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Chapter 1 Human Inquiry and Science

epistemology
Science of knowing; systems of knowing methodology Science of finding out; procedures for scientific investigation
Agreement reality
Things we “know” as part of our culture; both assists and hinders us (tradition, authority)
Errors in inquiry
- Inaccurate observations
- overgeneralization (few similar events –> evidence of pattern?)
- selective observation (focus on things that fit our idea, ignoring the rest)
- illogical reasoning (Glückssträhne muss Pechsträhne folgen?) replication Repeating a study to test and confirm/question earlier ones
Premodern view
Ppl see things as they really are
Modern view
Diversity in beliefs, no one is absolute
Postmodern view
The only things we know are those we see (no “truth”) theory Systematic explanation for the observations that relate to a particular aspect of life; describe relationships we might logically expect between variables
Independent variable
Cause
Dependent variable
Effect, depending on another
Idiographic explanation
Idio = unique; full explanation; limited to a single case
Nomothetic explanation
Explains a class of situations using only one/a few explanatory factors; partial explanation induction From specific to general, from observation to pattern deduction From general to specific, from pattern to observation (“All x are like..., so...”)
Wheel of science (simple)
Theories → Hypotheses → Observations → Empirical Generalizations deduction → induction

Chapter 2 Paradigms, Theory and Social Research

paradigm
Model or frame of reference through which to observe and understand (Satz von Vorgehensweisen) macrotheory Aimed at understanding (interactions among) whole societies (e.g. Marx) microtheory Aimed at understanding social life at the level if individuals and small groups and their interactions positivism Comte, grounded on the

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    PART I RESEARCH COMMUNITIES IN THE SOCIAL SCIENCES Bridget Somekh Education and Social Research Institute, Manchester Metropolitan University, UK Erica Burman Research Institute of Health and Social Change, Manchester Metropolitan University, UK Sara Delamont Department of Sociology, Cardiff University, UK Julienne Meyer St Bartholomew’s School of Nursing and Midwifery, City University, UK Malcolm Payne St Christopher’s Hospice, London, UK Richard Thorpe Leeds University Business School, UK The authors would like to thank Fazal Rizvi, Professor in Educational Policy Studies at the University of Illinois, USA, and an Adjunct Professor at Deakin University, Australia, for providing additional material to strengthen the international perspectives in this chapter. Key features of research in the social sciences Bridget Somekh Research in the social sciences draws on various long-established traditions. Its origins might, for example, be said to lie with the Greek philosophers, Plato and Aristotle, who developed ways of conceptualizing and categorizing knowledge, truth and human experience during the fourth century BC. Fundamentally, social science research is concerned with people and their life contexts, and with philosophical questions relating to the nature of knowledge and truth (epistemology), values (axiology) and being (ontology) which underpin human judgements and activities.…

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