scholarly journals CITIZENS AND COLLECTIVE DELIBERATION IN SOCIAL SCIENCE

Manuscrito ◽  
2020 ◽  
Vol 43 (3) ◽  
pp. 72-113
Author(s):  
LEANDRO DE BRASI
Author(s):  
Matt Grossmann

Social science research is facing mounting criticism, as canonical studies fail to replicate, questionable research practices abound, and researcher social and political biases come under fire. Far from being in crisis, however, social science is undergoing an unparalleled renaissance of ever-broader and deeper understanding and application—made possible by close attention to criticism of our biases and open public engagement. Wars between scientists and their humanist critics, methodological disputes over statistical practice and qualitative research, and disciplinary battles over grand theories of human nature have all quietly died down as new generations of scholars have integrated the insights of multiple sides. Rather than deny that researcher biases affect results, scholars now closely analyze how our racial, gender, geographic, methodological, political, and ideological differences impact our research questions; how the incentives of academia influence our research practices; and how universal human desires to avoid uncomfortable truths and easily solve problems affect our conclusions. To be sure, misaligned incentive structures remain, but a messy, collective deliberation across the research community is boosting self-knowledge and improving practice. Ours is an unprecedented age of theoretical diversity, open and connected data, and public scholarship. How Social Science Got Better documents and explains recent transformations, crediting both internal and public critics for strengthening social science. Applying insights from the philosophy, history, and sociology of science and providing new data on trends in social science research and scholarly views, it demonstrates that social science has never been more relevant, rigorous, or self-reflective.


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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