Friday, February 8, 2019
February 12...Constructing Conceptual Frameworks (R&R Chapter 5)
On pp. 95-97 Rallis and Rossman make the case (they argue) that developing an argument is a key component of social science research. As one who works in Philosophy of Education, this language has always been reasonably comfortable for me, but I have noticed that some doc students seem to find it foreign or strange in the context of empirical research. Please reflect on how you think about "argument" and how this does or does not fit easily with your conceptions of educational research.
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I can agree with the fact that an argument must be made given the nature of social science research. Consider the chart, social science falls in the soft/applied quadrant. Although some might attempt to increase the purity and/or hardness to make educational principles less murky, it continues to be that educational research falls into the soft/applied quadrant. Context, theory and lens help make an argument based on a number of chosen parameters in the discipline. I think that the very nature of soft and applied allow for different interpretations and assumptions to manifest in educational research, especially depending on who and how it is being viewed. Considering that a lot of arguments are made to show relation between a social factor and another factor (social or not), it's pretty clear (in my opinion) that a solid argument needs to be made.
ReplyDeleteAdditionally, I located this Social Science Purity Comic Frame! that Cat might get a kick out of!
HTML coding fail :/ the link is here: https://imgs.xkcd.com/comics/purity.png
DeleteIn this chapter, the authors made very clear points about how we should develop our conceptual framework.
ReplyDelete1. Identify a personal perspective
2. Immerse in the literature ( read openly)
3. Determine suitable theories and research (focused reading with criticisms)
Based on these reading of relevant literature, meaningful arguments and research questions are therefore formed. I definitely think, in the context of empirical research, it is necessary to build a meaningful argument and convince the readers by your research project.
But I don’t think that every research needs an argument, it really depends on the purpose of the research, or what the researchers were trying to bring out with his/her work.
In our 710 course, we talked about descriptive research by Jean Twenge, The Decline in Adult Activities Among U.S. Adolescents, 1976–2016.
“In this article, we investigate birth cohort differences in U.S. adolescents’ engagement in adult activities, examining whether adolescents in recent years pursue a faster or slower developmental path than adolescents did in previous decades.”
And they found (if you are interested)
“In seven large, nationally representative surveys of U.S. adolescents 1976–2016 (N = 8.44 million, ages 13–19), fewer adolescents in recent years engaged in adult activities such as having sex, dating, drinking alcohol, working for pay, going out without their parents, and driving, suggesting a slow life strategy.”
My point is, even without an argument, Dr. Twenge managed to describe all the data and determine a phenomenon, which I believe triggers/motivates a lot of future research in this area. I guess I just want to share this perspective here that depends on the nature of the research, missing the argument might be fine.
-Yingying
Because I always try to use credible and reliable resources, I started by watching Monty Python’s famous “Argument Sketch.” It wasn’t a bad way to begin, because during the inane argument about arguments, a character says, “An argument is a connected series of statements intended to establish a proposition.” See? Not a bad start.
ReplyDeleteIn mathematics that definition is a little closer to “proof,” which is a type of rigorous mathematical argument based on logical statements deduced within an axiomatic system. In the classroom, arguments may be less formal yet subject to the same scrutiny. Sometimes they’re based on authority (“My textbook says odd plus odd is always even. It must be true) or on examples (“I added 3 and 7 and got 10, which is even. So odd plus odd is even”). Logically, these arguments don’t pass muster, but they are immensely important to the discursive space and meaning-making of the group. Argument presumes an audience, an other. (A few weeks ago, Ross Collin said something that made me recognize argument as a special kind of intersubjectivity. I wish I could remember exactly ...)
I think of an argument as the élan vital of a thesis. It’s the position you take – maybe on a particular issue. You hope to, or rather work to bring others into agreement with you. Half the time I’m trying to convince myself (self as other!). So it sounds as if argument fits pretty neatly into my construct of something. Is it research, per se? - Cat
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ReplyDeleteThe concept of a “argument,” as defined by Rallis and Rossman (2012) for the most part, fits easily with my conceptions of educational research. I found myself either relating to, or in agreement with, the multitude of ways they chose to explain the concept. For example, the authors used the situation of needing to ‘convince’ an approval authority during either a dissertation proposal defense or when submitting a research proposal to a funding agency. In both cases it is necessary to “convince [the] readers of the plausibility and worth of the inquiry project”. I appreciate how it is the role and function of the ‘argument’ to achieve this objective.
ReplyDeleteI am also comfortable with the authors construction of the term ‘argument’. In addition to stating arguments are supposed to persuade or convince, the authors provided a roadmap as to ‘how’ an argument should perform this function. For example, the argument must include a central thesis, provide credible evidence, link the evidence to the central thesis, and equally important – acknowledge and respond to counter-arguments. Nevertheless, there is one area of concern I have about Rallis and Rossman’s (2012) concept of an argument. This area pertains to the implementation of educational research findings.
It is my belief and understanding that too many educational research studies never see the light of implementation. In the past five years of graduate studies, I can not recall a single study where the findings and recommendations were adopted and put into practice by an organization or incorporated into public policy by legislators or administrators. So my question is “what is missing from Rallis and Rossman’s (2012) concept of an argument – from a implementation perspective?” Why does it seem to apply so well to supporting the successful defense of dissertation proposals, or the justification of a research funding request, or serving as a framework for analyzing scholarly articles – but not with bridging the gap between research and practice? I wonder what elements are missing from the concept that if included would facilitate the implementation or adoption of study findings and recommendations by practitioners and policy makers? Just thinking…..
I really struggled with this prompt. While I understand that argument is inherent in academic writing and publication (as Rallis & Rossman lay out), I couldn’t quite place my finger on why it does not settle well with me. I wondered if it was because arguments are necessarily time-bound and culture-specific, so what is argued now may be proven wrong or detrimental in the future (e.g., conversion therapy). I wondered if it was because I was socialized as a woman not to argue and if this was an extension of the patriarchal system in academia. I wondered if I just wanted things to be simple, without the arena of persuasion and politics, like working with a grant officer on a grant to shape an argument and pull connections or citing journal articles from the journal you’re submitting to. I wondered if it was because it required “commitment in the face of doubt” that your argument may be misguided, requiring courage and vulnerability to offer for scrutiny. The final product feels immensely personal and unique. Perhaps its imposter syndrome again, that anything less than expert won’t fit in. Like this post, I wonder if rambling on with no point or focus for change really adds to the discussion. I'm looking forward to discussing with y'all more in class!
ReplyDelete-Rachel
I think perhaps some of the discussion we are having here is being confounded by the term ‘argument’ and the inherent part of that definition that an argument is “generally a statement (or set of statements) whose purpose is to persuade or convince” (p. 96). Many researchers may view their role as not a persuasive one, but rather simply investigatory. Any persuation or assertion that comes from the research is secondary to the research itself.
ReplyDeleteHowever, I would argue that research is not possible without an argument or assertion. In the example that Yingying provided, the researchers are presenting their findings with the assertion that the behaviors of young people suggest “a slow life strategy.” By putting words to the findings, an argument is formed. By the simple act of speaking and explaining, we betray our lens (theory, perspective, and argument). I would posit that even in the most “pure” of fields, like logic or mathematics, the mere use of language to support proofs applies a lens to the truth.
Now, the reality is that some arguments are stronger than others, and some lenses are more argumentative than others. However, I would assert that any research article you would come across in fact presents evidence (data and explanations) to support a claim, and therein lies the argument.
As I was reading the section on "building an argument" I was instantly drawn to thinking about how I select what articles I read for pleasure (when I can! phew). I also considered how I viewed articles in peer reviewed journals when I was a school counselor (I realize this connects somewhat with what Bob Craig mentioned). I do not see my ultimate goal of my argument being a defense or my dissertation or impressing fellow academics (although don't get me wrong- I want to do these things!). I am trying to convince a school counselor that my research is important and will help them or give them new insight perhaps into an issue or a task they face. I want a counselor educator to read my research and find a novel and interesting subject that will influence their way of thinking or work with students. An article can be done with flawless methodology, and this is not to be minimized as it is important, but if it is not a useful or creative or interesting and current and APPLICABLE topic I don't want to read it. This is my current conceptualization of arguing in educational research, and personally, I can't wait to do it (but maybe that's my competitive personality)
ReplyDelete- Dana Brookover
To use vocab from the chapter, it kind of feels like the conceptual framework of a dissertation is to construct an argument. I agree with Rachel: Rallis and Rossman do outline how argument is used in the things we are expected to do as far as grant writing, dissertation, and all of the above. I am excited (though very okay with it being very far away) to defend a dissertation, sharing how I "understand a phenomenon" (p. 96). I see the value this would have in grant work and research. However, arguing can be a bit exhausting, and argument, or convincing your audience, as the text describes, seems to be such a large component of education. My ideas and interests are important because they're important to me. The constant battle of proving something is worth being funded, or, on a larger scale, that I am worth being tenured, is kind of where I draw the line. I think argument has its place. In education, it just seems to take up a huge amount of space. When does the arguing end?
ReplyDelete-Erin Hanley
As I reflect about the word “argument”, it instantly brings to mind a negative connotation. I imagine some sort of standoff where resolution is not found. People talking over one another without listening but really it is just a dialogue that is created by passion and belief that one feels something is more justified than what the other person may believe. As a professional and a student, I enjoy a good argument when it has support of researched evidence. The person with whom I am having the discussion is responsible for making reasonable and understandable connections to sway my thinking. Giving them the opportunity to convince me to change my mind or perhaps see a different perspective, I believe is the central part of having an argument. In the context of our reading and considering my research development, I feel “argument “is essential to putting forth my understanding of what I am researching. It is my job as a researcher to develop my argument with my perceptions, evidence, and to create rationale for what I am studying. If another person disagrees or wants to argue it only serves to broaden the discussion and could possibly lead to further research.
ReplyDeleteSorry, my post above: Dana Kieran
DeleteHi! Preeti here,
ReplyDeleteWhen I read this chapter form Rallis & Rossman, it provided some new insights with regard to the research process. I think that it totally makes sense to put forth an argument as a key component of social sciences research. Primarily I like the way authors explained it in their statement "In essence, you put forward a point of view and a context for inquiry in which the problem or interest or issue and the reasons and strategies for pursuing it are convincing". Hence my take on it is that an argument in the context of social science research encompasses the researcher's own outlook or perspective (I see it somehow related to what Andrea described as " our lens" to see the truth) to look at the issue or problem that the researchers are dealing with. I understand that in social sciences we deal with the problems related to human beings and communities. As such one's argument may be subject to contexts, cultures and time. Therefore it becomes more challenging to make a strong claim or to support claim with strong evidences in itself. But making an argument is necessary to advance the process of research inquiry.