Malinowski: Second Positivism, Second Romanticism Author(S): Ivan Strenski Source: Man, New Series, Vol

Total Page:16

File Type:pdf, Size:1020Kb

Malinowski: Second Positivism, Second Romanticism Author(S): Ivan Strenski Source: Man, New Series, Vol Malinowski: Second Positivism, Second Romanticism Author(s): Ivan Strenski Source: Man, New Series, Vol. 17, No. 4 (Dec., 1982), pp. 766-771 Published by: Royal Anthropological Institute of Great Britain and Ireland Stable URL: http://www.jstor.org/stable/2802045 Accessed: 01-03-2017 23:12 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms Royal Anthropological Institute of Great Britain and Ireland is collaborating with JSTOR to digitize, preserve and extend access to Man This content downloaded from 187.65.128.54 on Wed, 01 Mar 2017 23:12:53 UTC All use subject to http://about.jstor.org/terms CORRESPONDENCE Malinowski: second positivism, empiricist/inductivist. To be sure, in Argonauts second romanticism Malinowski does advocate and practise what In a recent number of Man, Andrzej Paluch seems impossibly complete fact-gathering and (I98I: 276-85) argued the interesting historical even an incipient behaviourism (I922a: I7-22). thesis that the young Malinowski was formed But both Argonauts and The Diary of the same by the so-called 'second positivism' of Avenar- period reveal that Malinowski did not believe in ius and Mach, mediated through the Polish 'objectively existing facts: theory creates facts'. philosophers, Straszewski and Pawlicki. I Data had to be subordinated to the 'final syn- would argue not that Paluch is wrong about the thesis' (Firth I98I: io8; Leach I966: 565; Mali- influences of the 'second positivism,' but that he nowski I922a: 5I7). Fact-mongering (I922a: tells a very incomplete story about the intellec- 5I7) was an object of Malinowski's disdain. In tual shape of the young Malinowski-a story I Argonauts, facts are gathered and behaviour believe Paluch himself admits makes far less closely observed in the service of the empathetic sense than it ought. Malinowski was as much 'understanding' of native life-something he (more, if we focus on The Argonauts of the would later indeed call 'dangerous guesswork' Western Pacific, a product of the 'second roman- (I944: 23). In the remarkable concluding pages, ticism', as he was of any 'second positivism'. Malinowski brings these points to a resound- Moreover, it is only by assuming this perspec- ingly romantic and unpositivistic conclusion: tive that Argonauts becomes intelligible, that Malinowski's arguments with colonial adminis- I have tried to pave my account with fact and trators make sense, that his choice of subject- details . But at the same time, my convic- matter shows a certain plan, and that his own tion, as expressed over and over again, is that good-will confessions of a radical intellectual what matters really is not the detail, not the transformation leading to the empiricist/posi- fact, but the scientific use we make of it. tivist Malinowski we know so well have credi- Thus, the details and technicalities. acquire bility at all. I am talking about Paluch's numer- their meaning in so far only as they express ous references to places where 'Malinowski some central attitude of mind of the natives diverges from the positivist programme', where he 'represents a standpoint opposed to' What interests me really in the study of the positivism (I98I: 280), where his 'positivist native is his outlook on things, his Weltans- spectacles' were 'not very strong' (I98I: 279) chauung, the breath of life and reality which he and even where Paluch declares that Malinows- breathes and by which he lives . a definite ki 'was not an adherent of. radical empiric- vision of the world, a definite zest of life ism' (I98I: 279). I am talking about what to (I922a: 5I7). Paluch seems the exception, but the more we read both Paluch and the early Malinowski must To his credit, Leach at least records that this seem the rule-Malinowski's part in the 'second youthful Malinowski put theory before facts, romanticism', perhaps better known in its na- even if he (Leach) does not seem to be able to tive German, 'neuromantik' (Bauman I973: 26; capitalise on this observation (I966: 565). In- Ermarth I978: 79-90; Without denying his stead of linking Malinowski's view directly positivist nurture, I want to show how Mali- with contemporary continental romantic think- nowski was a complex and substantial mixture ing, Leach can only make sense of Malinowski's of romantic and positivist, and that, at least in methodological zest for 'life' by reference to his his Argonauts, he ought to be seen as having been bitter feuds with the London cultural diffusion- dominated by a romantic agenda of fieldwork ists, Elliot Smith and Perry. and scholarship. The London diffusionists were indeed the The most regrettable part of Paluch's reading butt of Malinowski's jibes against 'curio- of the early Malinowski is its repetition of what hunting'-a short-hand reference to the has become conventional wisdom. For Jarvie museum anthropology nurtured by Elliot (I964) and Leach (i964; I966) Malinowski was Smith and Perry. At the bottom of Malinow- always a consistent and perennial positivist ski's aversion to London diffusionism was, it This content downloaded from 187.65.128.54 on Wed, 01 Mar 2017 23:12:53 UTC All use subject to http://about.jstor.org/terms CORRESPONDENCE 767 seems, a distaste for the dry and lifeless, which in much the same way as Malinowski does. emerged in his defence of the 'new' functional They (and he) did so in the name of a renewal of method. I want to recommend taking this humanism and humanistic studies (Malinowski aspect of Malinowski's arguments against dif- I922b: 2I5; I935; I944: 4; I967: 254, 267; Paluch fusionism as seriously as we have taken his I98I: 283; Ringer I969: ch. 6, 7; Symmons- critique of their speculative historical construc- Symonolewicz I959: 28). They (and he) aimed tions. For what it may be worth, Malinowski at the synthetic knowledge of man rather than maintained life-long, frequently amicable, in- the narrow specialisation they thought charac- tellectual relations with the German-speaking terised the natural scientific and technological cultural diffusionists such as Boas, Frobenius, disciplines. They (and he) indulged a distaste for Graebner, Schmidt and of course Lowie. Was it modernity and urbanisation (Lowie I937: 234; merely an accident that these scholars often Malinowski I930; Ringer 1969: 42-6I); they self-consciously acknowledged their debt to feared the 'revolt of the masses' (Malinowski German romanticism, and that they, along with I932; Ringer I969: 2I3-52). Not surprisingly, the British, were also real protagonists and they chiefly recruited members from the pro- pioneers of empirical fieldwork? (Heine- fessional, traditional and landed classes rather Geldern I964:4I0; Stocking I974: Introduction, from the new rising 6lites of commerce and Part I). When we speak about Malinowski's trade. Malinowski himself belonged to a minor opposition to diffusionism, it might perhaps be class of landed gentry called szlachta; his father best to distinguish the British from the Germans was professor of the Jagiellonian University in and Austrians, and to observe that most of Cracow and took his Ph. D. from Leipzig. Here Malinowski's explicit critical ire was aimed at is the Malinowski who despite his patriotic fears the British. for Poland in the first world war speaks sym- If, then, Paluch is correct to locate positivism pathetically of German culture (I967: 203, 207), early in Malinowski's career, perhaps romantic- particularly in contrast to the English 'lack of ism is also located equally early there as well. In enthusiasm, idealism, purpose'. In a view typi- the early I920'S this sometimes meant that Mali- cal of a Central European intellectual of his day, nowski would run the two streams together for Malinowski admired the Germans for their his own polemical purposes. In Argonauts, Mali- 'purpose, possibly lousy . but there is an nowski manipulates the notion of 'life' in the elan, there is a sense of mission' (I967: 208). way one might expect this half-positivist, half- Here is the Malinowski who still wrote in Ger- romantic to do, informing it with varying pro- man for German journals, notably, Die Geistes- portions of vitalist and biological meaning wissenschaften (Firth I98I: I07; Malinowski (I922a: 22). In the year that Argonauts appeared I9I4; Symmons-Symonolewicz I958: 70 (I922), the essay 'Ethnology and the Study of sqq.). Society' treated the notion of life in a familiar If one turns attention to more specific 'in- way ('zest for life') (I922b: 2I0); at the same time fluences' on Malinowski a good case can be it spoke of 'every item of culture' having a made for the importance of Wilhelm Wundt. 'positive, biological significance' (I922b: 214). But we have till now only imagined that By contrast, the less adaptable term 'spirit' Wundt's influence was restricted to passing on (I922a: 22) seems to drop out of his vocabulary ethnological notions, such as the idea of the by I923. I argue simply that at least until the 'cultural whole' derived from Volkerpsychologie early I 920'S Malinowski seemed eager and adept (I910) (Leach I964: I2I, I26; Cf. Paluch 198I: at playing both the positivist and romantic sides 279). This would fit nicely with the timing of of selected issues, because he was divided be- Malinowski's stay in Leipzig (I908-I9I0). Yet tween positivist and romantic methodologies. not so well known in English-speaking circles is Once the possibility of a serious romantic the Wundt of Die Ethik (I886) and its successor, methodological element in Malinowski's Die Nationen und ihre Philosophie (i9i5).
Recommended publications
  • Read Book Writing and Thinking in the Social Sciences 1St Edition
    WRITING AND THINKING IN THE SOCIAL SCIENCES 1ST EDITION PDF, EPUB, EBOOK Sharon Friedman | 9780139700620 | | | | | Writing and Thinking in the Social Sciences 1st edition PDF Book Psychology is a very broad science that is rarely tackled as a whole, major block. This means that, though anthropologists generally specialize in only one sub-field, they always keep in mind the biological, linguistic, historic and cultural aspects of any problem. For a detailed explanation of typical research paper organization and content, be sure to review Table 3. New York: Dodd, Mead and Company. Understanding Academic Writing and Its Jargon The very definition of jargon is language specific to a particular sub-group of people. Notify me of follow-up comments by email. The fields of urban planning , regional science , and planetology are closely related to geography. What might have caused it? It is an application of pedagogy , a body of theoretical and applied research relating to teaching and learning and draws on many disciplines such as psychology , philosophy , computer science , linguistics , neuroscience , sociology and anthropology. The Center is located in Taper Hall, room Historical geography is often taught in a college in a unified Department of Geography. The results section is where you state the outcome of your experiments. This means adding advocacy and activist positions to analysis and the generation of new knowledge. Search this Guide Search. Present your findings objectively, without interpreting them yet. However, what is valued in academic writing is that opinions are based on what is often termed, evidence-based reasoning, a sound understanding of the pertinent body of knowledge and academic debates that exist within, and often external to, your discipline.
    [Show full text]
  • The Positivist Repudiation of Wundt Kurt Danziger
    Jouml of the History ofthe Behuvioral Sciences 15 (1979): 205-230. THE POSITIVIST REPUDIATION OF WUNDT KURT DANZIGER Near the turn of the century, younger psychologists like KUlpe, Titchener, and Eb- binghaus began to base their definition of psychology on the positivist philosophy of science represented by Mach and Avenarius, a development that was strongly op- posed by Wundt. Psychology was redefined as a natural science concerned with phenomena in their dependence on a physical organism. Wundt’s central concepts of voluntarism, value, and psychic causality were rejected as metaphysical, For psy- chological theory this resulted in a turn away from Wundt’s emphasis on the dynamic and central nature of psychological processes toward sensationalism and processes anchored in the observable peripher of the organism. Behaviorism represents a logical development of this point orview. I. PSYCHOLOGYAS SCIENCE What makes the early years in the history of experimental psychology of more than antiquarian interest are the fundamental disagreements that quickly separated its prac- titioners. These disagreements frequently concerned issues that are not entirely dead even today because they involve basic commitments about the nature of the discipline which had to be repeated by successive generations, either explicitly, or, with increasing fre- quency, implicitly. In the long run it is those historical divisions which involve fundamental questions about the nature of psychology as a scientific discipline that are most likely to prove il- luminating. Such questions acquired great urgency during the last decade of the nineteenth and the first few years of the present century, for it was during this period that psychologists began to claim the status of a separate scientific discipline for their subject.
    [Show full text]
  • Husserl's Position Between Dilthey and the Windelband-Rickert School of Neo-Kantianism John E
    Sacred Heart University DigitalCommons@SHU Philosophy, Theology and Religious Studies Faculty Philosophy, Theology and Religious Studies Publications 4-1988 Husserl's Position Between Dilthey and the Windelband-Rickert School of Neo-Kantianism John E. Jalbert Sacred Heart University Follow this and additional works at: http://digitalcommons.sacredheart.edu/rel_fac Part of the Philosophy of Mind Commons, and the Philosophy of Science Commons Recommended Citation Jalbert, John E. "Husserl's Position Between Dilthey and the Windelband-Rickert School of Neo-Kantianism." Journal of the History of Philosophy 26.2 (1988): 279-296. This Article is brought to you for free and open access by the Philosophy, Theology and Religious Studies at DigitalCommons@SHU. It has been accepted for inclusion in Philosophy, Theology and Religious Studies Faculty Publications by an authorized administrator of DigitalCommons@SHU. For more information, please contact [email protected]. +XVVHUO V3RVLWLRQ%HWZHHQ'LOWKH\DQGWKH:LQGHOEDQG5LFNHUW 6FKRRORI1HR.DQWLDQLVP John E. Jalbert Journal of the History of Philosophy, Volume 26, Number 2, April 1988, pp. 279-296 (Article) 3XEOLVKHGE\7KH-RKQV+RSNLQV8QLYHUVLW\3UHVV DOI: 10.1353/hph.1988.0045 For additional information about this article http://muse.jhu.edu/journals/hph/summary/v026/26.2jalbert.html Access provided by Sacred Heart University (5 Dec 2014 12:35 GMT) Husserl's Position Between Dilthey and the Windelband- Rickert School of Neo- Kanuamsm JOHN E. JALBERT THE CONTROVERSY AND DEBATE over the character of the relationship between the natural and human sciences (Natur- und Geisteswissenschaflen) became a central theme for philosophical reflection largely through the efforts of theo- rists such as Wilhelm Dilthey and the two principal representatives of the Baden School of Neo-Kantians, Wilhelm Windelband and Heinrich Rickert.~ These turn of the century theorists are major figures in this philosophical arena, but they are by no means the only participants in the effort to grapple with this issue.
    [Show full text]
  • Psychology and Classifications of the Sciences Fernando Vidal ICREA (Catalan Institution for Research and Advanced Studies)
    Psychology and Classifications of the Sciences Fernando Vidal ICREA (Catalan Institution for Research and Advanced Studies) Translated by Jacob Krell Psychologie: piste l’homme et, close et figée, lui inflige une autopsie. — Michel Leiris, Langage tangage1 he history of psychology as an autonomous discipline is driven not only by its theoretical, methodological, and institutional developments but also by the elab­ oration of the concept of psychology itself and by theorizations of its position among Tother domains of knowledge. Classificatory schemes of the sciences have a preeminent function in such a context. They imply a reflection that exceeds the problems proper to any one discipline, and precisely because they both reflect situations of fact and embody metascientific ideals, they contribute not only to the project of identifying domains of knowledge but also to the process of defining them. This is what Francis Bacon (1561–1626) noted in theNovum Organum (1620) when he observed that “[t]he received division of the sciences [is] suitable only for the received totality of the sciences,” and that “we find in the intellectual as in the terrestrial globe cultivated tracts and wilderness side by side.” 2 1 Michel Leiris, Langage, tangage ou ce que les mots me disent (Paris: Gallimard, 1995). 2 Francis Bacon, Novum Organum, in The Instauratio Magna, Part II: Novum Organum and Associated Texts, ed. Graham Rees with Maria Wakely (Oxford: Clarendon Press, 2004), 27. A good introduction to the topic of 2 republics of letters For psychology, classifications of the sciences have had a twofold significance.3 On the one hand, from the moment psychology sought to institute itself as an autonomous science, it began to conceptualize its inclusion within the general order of the sciences, and this process turned out to be one of its best modes of self­legitimation.
    [Show full text]
  • Education As a Geisteswissenschaft:’ an Introduction to Human Science Pedagogy Norm Friesen
    JOURNAL OF CURRICULUM STUDIES https://doi.org/10.1080/00220272.2019.1705917 ‘Education as a Geisteswissenschaft:’ an introduction to human science pedagogy Norm Friesen Educational Technology, Boise State University, Boise, Idaho, USA ABSTRACT KEYWORDS Human Science Pedagogy is ‘astrangecase,’ as Jürgen Oelkers has recently Human Sciences; noted: In the Anglophone world, where Gert Biesta has compellingly encour- Disciplinarity; Friedrich aged scholars to ‘reconsider education as a Geisteswissenschaft’ (a human Schleiermacher; Wilhelm science) its main themes and the contributions of its central figures remain Dilthey; Klaus Mollenhauer; Educational Theory unknown. For Germans, particularly in more ‘general’ or philosophical areas of educational scholarship (i.e. Allgemeine Pädagogik), this same pedagogy is recognized only insofar as it is critiqued and rejected. Taking this strange situation as its frame, this paper introduces Human Science Pedagogy to English-language readers, providing a cursory overview of its history and principal contributors, while suggesting the contemporary relevance of its themes and questions in both English- and German-language scholarship. This paper concludes with an appeal to readers on both sides of the Atlantic to new or renewed consideration of this pedagogy as a significant and influential source for educational thinking deserving further scholarly attention. Introduction Human Science Pedagogy (geisteswissenschaftliche Pädagogik) is a way of understanding education in terms of human cultures, practices, and experiences, as well as through biographical and collective history1.Itoffers a perspective on education ‘as one of the humanities or arts rather than as a science’ (Tröhler, 2003, p. 759), or alternatively, as a specifically ‘hermeneutic science’ (Biesta, 2011, p. 185; emphasis added). Human Science Pedagogy has further been defined as an effort to ‘give mean- ingful interpretation to educational phenomena in their historical-cultural particularity’2 (Matthes, 2007, p.
    [Show full text]
  • Philosophy in the Nineteenth Century
    GEORGEMASON UNIVERSITY UNIVERSllY LIBRARIES THE OXFORD HANDBOOK OF GERMAN PHILOSOPHY IN THE NINETEENTH CENTURY ............................................................................................................................................................... Edited by MICHAEL N. FORSTER and KRISTIN GJESDAL OXFORD U N lV ERSITY PR ESS OXFORD UNIVERSITY PRESS Great Clarendon Street , Oxford, o:u 6oP, United Kingdom Oxford University Press is a depart ment of the t:niver,11r of Chford It furthers the University's obJective of excellence m n·s~·arch, s.:hol.1r,h1r , . and edu cation by publishing wor ldwide . Oxford is a regmereJ trade mJrk ,,t Oxford University Press m the IJK and in certain other countnc, © The several contribu tors 1015 The moral rights of the authors have been asserted First Edition pub!t,hed 10 2015 Impress ion 1 All rights reserved . No part of this publication may be rerroJuceJ. stored in a retrieval system, or transmitted, in any form or by any mea ns, without the prior permiss ion in writing of Oxford University Press, or as npreHl y pcrm1tteJ by law, by licence or under terms agreed with the arpropr1ate repr oi:raph1,, rights organi zation. Enquiries concerning reproduction outsi de th e swre of the above should be sent to the Rights Department, Oxford tJ111vers1ty Pre,,, at the address above You must not circulate this work in any other form and you must impo se this same condit ion on any .icqu irt'r Published in the United States of America by Oxford University l're,s 198 Madison Avenue , New York, NY wo16, United StJ tes of Amer tCJ British Library Cataloguing in Puhlication l>Jta Data availa ble Library of Congress Control Numher: 2014946121 ISBN 978- 0 -19-969654 - 3 Printed and boun d by CPI Gro up (UK) Ltd, Croydon, CRO 4YY Links to thud party websites are provided by Oxford in !(OOJ faith anJ for information only.
    [Show full text]
  • Immanuel Kant and the Development of Modern Psychology David E
    University of Richmond UR Scholarship Repository Psychology Faculty Publications Psychology 1982 Immanuel Kant and the Development of Modern Psychology David E. Leary University of Richmond, [email protected] Follow this and additional works at: http://scholarship.richmond.edu/psychology-faculty- publications Part of the Theory and Philosophy Commons Recommended Citation Leary, David E. "Immanuel Kant and the Development of Modern Psychology." In The Problematic Science: Psychology in Nineteenth- Century Thought, edited by William Ray Woodward and Mitchell G. Ash, 17-42. New York, NY: Praeger, 1982. This Book Chapter is brought to you for free and open access by the Psychology at UR Scholarship Repository. It has been accepted for inclusion in Psychology Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. 1 Immanuel Kant and the Development of Modern Psychology David E. Leary Few thinkers in the history of Western civilization have had as broad and lasting an impact as Immanuel Kant (1724-1804). This "Sage of Konigsberg" spent his entire life within the confines of East Prussia, but his thoughts traveled freely across Europe and, in time, to America, where their effects are still apparent. An untold number of analyses and commentaries have established Kant as a preeminent epistemologist, philosopher of science, moral philosopher, aestheti­ cian, and metaphysician. He is even recognized as a natural historian and cosmologist: the author of the so-called Kant-Laplace hypothesis regarding the origin of the universe. He is less often credited as a "psychologist," "anthropologist," or "philosopher of mind," to Work on this essay was supported by the National Science Foundation (Grant No.
    [Show full text]
  • Philosophy of the Social Sciences Blackwell Philosophy Guides Series Editor: Steven M
    The Blackwell Guide to the Philosophy of the Social Sciences Blackwell Philosophy Guides Series Editor: Steven M. Cahn, City University of New York Graduate School Written by an international assembly of distinguished philosophers, the Blackwell Philosophy Guides create a groundbreaking student resource – a complete critical survey of the central themes and issues of philosophy today. Focusing and advancing key arguments throughout, each essay incorporates essential background material serving to clarify the history and logic of the relevant topic. Accordingly, these volumes will be a valuable resource for a broad range of students and readers, including professional philosophers. 1 The Blackwell Guide to Epistemology Edited by John Greco and Ernest Sosa 2 The Blackwell Guide to Ethical Theory Edited by Hugh LaFollette 3 The Blackwell Guide to the Modern Philosophers Edited by Steven M. Emmanuel 4 The Blackwell Guide to Philosophical Logic Edited by Lou Goble 5 The Blackwell Guide to Social and Political Philosophy Edited by Robert L. Simon 6 The Blackwell Guide to Business Ethics Edited by Norman E. Bowie 7 The Blackwell Guide to the Philosophy of Science Edited by Peter Machamer and Michael Silberstein 8 The Blackwell Guide to Metaphysics Edited by Richard M. Gale 9 The Blackwell Guide to the Philosophy of Education Edited by Nigel Blake, Paul Smeyers, Richard Smith, and Paul Standish 10 The Blackwell Guide to Philosophy of Mind Edited by Stephen P. Stich and Ted A. Warfield 11 The Blackwell Guide to the Philosophy of the Social Sciences Edited by Stephen P. Turner and Paul A. Roth 12 The Blackwell Guide to Continental Philosophy Edited by Robert C.
    [Show full text]
  • Reading Heidegger on Science
    WHY READ HEIDEGGER ON SCIENCE? Trish Glazebrook Heidegger wrote extensively concerning science for more than sixty years. Four aspects of his analysis in particular demonstrate the breadth and scope of his sustained critique of science, and indicate specific trajectories for its further development. First, he has much to say to traditional philosophers of science concerning the experimental method, the role and function of mathematics and measurement, the nature of paradigms and incommensu- rabilty, and realism versus antirealism. Second, his assessment of technol- ogy is incipient in and arises from his reading of the history of physics, so theorists who overlook this aspect of his work may find they are working with a deficient theoretical framework when attempting to come to terms with his critique of technology. Third, he offers rich conceptual resources to environmental philosophers, especially those who work at the intersection of environment and international development. Fourth, his arguments for reflection on science support a renewed sense of social obligation on the part of the sciences that should be of especial interest to science, technol- ogy, and society theorists. I have examined these first two issues elsewhere.1 Rather than repeat- ing that work here, I situate this volume against traditional philosophy of science only by showing briefly how his concern with science begins with a tension in his thinking between realism and idealism. On the second issue, I show here only how Heidegger’s thinking concerning Ge-stell arises directly from his prior thinking about basic concepts and the mathemati- cal in science. The issues of ecophenomenology and the social obligations of the sciences are continuations of fertile and promising lines of thinking Heidegger opened.
    [Show full text]
  • Locating History in the Human Sciences
    Institute of Advanced Insights Study LocatingLocating HistoryHistory inin thethe HumanHuman SciencesSciences Roger Smith Volume 2 2009 Number 8 ISSN 1756-2074 Institute of Advanced Study Insights About Insights Insights captures the ideas and work-in-progress of the Fellows of the Institute of Advanced Study at Durham University. Up to twenty distinguished and ‘fast-track’ Fellows reside at the IAS in any academic year. They are world-class scholars who come to Durham to participate in a variety of events around a core inter-disciplinary theme, which changes from year to year. Each theme inspires a new series of Insights, and these are listed in the inside back cover of each issue. These short papers take the form of thought experiments, summaries of research findings, theoretical statements, original reviews, and occasionally more fully worked treatises. Every fellow who visits the IAS is asked to write for this series. The Directors of the IAS – Ash Amin, Michael O’Neill, Susan J. Smith and Colin Bain – also invite submissions from others involved in the themes, events and activities of the IAS. About the Institute of Advanced Study The Institute of Advanced Study, launched in October 2006 to commemorate Durham University’s 175th Anniversary, is a flagship project reaffirming the value of ideas and the public role of universities. The Institute aims to cultivate new thinking on ideas that might change the world, through unconstrained dialogue between the disciplines as well as interaction between scholars, intellectuals and public figures of world standing from a variety of backgrounds and countries. The Durham IAS is one of only a handful of comparable institutions in the world that incorporates the Sciences, Social Sciences, the Arts and the Humanities.
    [Show full text]
  • 68 Kvernbekk.Pm7
    Tone Kvernbekk 413 Science and Dichotomies: A European Outlook Tone Kvernbekk University of Oslo In the essay “Beyond Scientific vs. Interpretive: Deweyan Inquiry and Educa- tional Research,” Terri Wilson dives into a huge nexus of problems concerning science, non-science, and interpretive research as they are debated in the wake of the Education Sciences Reform Act (ESRA) of 2002 and its call for “scientifically based research” in education. As could be expected, much of the debate has revolved around what it means for research to be scientific. Wilson argues that the Act, subsequent reports, and various criticisms accept and/or proceed on a basic distinc- tion between scientific and nonscientific research. Two things then happen in the essay: the scientific/nonscientific distinction is re-termed the scientific/interpretive distinction, and it becomes a dichotomy. Even nonscientific research is guilty of upholding this problematic dichotomy as a basic term of the debate, Wilson argues. As a possible remedy, Wilson proposes a Deweyan perspective that will problematize the dichotomy. Reconstructing key aspects of Dewey’s concept of inquiry, the paper makes the case that distinctions should not be taken as fixed spheres, and that the ground between the scientific and the interpretive is more complex than currently acknowledged in the debate about scientifically based research in education. I shall in my response adopt a European view on this American debate (I am by no means intimating that only Americans discuss such problems in this way). The reason is that a Continental view of this particular dichotomy may contribute to the American debate in perhaps unexpected ways.
    [Show full text]
  • Chapter 2 Remarks on Hockett's “The Changing Intellectual Context of Linguistic Theory” & Kuhn's the Structure of Sc
    Chapter 2 Remarks on Hockett’s “The Changing Intellectual Context of Linguistic Theory” & Kuhn’s The Structure of Scientific Revolutions 1. Introduction Hockett and Kuhn are both interested in the history of science. Comparison of the two approaches provides some insight into our own interest in linguistics and language. 2. Hockett Hockett (1983) finds several themes which allow one to follow the flow of intellectual activity in the nineteenth century. Two of these themes, which he introduces with Pierre-Simon Laplace, are the notions of progress and determinism. The latter forms the primary criterion for the distinction between two allocations of phenomena. “There are two categories of science because there are two fundamentally different kinds of things to be scientific about” (Hockett 1983:14). The two categories of science are termed Naturwissenschaft Geisteswissenschaft Precise characterization of the opposition between the two changed during the nineteenth century as more data became available (more discoveries were made, aided in part by improving technology), and as conceptions of the data were altered. Hockett (1983:20-21) identifies several oppositions as forming the basis of the two kinds of science: Physical Mental Determinate Indeterminate Synchronic Diachronic 2 HALT Nomothetic Idiographic It is only in Naturwissenschaft (or la philosophie naturelle or natural science) that one can exercise the scientific ideal, and the history of science in the nineteenth century is one in which the range of Geisteswissenschaft is reduced and that of Naturwissenschaft is augmented. Geisteswissenschaft (or les sciences morales) does not permit one to use the methods of Naturwissen- schaft because the data do not exhibit pattern.
    [Show full text]