scholarly journals Social Science as a Guide to Social Metaphysics?

2018 ◽  
Vol 49 (2) ◽  
pp. 187-198 ◽  
Author(s):  
Katherine Hawley
2019 ◽  
Vol 50 (2) ◽  
pp. 138-160 ◽  
Author(s):  
Daniel Saunders

Metaphysics has undergone two major innovations in recent decades. First, naturalistic metaphysicians have argued that our best science provides an important source of evidence for metaphysical theories. Second, social metaphysicians have begun to explore the nature of social entities such as groups, institutions, and social categories. Surprisingly, these projects have largely kept their distance from one another. Katherine Hawley has recently argued that, unlike the natural sciences, the social sciences are not sufficiently successful to provide evidence about the metaphysical nature of social entities. By contrast, I defend an optimistic view of naturalistic social metaphysics. Drawing on a case study of research into contextual effects in social epidemiology, I show that social science can provide a valuable evidence for social metaphysicians.


2019 ◽  
Vol 16 (1) ◽  
pp. 147-162 ◽  
Author(s):  
Tomáš Kobes

This article discusses the controversy of the sociological imagination as it was developed by Charles Wright Mills and its relevance for the current epistemology of social science. His notion of the sociological imagination has several problems due to the unreflected general prejudice distinguishing between structure and subjectivity, which creates from sociology a kind of social metaphysics. As a result, social context is conceptualised as an unproblematic domain used for the rationalisation of an actor’s behaviour and knowledge, and the sociological imagination gives the sociologist an absolute critical position which situates him paradoxically in the name of justice and freedom against humanity.


2018 ◽  
Author(s):  
Michael D. Ward ◽  
John S. Ahlquist

2003 ◽  
Vol 8 (1) ◽  
pp. 34-38 ◽  
Author(s):  
Knut Larsson ◽  
Josef Frischer

The education of researchers in Sweden is regulated by a nationwide reform implemented in 1969, which intended to limit doctoral programs to 4 years without diminishing quality. In an audit performed by the government in 1996, however, it was concluded that the reform had failed. Some 80% of the doctoral students admitted had dropped out, and only 1% finished their PhD degree within the stipulated 4 years. In an attempt to determine the causes of this situation, we singled out a social-science department at a major Swedish university and interviewed those doctoral students who had dropped out of the program. This department was found to be representative of the nationwide figures found in the audit. The students interviewed had all completed at least 50% of their PhD studies and had declared themselves as dropouts from this department. We conclude that the entire research education was characterized by a laissez-faire attitude where supervisors were nominated but abdicated. To correct this situation, we suggest that a learning alliance should be established between the supervisor and the student. At the core of the learning alliance is the notion of mutually forming a platform form which work can emerge in common collaboration. The learning alliance implies a contract for work, stating its goals, the tasks to reach these goals, and the interpersonal bonding needed to give force and endurance to the endeavor. Constant scrutiny of this contract and a mutual concern for the learning alliance alone can contribute to its strength.


1989 ◽  
Vol 44 (6) ◽  
pp. 961-964 ◽  
Author(s):  
Alan Feingold
Keyword(s):  

1981 ◽  
Vol 36 (5) ◽  
pp. 480-487 ◽  
Author(s):  
Russell H. Weigel ◽  
Jeffrey J. Pappas
Keyword(s):  

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