scholarly journals Empowering Skepticism: Neuroethics Engagement with Tibetan Buddhist Monastics

2021 ◽  
Vol 6 ◽  
Author(s):  
Laura Specker Sullivan
Keyword(s):  
Social Science ◽  
Participatory Research ◽  
Social Science Research ◽  
Science Research ◽  
First Year ◽  
Pilot Program ◽  
Ethical Challenges ◽  
Tibetan Buddhist ◽  
Research Skills ◽  
Monastic Community

Neuroethics has been incorporated into neuroscience training through the Science for Monks program since 2016. In this article, I describe this in-progress effort and I consider how the program has changed since this first year to develop into a pilot program in community-engaged participatory research with the monastic community. The current goals of the project are to train the monastics in social science research skills as a means of empowering them to harness their deep knowledge of ethics and to bring it to bear on ethical challenges in neuroscience, neurology, and neurotechnology.

The Researcher and the Researched: Navigating the Challenges of Research in Conflict-Affected Environments

2020 ◽  
Author(s):  
Eleanor Gordon
Keyword(s):  
Social Science ◽  
Social Science Research ◽  
Science Research ◽  
Ethical Challenges ◽  
Ethical Concerns ◽  
Research Participants ◽  
Methodological Challenges ◽  
Security Challenges ◽  
Different Cultures

Abstract Ethical concerns associated with social science research are heightened in conflict-affected environments, due to increased insecurity and the vulnerability of many research participants. This article considers some of the main challenges faced by researchers in conflict-affected environments and how they can be addressed, focusing in particular on ethical and security challenges. It also considers other challenges, which are often overlooked, such as the epistemological and methodological challenges of acquiring knowledge in conflict-affected environments, where research participants may be from different cultures, may speak different languages, and may be deeply traumatized and distrustful of others. In such places, research participants may employ techniques to assuage or discourage the researcher, including projecting borrowed narratives or remaining silent. This article argues that navigating security and ethical challenges, attending to issues of power, and remaining genuinely self-reflective can help fulfill the optimal potential of research in conflict-affected environments, which is to challenge narratives that perpetuate conflict, harm, and insecurity and to contribute to a better understanding and, thus, response to the challenges of conflict and peacebuilding.

scholarly journals Participatory Research and Empowerment: A Conceptual Revisit of the Debate on Alternative Social Science Research

2017 ◽  
Vol 11 ◽  
pp. 115-129
Author(s):  
Youba Raj Luitel
Keyword(s):  
Social Science ◽  
Participatory Research ◽  
Paradigm Shift ◽  
Research Method ◽  
Final Section ◽  
Social Science Research ◽  
Science Research ◽  
Knowledge Generation ◽  
Generation Process ◽  
Alternative Research

After the 1970s, there has been a growing emphasis on participatory research aimed at capturing people’s lived realities of everyday lives. The proponents of participatory research (also called alternative research) build on a critique of what is called “extractive,” top-down, and so-called objective empirical research of positivist kind. In contrast, alternative research method embeds research with empowerment and regards survey based conventional research as instrumental. This paper first introduces basic premises of alternative research method together with its philosophical underpinning. Drawing arguments from Robert Chambers the following section compares and contrasts the conventional and alternative research methods. Further, a paradigm shift in social science research in terms of reversals of frame, reversals of modes, reversal of relation and reversal of power is dealt. The final section draws a conclusion that compared to survey based, “objective,” conventional research method, participatory researches are superior in facilitating knowledge generation process, eventually empowering the people.Dhaulagiri Journal of Sociology and Anthropology Vol.11, 2017; 115-129

Using focus groups to teach social science research practice

2008 ◽  
Vol 1 (3) ◽  
pp. 24-42
Author(s):  
Jo Lindsay
Keyword(s):  
Focus Group ◽  
Social Science ◽  
Focus Groups ◽  
Research Methods ◽  
Assessment Tool ◽  
Social Science Research ◽  
Research Participant ◽  
Science Research ◽  
Sociological Research ◽  
Research Skills

Contemporary undergraduate courses in research methods are challenging to teach because of the wide scope of the subject matter, limited student contact hours and the complexity of supervising research projects undertaken by novices. Focus group assignments within class offer an interesting and enjoyable way for students to develop and apply research skills and reflect on the process of being both a researcher and a research participant in social science disciplines. Using focus groups enables deep learning, formative assessment and the development of reflexive research skills. This article discusses the use of focus group assignments as a key assessment tool in a Sociological research methods course taught at Monash University, Australia. The use of focus groups as a teaching tool is further assessed through analysing the reflections and evaluations given by students participating in the course.

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