Thoughts, writing & snippets

Marguerite Koole, PhD

When your doctoral thesis has a life of it’s own

mkoole, · Categories: Identity, PhD Studies, Research · Tags: , , , , ,

Yes, I think this title says it all. My thesis just seems to motor along. I’m not sure anymore if I’m the one controlling it, or if it is whispering paths I should take. As I look upon my schedule and my proposal, however, it is pretty much going as planned with a few minor hiccups along the way.

Although I had planned to do much of the writing in 2012, it turns out that I did large portions of the methodology chapter and literature review at the end of 2011. Analysis, which I had planned for the beginning of 2012 is on target. As I look back, why did I do so much writing when I did? Two reasons: 1) conferences, and 2) it intuitively made sense. And, having already put much thought into my proposal, I was able to take some liberties.

A mossy street in SOS de los Reyes Catolicos, Spain

One of the speakers at a PhD student workshop at the Networked Learning Conference in Aalborg, Denmark back in 2010 had suggested that many doctoral students leave data collection too late. I heeded this advice. Collecting data early allows some analysis and consideration earlier in the process. Hopefully, if the project was untenable, I could shift gears before becoming too invested in one particular path. To prepare for an early data-collection, I decided to focus on the methodology chapter. In retrospect, I found this to be very helpful. A solid grounding in the methodology and methods along with consideration of issues of trustworthiness and philosophical commensurability guided the structure and performance on the interviews. I was also able to pull-together a symposium on phenomenography for the up-coming Networked Learning Conference in Maastrict, 2012.

After interviewing the participants and transcribing their comments, I shifted my attention to the literature review. At first, I considered doing some analysis prior to the literature review in hopes that the literature review would not influence my observations. But, as my supervisor pointed out, I am not doing grounded theory. In any case, I have found that the transcripts speak to me very separately from the ideas collated in the literature review. In some ways, the literature review helped to open my mind to new possibilities. It also helped me to consider my philosophical position and theoretical framework in much greater detail. And, again, I was able to submit an abstract to another conference, this one on threshold concepts in Dublin.

What I have found surprising is how many ideas have fallen into place. In my spare time—that is, when I take breaks from coding—I read some of the seminal works that I have earmarked as requiring attention. My latest discovery is Bakhtin. I can see how his work might be affiliated with social constructionist philosophy. His work resonates with me and is helping fill in some gaps in my framework. Slowly, I hope to work my way through the stack of books and journal article piled high around me.

Although this process seems in control, I do not entirely feel like I am controlling it. It’s as if something is guiding me along and presenting options–interspersed with moments of inspiration that change the course of my work subtly and continuously.

Using an E-Reader to Manage Your PhD Reading

mkoole, · Categories: PhD Studies, Research · Tags: , ,

I recently went on vacation. The thought of leaving my library behind was creating stress. I knew that I needed to take a break, but the compulsion to make sure I had some reading just in case the mood would strike was compelling. So, I decided to purchase an e-reader and load my entire electronic library. It took me one, full day to complete this task.

Reading the Sony E-ReaderI wanted an e-reader that would allow me to

 

Enlisting the help of my e-reader-owning friends and my husband, I searched the Internet for the “perfect” e-reader. Then, I went to local shops and tried them out. I was seduced by the very small, 5-inch Sony Reader. But, I found that the screen was just a touch too small for the kind of interaction that I wanted to have with the device. It felt like I was moving towards the tiny real estate of a smart phone. I tried the Kobo, the Alurateck Libre, and some others. One last effort took me to a nearby Sony Store. They only had one kind of reader in stock, but, it seemed to match my needs. This model (PRS-T1) had just arrived in the store two weeks prior to my arrival. And, it had wifi which was not on my list, but could be a nice addition.

Now, I have found that I do, indeed, like the e-Reader. And, here are my reasons:

 

Things that I would like to see improved:

 

I really am starting to like reading this way. And, I cannot emphasize how much I love being able to carry around my PhD-study library. I will add more pros and cons as I think of them.

 

From Online Interview to Transcription

mkoole, · Categories: PhD Studies, Research · Tags: , , , ,

I am in the midst of a brief pilot for my PhD research. I am conducting my first two interviews with the intention of ironing out some kinks before fully engaging in data collection. Here are some recommendations and discoveries for anyone else at this stage.

Do a pilot prior to the pilot. Yes, a pilot of a pilot. Thanks to a colleague who is on a similar course at another university here in Alberta, I was able to test the entire process right from the email script, letter of information and consent, to the participant selection survey, and finally through a mock interview. I was careful not to record the mock interview as I wanted to ensure that this process did not fall outside the research ethics guidelines stipulated by both university research ethics committees. (Yes, my project went through two ethics committees.) From this, I was able to test some questions, adjust letters and scripts, correct problems in the survey, etc. The feedback from my colleague was invaluable.

The pilot itself is invaluable. This is where you also use your recording tools and the data counts. Although, the data collected during this phase will be treated separately, it can be included in the final analysis. All your tools will get tested here. This is what I’ve learned:

Two recording devices at once: essential. Obviously if one fails, the other one can save the day. But, there are other benefits. Your recording devices will often use different file formats. For my first pilot interview, I used both Adobe Connect and my LiveScribe pen. In the end, I found the mp4 file format from the LiveScribe pen was the most versatile. However . . .

You may need to convert file formats. I was unable to import the mp4 format into my transcription program. So, I had to convert it. I downloaded Audacity. However, Audacity could not play the mp4. So, I had to locate an add-on for Audacity: FFmpeg. Once installed, I was able to convert the mp4 into a number of different formats. I converted the mp4 into a WAV file and imported it easily into my transcription software.

So, what kind of transcription software did I find? It’s a bit of a long story. In the past, when conducting interviews with Elluminate, well, it was awful. I had to constantly remove my hands from the keyboard to the mouse play and rewind. It was incredibly slow. So, I have ordered an Infinity foot pedal to increase my transcription speed. I am still awaiting its arrival. Since I did not want to wait any longer to start transcribing, I went searching for alternative tools. Audacity did not seem to have a built in window for transcribing while playing the recording, so it would mean manually shifting between windows—and that means mouse movement. Other tools were necessary.

Logically, I know that I eventually want to use nVivo or Atlas-TI for the actual analysis. I settled upon Atlas-TI because they have an incredible offer for students: $99 USD for a single student license. The documentation suggests that it is possible upload and transcribe audio and video files directly. However, it seemed to require certain file types. Sigh. Reading the documentation further, I found that they recommend using free transcription software from audiotranscription.de. It’s free and works like a charm. Using the hot-keys to play, stop, and rewind, I’m wondering if I even need the foot pedal that I’ve ordered. However, their site still recommends using a foot pedal as it should increase transcription speed up to three times. I will see how true that is when my foot pedal arrives.

Now, how to do the actual transcription? Firstly, one must consider the methodology and the requirements of the study. For example, conversation analysis will likely require very detailed transcriptions of pauses, breaths, intonations, and other indicators of linguistic behaviours. Other studies in discourse analysis, phenomenology, and phenomenography for example, might require less linguistic detail. I have decided to learn Jeffersonian transcription notation. Although my study does not require a high degree of detail, I would like to follow standard conventions. So, Jeffersonian it is.

Back to work. My next task is to now review the first pilot transcript and import it into Atlas-TI. (All the while, I am missing this glorious hot summer day—the nicest day we’ve had all year!)

Addendum

Wow. I thought I should add a little more information here. I loaded the RTF document produce by the from audiotranscription.de software. Atlas-TI works with it seamlessly. I can highlight parts of the transcript and Atlas-TI plays it from the externally linked files. Since there is no additional work here to learn how to link the files, I think I will go out for a while and enjoy the day.

Discourse analysis & a constructionist approach to phenomenography

mkoole, · Categories: PhD Studies, Research · Tags: , , , , , , , ,

Gee, J. P. (2011). An Introduction to discourse analysis: Theory and method (3rd ed., p. 224). New York, NY: Routledge. http://www.amazon.ca/gp/reader/0415585708

I am exploring the use of discourse analysis (DA) alongside the constructionistt phenomenographic methodology that I will be using on my PhD thesis. So, I have started with what has turned out to be a nicely written introductory text by James Paul Gee.

As my first love in academia was languages and linguistics, I feel very comfortable with Gee’s text. In fact, it feels much like a homecoming. I now understand why social constructionist philosophy has become, quite unintentionally, so significant in my doctoral work. In this book, Gee’s own philosophies about language are made clear:

In the broadest sense, we make meaning by using language to say things that, in actual contexts of use, amount, as well, to doing things and being things. These things we do and are (identities) then come to exist in the world and they, too, bring about other things in the world. We use language to build things in the world and to engage in the world building. (p. 16)

To an extent, I try to contain my excitement upon reading this until I can fully ascertain that Gee does not cross the line into critical realism—the idea that there is a reality out there, but we can only see it from our own limited perspective. (I know that this is an oversimplification.) The danger of this crossing could have been perpetrated in Gee’s treatment of the other “stuff” related to language such as non-vocalized behavours, appearances, enactments, social institutions, and props—the context of language (p. 35).  However, Gee appears firmly rooted in the social constructionist camp. Consider, for example, how he refers to knowledge:

. . . the physics that the experimental physicists “know” is, in large part, not in their heads. Rather, it is spread out (distributed), inscribed in (and often trapped in) scientific apparatus, symbolic systems, books, papers, and  journal, institutions, habits of bodies, routines of practice, and other people. Each domain of practice, each scientific Discourse . . . attunes actions, expressions, objects, and people (the scientists themselves) so that they become “workable” in relation to each other and in relation to tools, technologies, symbols, texts,  and the objects they study in the world. They are in sync. (p. 36)

In this example, a given discourse exists and creates and recreates itself including the scientists who engage in the discourse. This recognition of the cyclical relationship between language and perceptions of reality is, in my opinion, a cornerstone of social constructionism.  Later on the same page, Gee uses the word instantiation with reference to the power of language to create a constantly shifting and abstract world. This, too, dramatically buoys a social constructionist position. (Interestingly, Gee suggests reading Bourdieu, Clark, Engeström, Foucault, Hacking, Hutchins, Latour, Lave & Wenger, and Wittgenstein—all of whom have constructionist leanings or whose work has been foundational to constructionism.)

Before I outline how I will use DA to support my phenomenographic research, I will first post my notes on the main concepts of Gee’s book. But, that is for tomorrow.

Literature & Your PhD Thesis: A Balancing Act

mkoole, · Categories: PhD Studies, Research · Tags: , , ,

I consider myself fortunate in that I appreciate reading the “old” authors in my field and adjacently related fields. I am delighted when I read something written many years ago (such as from the late 1800s or early 1900s) and discover that it is still useful or somehow applicable—or somehow provides a different view on a current issue.

Purple tulip from Ottawa (2011

But, how should a student balance the sources in the literature review? I have heard that some students are criticized because they have cited nothing older than 10 years. To an extent, I agree with such criticism because it suggests that the student may not understand the origins of the philosophical or methodological ideas upon which they draw. On the other hand, too much reliance upon the classics in the field might leave little room for more current research.

To this point, I recently stumbled upon a different and rather unique view on this issue:

There are many reasons for scientists interested in these matters to examine the long history of philosophical inquiry when beginning their empirical investigations. In many cases we may find that earlier philosophers have provided the clearest delineation of paradoxes and problems for further inquiry, even when techniques to answer them were not yet available. In other cases, attention to prior philosophical debates may provide a map of intellectual space. For example, if two independently compelling claims are logically inconsistent with one another, then models that attempt to accommodate both claims must be dismissed as incoherent. A third, “therapeutic” role for attention to the history of philosophy was suggested by Wittgenstein and has been famously adopted by Daniel Dennett (1991): we may discover that outdated philosophical models continue to underlie our unexamined assumptions about some phenomenon. Alternatively, even discredited or incomplete philosophical models may serve as sources of inspiration that point towards innovative ways of thinking about familiar problems. (Chiong, 2011, p. 1)

Something to ponder.

Resources

Chiong, W. (2011). The self: From philosophy to cognitive neuroscience. doi: http://dx.doi.org/10.1080/13554794.2010.532808.

Gergen’s Comments on Goffman’s The Presentation of Self in Everyday Life

mkoole, · Categories: Identity, PhD Studies, Research · Tags: , , , , , ,

Gergen, K. J. (2009). An Invitation to Social Construction (p. 200). Los Angeles, CA: Sage Publications. Retrieved from http://www.amazon.ca/gp/product/1412923018/ref=oss_product.

I’ll start at the end of Gergen’s comments: “. . . while fascinating in its implications, and deeply social in its perspective, this is scarcely an acceptable alternative to individualism” (p. 91). What is so disturbing about Goffman’s dramaturgical approach to identity, you ask?

In my own earlier work on identity, I used Goffman’s dramaturgical strategies extensively and found them very helpful in potentially understanding how people interact. See for example: http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/Koole.html (Also, a book chapter on this should be coming out this year.)

Gergen correctly summarizes that “Goffman’s approach . . . paints a picture of social life as a stage, where we all perform for each other, knowing at the same time that what we seem is never quite who we are” (p. 91). But, I’m not in complete agreement when he writes “Goffman’s analysis suggests that we are much like con artists, trying to con others into believing we are who we present ourselves to be . . . sincerity itself is just like another con . . .” (p. 91).

In my reading of Goffman’s book, Goffman seems to take a more neutral stance with regard to performances, recognizing that the performers may choose to be honest or dishonest:

“A status, a position, a social place is not a material thing, to be possessed and then displayed; it is a pattern of appropriate conduct, coherent, embellished, and well articulated. Performed with ease or clumsiness, awareness or not, guile or good faith, it is nonetheless something that must be enacted and portrayed, something that must be realized” (Goffman, 1959, p. 75).

While Goffman acknowledged the possibility of performances being intentionally misleading, he also acknowledged how difficult it would be to do so. Overt performances, let alone duplicity, are difficult to accomplish and demand personal energy. Overt performances require interpretations of not only how people express themselves, but also interpretations of their actions, histories, and contexts:

Performance takes energy: “The problem of dramatizing one’s work involves more than merely making invisible costs visible. The work that must be done by those who will fill certain statuses is often so poorly designed as an expression of a desired meaning, that if the incumbent would dramatize the character of his role, he must divert an appreciable amount of his energy to do so” (Goffman, 1959, p. 32 ).

An example: “‘The attentive pupil who wishes to be attentive, his eyes riveted on the teacher, his ears open wide, so exhausts himself in playing the attentive role that he ends up by no longer hearing anything.’ And so individuals often find themselves with the dilemma of expression versus action” (Goffman, 1959, p. 33 ).

This quote is particularly poignant in expressing the seriousness of presentation mistakes: “When an individual appears before others, he knowingly and unwittingly projects a definition of the situation, of which a conception of himself is an important part. When an event occurs which is expressively incompatible with this fostered impression, significant consequences are simultaneously felt in three levels of social reality [personality, interaction, and society], each of which involves a different point of reference and a different order of fact” (Goffman, 1959, p. 242 ).

In my notes on Goffman’s book, a significant aspect of his dramaturgical approach is that duplicity is accomplished through the same relational acts as authentic portrayals:

“. . . a successful staging of either of these types of false figures involves the use of real techniques— the same techniques by which everyday persons sustain their real social situations. Those who conduct face to face interaction on a theater stage must meet the key requirements of real situations; they must expressively sustain a definition of the situation: but this they do in circumstances that have facilitated their developing an apt terminology for the interactional tasks that all of us share” (Goffman, 1959, p. 255).

I interpret this last sentence in the above quote to imply that even falsehood is based upon some premise of social “reality” (pardon the use of the word reality). So, the question is to what degree is a misleading performance an untrue performance? Is this not just another element of relationship?

 

References

Goffman, E. (1959). The presentation of self in everyday life. Garden City, NY: Doubleday Anchor Books.

Gergen’s Comments on Mead’s Mind, Self, and Society

mkoole, · Categories: Identity, PhD Studies, Research · Tags: , , , , ,

I’m not going to spend too much time on this. I am just finding it interesting to see someone else’s take on Mead’s work—someone more knowledgeable on these subjects than I.

Gergen, K. J. (2009). An Invitation to Social Construction (p. 200). Los Angeles, CA: Sage Publications. Retrieved from http://www.amazon.ca/gp/product/1412923018/ref=oss_product.

Gergen writes of Mead’s work:

“As Mead proposed, there is no thinking, or indeed any sense of being a self, that is independent of social process” (p. 89).

“Language becomes possible when people share a common set of mental symbols” (p. 89).

The generalized other: “a composite of others’ reactions to me across situations” (p. 89).

 

Gergen acknowledges Mead’s focus on social roles and human interdependency, yet his presentation of Mead’s body of work is highly condensed. As a result, I find myself having to consider more carefully Gergen’s criticisms of Mead’s work. Here are Gergen’s criticisms:

  1. “In spite of the relational emphasis, symbolic interactionism retains a strong element of individualism” (p. 90).
  2. “Symbolic interactionism leaves us without any way to explain how it is that a person is able to grasp others’ states of mind from gestures” (p. 90).
  3. “Finally, there is a strong flavor of social determinism in symbolic interactionism” (p. 90).

My first observation is that points 1 and 3 are somewhat contradictory: there is a strong element of individualism, yet it is highly socially determinant. This sounds to me like the two aspects are balanced. So, I’m not too sure where to go with these two points.

My second observation is that in my own reading of Mead’s work, I thought he went to great lengths to explain how we learn what others are thinking through a sort of dance of gestures. In fact, as people interact, we might say they empirically experiment with gesture and imitation. They interpret and internalize the feedback they get from actions and observations of actions. Here are some relevant quotes from Mead’s book:

  • In the introduction, Charles Morris writes: “Philosophically the position is here an objective relativism; qualities of the object may yet be relative to a conditioning organism. A certain portion of the world, as experienced, is private; but a portion is social or common . . .” (p. xix).
  • “The individual has, as it were, gotten outside of his limited world by taking the roles of others, being assured through communication empirically grounded and tested that in all these cases the world presents the same appearance. Where this is attained, experience is social, common, shared; it is only against this common world that the individual distinguishes his own private experience” (Morris, intro to Mead, 1934 p. xxix).
  • In Mead’s words: “It is not essential that the individuals should give an identical meaning to the particular stimulus in order that each may properly respond. People get into a crowd and move this way, and that way; they adjust themselves to the people coming toward them, as we say, unconsciously. They move in an intelligent fashion with reference to each other, and perhaps all of them think of something entirely different, but they do find in the gestures in which there is a co-operative activity without any symbol that means the same thing to all” (p. 55).

In this last quote, this seems akin to Gergen’s contention that “meaning is achieved through coordinated action. Thus we may say that we understand each other when we effectively coordinate our actions—drawing from traditions in ways that are mutually satisfactory” (p. 111).

At this point in my reading, I see the foundations of Mead’s work and social constructionism more commensurable than suggested by Gergen.

References

Mead, G. H. (1934). Mind, self & society: From the standpoint of a social behaviorist. (C. W. Morris, Ed.) (Vol. 13). Chicago: The University of Chicago Press.

Still investigating social constructionism: Gergen

mkoole, · Categories: Identity, PhD Studies, Research · Tags: , , , , ,

Gergen, K. J. (2009). An Invitation to Social Construction (p. 200). Los Angeles, CA: Sage Publications. Retrieved from http://www.amazon.ca/gp/product/1412923018/ref=oss_product.

Do social constructionists take a relativist stance? Yes. Do they argue that there is no underlying or foundational reality? No. According to Gergen, our relationships allow us to make sense of our world(s). “Relationships stand prior to all that is intelligible” (p. 6). There is a reality. But, it is through our cultural and linguistic traditions that we perceive and interpret it. The exact nature of the reality or Truth is not what is sought (or possible to discover).

His example of the desk is helpful: “In my world the desk is solid, mahogany coloured, weighs some 180 lbs, and is odourless” (p. 7). But, depending on one’s traditions, these statements are arguable. He provides these examples:

  • Atomic physicist: The desk is not solid.
  • Psychologist: The desk has no colour as colour is merely our interpretation of light waves on our retinas.
  • Rocket scientist: The weight of the desk depends on the gravitational field.
  • Biologist: To a dog, the desk is likely a cornucopia of scent.

All of these hypothetical individuals come to these views by virtue of their traditions—that is, their relationships within their socio-linguistic cultures: “Understandings of the world are achieved through coordinations among persons—negotiations, agreements, comparing views and so on” (p. 6).

Gergen appears to agree with Hacking in that our understandings of the world may be expressed in many different ways. (Hacking refers to this as contingency (1999, p. 72)). There are multiple options. We need not call a quark a “quark”. We may have chosen a different word or taken a different approach to describing the quark-phenomenon. There are or could be equally viable alternatives: “. . . no particular language is privileged in terms of its picturing the world for what it is; innumerable accounts are possible” (p. 22).

Our relationships affect how we perceive the world because they influence what we look for and what we consider possible. Gergen mentions Berger and Luckmann’s phrase “plausibility structures” which lead us to view some things as “natural, taken for granted reality” (p. 23).

Gergen also broaches the issue of Cartesian dualism: internal vs. external, mind vs. body, individual vs. collective, etc. In the dualist way of thinking, the mind (subjective) is separate from the world (objective). Along this line, our mind (as we express it through language) mirrors the experience of the external world (p. 42). This way of viewing the world has become accepted in much of the Western tradition as the common sense way to approach the world and guides what we take for granted.

Common-sense categorizations presumably capture the basic essence or “intrinsic qualities” of sets of individuals or aspects of our reality (p. 52). In our day-to-day, practical experience, these categories can be very useful and allow us to interact quickly and without thinking. But, they can also be constraining and imprisoning, locking us into certain modes of behaviour. Consider, for example, what happens to people who are labeled mentally-ill. Social constructionists seek to examine taken-for-granted concepts. When they do, they often cause discomfort. As anti-essentialists, they open up to scrutiny to categorizations of people and the world.

Gergen also indirectly alludes to Hacking’s looping effect: “if informed of a research hypothesis in the human sciences, people can typically choose not to confirm it” (p. 60). Hacking would say that people are of an “interactive kind” (1999, p. 32)—that is, they are aware of what is said about them and react to that knowledge.

More significant to my own work so far, Gergen also mentions Harré’s Positioning Theory.” The concept of positioning calls attention to the fact that you are positioned to be a certain kind of person by each of these individuals [within specified contexts] . . . your identity is dependent upon how you are positioned” (p. 70). [Note the importance of relationships in the development and maintenance of identity.]

See also: My previous notes on Hacking.

What are we socially constructing? Good question, for a start

mkoole, · Categories: Identity, PhD Studies, Research · Tags: , , ,

The flight home from London yesterday was uneventful—always a good thing while crossing the ocean. Because we were following the sun, it felt like one long, sunny day affording more hours of reading time. So, I tackled Hacking’s work:

Hacking, I. (2000). The Social Construction of What? (p. 272). Boston, MA: Harvard University Press. See: http://www.amazon.ca/gp/product/0674004124/ref=oss_product

Although written by a philosopher, this book is fairly accessible for non-philosophers such as myself. (No offense to philosophers.) To my own joy and appreciation, the book is sprinkled with some good-natured humour in its pokes at other thinkers, both past and present.

I will try to summarize the main points that I am taking away from this reading. But first a quote to mollify the more extreme positions that can be take for or against social constructionism:

Many social constructionists about the natural sciences appear to dislike the sciences. Nevertheless, constructionists do not maintain that the propositions received in the natural sciences are in general false. They do not believe that artifacts, such as airplanes, engineered in the light of scientific knowledge, usually fail to work. Constructionists are creatures of Humian habit. They expect airplanes to get you there, and know that science, technology, and enterprise are essential for air travel. (p. 67) [Needless to say, I took this to heart during the flight.]

To some, this quote might indicate a lack of commitment to the social constructionist project. I would prefer to think of it as demonstrative of the complexity and ongoing misunderstanding of this philosophical approach. Further, as Hacking points out that constructionists are not always clear on what is being constructed: objects, ideas, types of people?

Local vs. overarching claims

Hacking argues that much of social constructionism (SC) is focused on the local rather than the universal.

Local Overarching
 

Raises awareness of an issue, label, and category within a given context. Local claims can be independent of one another and may be related to an overarching claim (p. 6). Examples of local claims discussed in the book include gender, child abuse, schizophrenia, women refugees.

 

 

Extreme view: Our world and all our conceptions of it and knowledge about it are [all] socially constructed (p. 6).

 

 

Many local claims are predicated upon the rationale that the claim, X, is not inevitable. That is, the current state of things is not the result of an essential underlying nature of the thing being brought into focus. Rather, this state has been shaped by “social events, forces, history, all of which could have been different” (p. 7).

For some, this position is enough. Others might naturally move on to two more propositions: the current state of X is bad. And, that X should cease to exist or be transformed to a better state. That said, Hacking spends some time discussion different types of social constructionists: historicists, ironics, reformists, those who unmask, rebels, and revolutionaries (p. 19). [I’m not sure that my use of the word “proposition” is correct in the field of logic—any advice on this is much appreciated.]

Subjectivity and objectivity in ontology and epistemology

To progress to some of the most significant aspects of this book, it seems necessary to acknowledge some of Hacking’s definitions.

Objects

In our local matrices, objects are often ontologically subjective. Hacking provides the example of rent. Rent is a concept that has come into existence through human interaction and institutions. But, it is epistemologically objective in that you must pay your rent: you pay a specific sum at a certain, expected time (p. 22).

My Oxford-Canadian Dictionary (2 nd ed.) defines objective as “concerned with outward things or events; dealing with or stressing what is external to the mind”. Subjective is defined as “proceeding from or belonging to the individual consciousness or perception; partial, misconceived, or distorted”. These definitions, with regard to internal/external, might come in handy a little further down.

Ideas

According to Hacking, ideas refer to “conceptions, concepts, beliefs, [and] attitudes to theories” (p. 22). A note I wrote in the margins: Are ideas epistemologically subjective? Are they ontologically objective? I’d like to consider these questions in more depth.

Elevator words

He also refers to “elevator words” (EWs) which he distinguishes from objects that you can perceive in the world. EWs are circularly defined in that they cannot be defined without somehow referring back to themselves (to their synonyms and other EWs). Examples include “facts, truth, reality, and knowledge” (p. 22). As an example, my dictionary defines fact in relation to truth and reality as well as various synonyms of truth and reality. (Hacking also describes a cheeky game that you can play with EWs, but I digress.)

Some examples

 

Baseball: balls and strikes  

 

Ontologically subjective – depend on human rules and institutions (p. 30).

vs Quarks  

 

“Not self-evidently ontologically subjective.” The phenomenon that we refer to as a quark is scientifically independent of human rules and institutions (p. 30).

 

Interactive kinds vs. Indifferent kinds

What I am presenting here is a summary. Hacking does spend some time explaining his selection of these classifications/titles to express the kinds.

Interactive Kind Indifferent Kind
 

People

 

Self-aware: “aware of what is said about them, thought about them, done to them” (p. 31). Aware of their classification.

 

Modify their behavior accordingly.

(Also see p. 103).

vs Objects  

 

Not self-aware in the same way as people. Do not know of their classification.

 

Objects do not modify their behaviour in reaction to awareness of their classification.

 

There is no “looping effect” (p. 59).

 

 

Constructionism vs. Structuralism

 

With reference to constructionism and the sciences, hacking differentiates these concepts as follows:

Constructionism vs Structuralism
 

Nominalist in nature

 

Stability comes from factors external to overt representations (“external to the preferred content of science” (p. 92)) such as social factors, interests, networks, etc.

 

The way of the world is not inevitable. Other choices could have been made. Example, physics did not have to develop in a “quarky way” (must find page). Note how our conceptions have been changed by the theoretical work of Einstein.

 

 

There is an underlying structure to the world and the objects within it.

 

Stability comes from evidence within / supported by science itself: internal (i.e., not dependent upon social factors, interests, and networks outside of the scientific experiment/observations).

 

It is inevitable that the world is the way it is.

 

 

Hacking’s definition of constructionism

“Social constructionists teach that items we had thought were inevitable are social products” (p. 47).

Constructionism: “. . . various sociological, historical, and philosophical projects that aim at displaying or analyzing actual, historically situated, social interactions or causal routes that led to, or were involved in, the coming into being or establishing of some present entity or fact” (p. 48).

 

Social constructionism in my work

I struggled initially with the apparent emphasis on the stance of social constructionists to change society through the unmasking of concepts. As I conduct my own research into identity in networked learning, I had to ask myself what my stance is. My intent is not to be rebellious, revolutionary, nor ironic. My interest is to understand how we form and manage our identities online. More importantly, I wish to understand how such self-conceptualization affects how we learn. I suppose that effecting change is still my end goal: to reform teaching practices by demonstrating the importance of personal identity management in networked learning. Therefore, I would contend that our online identity/ies is/are not inevitable; we can construct it/them as active learners directing our own future.

As indicated in the title for this blog posting, this was just a start. More to come . . .

PhD Procrastination the Canadian Way

mkoole, · Categories: PhD Studies · Tags: , ,

At least 7 feet of snow piled up against the garage.