Ethics in Social Science—A Multidisciplinary Perspective

1980 ◽  
Vol 25 (12) ◽  
pp. 966-968
Author(s):  
STEPHEN G. WEST ◽  
ANNE MAASS
Author(s):  
Aditi Saraf

The term “frontier” is generally taken to mean an area separating two countries, or a territorial limit beyond which lies wilderness. But frontier is also used symbolically to refer to the limit of knowledge and understanding of a particular area, as in “frontiers of science” or in the idea of outer space as the “final frontier.” A certain elasticity therefore inheres in the term. Scholarship on frontiers generally examines geographical and cultural “peripheries”—zones that are viewed both as political barriers and sites of contact and exchange. However, the frontier as an empirical object as well as a scholarly heuristic is intertwined with long and often violent histories of colonialism, imperialism, and resistance. Anthropological concepts of the frontier are developed in relation to neighboring terms such as border, boundary, and line and methodologies for its empirical investigation in relation to other social science disciplines like history, international relations, geography, and gender studies. Drawing on a multidisciplinary perspective, ethnographic research aims to destabilize conventional notions of the frontier as the limit of settlement or as a space of statelessness, anarchy, or disorder in order to attend to the diverse cultural and political institutions that produce distinctive ideas of sovereignty, mobility, commerce, and community in such spaces.


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):  

1995 ◽  
Vol 50 (2) ◽  
pp. 111-112 ◽  
Author(s):  
Harris Cooper ◽  
Nancy Dorr ◽  
B. Ann Bettencourt
Keyword(s):  

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