Philosophising your research

Introduction

Key terms: quantitative and qualitative research, philosophical methods, epistemic inclusion, engaged scholarship, introductory course, primarily relevant for students in the middle stages of their PhD trajectory.

ECTS: 2.5 
Number of sessions: 4
Hours per session: 4

We are facing an era of major global transitions, involving a plethora of ecological, political, societal and scientific challenges. To come to terms with these challenges, researchers in many disciplines are reconsidering their methods, putting more emphasis on interdisciplinarity and epistemic inclusion through participatory research.  

But this is far from easy. It involves reconsidering some of the basic concepts and convictions of your research field; it raises a number of fundamental questions concerning science, truth and responsibility; and it requires critical reflection on the relationship between multiple forms of knowledge and the relationship between knowledge and power.

It is precisely here philosophy has something to offer by facilitating reflection on how research can be made more engaging, comprehensive, and responsive. At the same time, the exposure to concrete and urgent challenges and interdisciplinary dialogue is a beneficial experience for philosophy itself, triggering reflection on the nature and relevance of philosophical knowledge as part of a more comprehensive and inclusive research approach.

The course entails short introductions into a number of key philosophical approaches via readings, lectures, discussions, and case studies. We will focus on methodology; on the how and now. How to bridge the gap between research traditions in academic settings? How to include other forms of knowledge (practical, professional, experiential, existential knowledge) in our work? 

Entry level and relevance 

No prior knowledge is required to attend the course, and we warmly welcome participants from a wide variety of research traditions and disciplines. 

The course is primarily intended for researchers who are in the middle stages of their PhD trajectory. 

Relations with other courses 

 
This course has no substantial overlap with other courses offered by the EGSH but rather complements other EGSH methods courses by providing philosophical reflection on evolving research methodologies. 

Sessions and preparations

Session 1, part 1: Introduction (by all lecturers)
We will introduce a number of philosophical approaches, including phenomenology, dialectics, historical research, analytic philosophy, and conceptual engineering. These approaches will be further elaborated in the next sessions of the course.
Preparation of each session consists of reading the recommended literature. We will offer a syllabus a few weeks before the start of the course with further information.

Session 1, part 2: Phenomenology (by Maren Wehrle)
The aim of phenomenology is to explore the structure of experience and describe phenomena we experience without preconceptions and assumptions or, to put it differently, to articulate and question the preconceptions at work in our experience of the world, with special attention given to scientific research practices.

Session 2, part 1: Dialectics (by Hub Zwart)
Research is a dialectical process, starting from an initial situation where inherent tensions emerge, giving rise to conflicts and contradictions, eventually resulting in a deepened understanding. Dialectics sees scientific research as a journey, passing through particular configurations of knowledge towards more comprehensive forms of self-understanding, via confrontation with other perspectives.

Session 2, part 2: Conceptual engineering (by Tim de Mey)
Conceptual engineering focuses on how to best assess and improve our conceptual schemes and repertoires and has a normative agenda: conceptual engineers aim to prescribe which concepts we ought to have and use, instead of merely describing those we have and use.

Session 3, part 1: Structuralism (by Ruud Welten)
Structuralism aims to uncover the structural patterns that guide the way we think, perceive and act, also in scientific research practices, which are seen as part of a more comprehensive system of thinking whose structure and way of functioning can be revealed and problematised.

Session 3, part 2: Author studies (by Han van Ruler)
Philosophers such as René Descartes have had a profound impact on modern thinking and scientific research methods up to this day, and yet their work is often misunderstood. Rereading them reveals that they have something to say even concerning the epistemic challenges of today.  

Session 4, part 1: Applications (by all lecturers)
During the final session, we will develop a comprehensive view concerning a theme proposed by the participants during the first meeting.

Session 4, part 2: Evaluation
How has the course affected your research?