The Constitutive Components of Scientific Inquiry: Bridging the Subject/Object Dichotomy

Author(s):  
Basit Bilal Koshul
2020 ◽  
Author(s):  
Thomas H Costello ◽  
Shauna Bowes ◽  
Sean T. Stevens ◽  
Irwin Waldman ◽  
Scott O. Lilienfeld

Authoritarianism has been the subject of scientific inquiry for nearly a century, yet the vast majority of authoritarianism research has focused on right-wing authoritarianism. In the present studies, we investigate the nature, structure, and nomological network of left-wing authoritarianism (LWA), a construct famously known as “the Loch Ness Monster” of political psychology. We iteratively construct a measure and data-driven conceptualization of LWA across six samples (N = 7,258) and conduct quantitative tests of LWA’s relations with over 50 authoritarianism-related variables. We find that left- and right-wing authoritarianism reflect a shared constellation of personality traits, cognitive features, beliefs, and values that might be considered the “heart” of authoritarianism. Our results also indicate that LWA powerfully predicts several critical, real-world outcomes, including participation in political violence. We conclude that a movement away from exclusively right-wing conceptualizations of authoritarianism may be required to illuminate authoritarianism’s central features, conceptual breadth, and psychological appeal.


2019 ◽  
Vol 7 (1) ◽  
pp. 80
Author(s):  
Al-Momani Fayhaa N.

The study aimed to analyse the series of natural sciences textbooks for the intermediate stage in the light of active learning in KSA. Two sources of data used: active learning activities card; content analysis card to measure the degree of involvement. The results showed the concentration of the middle textbook series on physical activities, while the students were weakly involved in intellectual activities, social activities were neglected, in addition; the integration activities were low. On the other hand, the values of the involvement coefficient of the natural sciences textbook series for the middle stage in light of the subject matter indicated that it is suitable and excellent, as well as; acceptable in the light of graphics, shapes and, but not satisfactory in activities Where students are involved in the practice of thinking and scientific inquiry in a few percentages. The study recommended that teachers should take into account the diversity of the forms of student activities in active learning during instruction.


2018 ◽  
Vol 3 (1) ◽  
pp. 105
Author(s):  
Syarifan Nurjan

This study aims to develop students' creative thinking through mind map training by organizing information in learning. Students' thinking skills are needed to understand the subject matter, utilize information and creativity. Thinking is a mental activity in solving problems by distinguishing basic thinking skills and complex thinking skills. Two complex thinking processes namely critical thinking and creative thinking. Critical thinking is an organized process that involves mental activities such as problem-solving, decision making, analyzing assumptions, and scientific inquiry. Creative thinking is a thought process for developing original, aesthetic, constructive ideas or results that relate to views, concepts, and emphasize intuitive, rational, and creative aspects of thinking and synonyms of divergent thinking. The development of students' creative thinking is developing creative thinking, developing a link between mind maps and creative thinking skills, and describing the verses of the Qur'an about creative thinking.


Author(s):  
Dorothée Vandamme

Abstract The article discusses interpretive epistemology in international relations (IR) and its advantages to address the field's sociological composition, its scholars’ identity, and knowledge structuration. The research proposes to engage in sociological reflexivity on IR methods and the way in which knowledge accumulation and structuration are driven by canonical assumptions of what are considered “normal”/“good” scientific procedures. The central argument focuses on interpretive epistemological approaches as possible venues for research to participate in the collective effort to address, and redress, the imbalance between the sociology of the field and its knowledge production and structuration processes. By allowing dialogue around meanings and interpretation among increasingly diverse members, an interpretive stance on IR opens the floor to criticism and rival interpretations. More specifically, the paper presents the methodology of interpretive phenomenological analysis as a method which both emphasizes context and actor specificity with regard to the subject of study and fully acknowledges the researcher's identity and voice in scientific inquiry.


1926 ◽  
Vol 20 (2) ◽  
pp. 313-329 ◽  
Author(s):  
Stuart A. Rice

This paper deals with the applicability of statistical principles and methods to research in political science. The subject is virgin and comprehensive. At the outset it will be necessary to delimit the treatment to be given it here, and to state some of the premises upon which this treatment will be based.In the first place, the topic is unrelated to questions of public finance, or any of the bookkeeping aspects of government. I shall confine attention to more fundamental problems, distinctly psychological and sociological as well as political in character. These have to do with the nature and operation of forces that give rise to political activity and that determine its forms and its direction. A socio-political-psychology, quantitative in method, is the goal with respect to which orientation is sought.In the second place, only data of a kind now available for research will be considered. Every statistician will agree with Professor Merriam's demand for the development and extension of governmental reporting, but my immediate concern is with undeveloped possibilities of utilizing existing materials.In the third place, the desirability of a quantitative approach to political research problems is taken for granted. Yet the statistical method has serious limitations, not merely because it can never replace logic as a means of interpretation, but also because it is not universally available for scientific inquiry. The developments of recent years in the field of abnormal psychology, for example, have no quantitative method of discovery behind them. When subjective processes give rise to or accompany behavior, measurements of the latter may be possible.


2014 ◽  
Vol 306 (5) ◽  
pp. H619-H627 ◽  
Author(s):  
Rengasayee Veeraraghavan ◽  
Robert G. Gourdie ◽  
Steven Poelzing

Cardiac conduction is the process by which electrical excitation spreads through the heart, triggering individual myocytes to contract in synchrony. Defects in conduction disrupt synchronous activation and are associated with life-threatening arrhythmias in many pathologies. Therefore, it is scarcely surprising that this phenomenon continues to be the subject of active scientific inquiry. Here we provide a brief review of how the conceptual understanding of conduction has evolved over the last century and highlight recent, potentially paradigm-shifting developments.


2009 ◽  
Vol 45 ◽  
pp. 268-279
Author(s):  
Andrew Cambers

Life, the afterlife, and life beyond the Earth are matters of scientific inquiry as well as religious belief. As we might expect, in the wake of the scientific revolution of the seventeenth century, the afterlife was subjected to new scrutiny. Such scrutiny, notably the demonology of Joseph Glanvill and Henry More, both fellows of the Royal Society, was undoubtedly scientific and serious, even if it has rarely been treated as such by scholars preferring to treat belief in witchcraft as a hangover from an earlier age. Far from being opposed, or necessarily pulling in opposite directions, the conjunction of science and religion in this era breathed new life into old problems and opened up new questions for debate. One such area, with a long history as a philosophical conundrum, was the possibility of life beyond Earth. It is this question, its place within religious cultures, and its relation to traditional ideas about the afterlife, that is the subject of this essay.


1853 ◽  
Vol 20 (4) ◽  
pp. 513-540
Author(s):  
W. P. Alison

In offering to this Society a few remarks which have occurred to me on this fundamental department of Mental Physiology, I beg in the first place to explain, that my reason for doing so is merely this, that in consequence of certain unguarded expressions, and, as I think, hasty reflections, the opinions of Dr Brown, and likewise of Sir James Mackintosh, and of Lord Jeffrey, and other more recent writers on this subject, have been supposed to be irreconcileably at variance with those of Dr Reid and Mr Stewart; i. e., with those which are usually called the leading doctrines, or essential characteristics, of the Scotch School of Metaphysics, in this fundamental department of the science. And when such difference of opinion is believed to exist among men of generally acknowledged talent, who have studied this subject, and nothing like an experimentum crucis can be pointed out, to compel us to adopt one opinion and reject another,—the natural inference is, that there is something in the study itself, which renders it unfit for scientific inquiry,—that what is called the study of the Mental Faculties granted to our species is, in fact, only a record of the vacillations of human fancy and ingenuity, in the invention and demolition of hypotheses,—and that the subject is one on which it is in vain for our minds to dwell, with any hope of applying the principles of Inductive Science, and acquiring any insight into the laws of Nature, regulating the phenomena presented by the last and greatest of her works, similar to that which is the object and the reward of all other scientific inquiries.


1978 ◽  
Vol 133 (4) ◽  
pp. 289-298 ◽  
Author(s):  
Michael Shepherd

The Maudsley Bequest lectures have traditionally been intended for trainee psychiatrists. No previous lecture in the series has been concerned directly with epidemiology, and the trainee who seeks enlightenment in the British textbooks of psychiatry is likely to be disappointed or misled, for the standard view of the subject is epitomized in the statement which appears in their weightiest representative: ‘In this field the epidemiological approach concerns itself with investigation of the frequency with which definable forms of psychiatric disorder occur in carefully delineated populations' (Slater and Roth, 1969). While this aspect of the discipline is central to the interests of workers in the field of public health and administration, the notion of epidemiology as primarily an exercise in head-counting is unlikely to suggest the relevance of the discipline to clinical activities, especially if these are conceived as being focused primarily on the individual patient. In this lecture I propose to try and correct this impression and indicate the provenance and scope of epidemiology as a major branch of scientific inquiry which is indispensable to clinical psychiatry.


2012 ◽  
Vol 12 ◽  
pp. 11-20
Author(s):  
David Sunderlin

It is commonly noted that students with no prior coursework in paleobiology are intrigued with it. Whatever the reason, many students look forward to an undergraduate course in the subject, even if they are not earth or life science majors. We, as instructors, can seize on this interest and build on it with careful course design. Here I describe a deliberate pedagogical approach in my undergraduate paleobiology course using repeated student-directed learning (SDL) activities. I also detail two course design strategies that I have found to be particularly successful: 1) placing uncommonly heavy emphasis on evolutionary processes, and 2) studying fossil groups according to their general chronological succession through the Phanerozoic. Specifically, SDL in this course involves a suite of activities that the students have some role in designing, such as choosing the study organism for an analysis or developing hypotheses for testing with data collected from the field. SDL activities are integrated into each course module, helping to create a learning environment of scientific inquiry that balances prescribed readings and lecture components with individual, interest-driven research investigations into captivating aspects of the discipline. The course design highlights evolutionary processes early in the term, then follows an unorthodox, chronological approach to organismal paleobiology in the course's second half. The strategies described here have met with success over many course iterations, both in terms of student evaluations of their own learning and in assessment of how students reach learning outcomes regarding the acquisition of knowledge and scientific research skill-sets.


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