE InstructionsInstructions -Write memo on following questions What paradigm do you identify most closely with? Why? How would that paradigm influence our approach to studying money in this class? –Purpose, Methodology, Axiology What are some limitations to what we can know using this approach? –Turn to partner and discuss your thoughts

32. NEXT CLASS… Theoretical OrientationsTheoretical Orientations