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Researcher Education Programme - Philosophy
Researcher Education Programme - Philosophy
Researcher Education Programme - Philosophy
Researcher Education Programme - Philosophy
Researcher Education Programme - Philosophy
Researcher Education Programme - Philosophy
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Researcher Education Programme - Philosophy

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A presentation from Dr. David Piggott of the University of Lincoln on philosophy from the session: Philosophy of research and epistemological frameworks (part of the Researcher Education Programme)

A presentation from Dr. David Piggott of the University of Lincoln on philosophy from the session: Philosophy of research and epistemological frameworks (part of the Researcher Education Programme)

Published in: Education, Technology, Spiritual
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Transcript

  • 1. Introduction to Doctoral Research Philosophically-informed research: a personal journey David Piggott School of Sport, Coaching and Exercise Science
  • 2. Philosophy and research
    • “ Ask a scientist what he conceives his scientific method to be, and he will adopt an expression that is at once solemn and shifty-eyed: solemn, because he feels he ought to declare an opinion; shifty-eyed, because he is wondering how to conceal the fact that he has no opinion to declare.”
    • - Sir Peter Medawar
    • “ There is no such thing as philosophy-free science; there is only science whose philosophical baggage is taken on board without examination.”
    • - Daniel Dennett
  • 3. Where are you now?
    • What is your research question?
    • How far do you use existing knowledge to answer this question?
    • To what extent do you situate yourself in the research?
    • What are you looking for exactly when you collect and interpret data?
  • 4. My journey: the start ‘ Social processes’ – sequences of evolving interactions where changes are traced to structural conditions – which are ‘out there’ awaiting discovery. 4 CID In GT, the researcher is an objective observer ‘discovering’ theory, which ‘emerges’ from the data with the faithful application of GT techniques. 3 SY Decided to use grounded theory (ethical commitment to listen to YP) which suggests the researcher enter the field “in abstract wonderment of what is going on.” 2 EK What are young people’s experiences of football in FA Charter Standard clubs and schools in England? 1 RQ Pre-philosophy answer Question
  • 5. The end (sort of) Layered reality: real > actual > empirical; structures/cultural norms > dispositions > practices; conditional complex and causation (sculpture metephor); transcend structure-agency dichotomy. CRe 4 CID It’s not possible to be objective! Declare and embrace ‘bias’ (experience and subjectivity); the research is a co-construction; theory is generated, not discovered; objective knowledge comes from inter-subjective criticism. Cra 3 SY ‘ Theoretical sensitivity’ is ambiguous – you can’t ‘hold back’ ideas and knowledge – so we need to acknowledge a natural ‘horizon of expectations’. CRa 2 EK What are young people’s experiences of football in England? 1 RQ Post-philosophy answer Question
  • 6. “ Knowledge is an adventure of ideas.” - Sir Karl Popper

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