All entries for Sunday 26 February 2017

February 26, 2017

Philosophical Domains

Three Domains Of Philosophy

I have now at this point identified three domains of Philosophical considerations that a Ph.D. candidate might want to engage with whilst developing a philosophical understanding of their research. The three domains are:

The Philosophy Of The Self

This domain deals with the ontological and epistemological beliefs of reality, and therefore the way in which we situate ourselves within the context of the perceived reality. These beliefs form our perception of reality and answer questions such as: in what way do we perceive reality itself? In what way can we come to know this reality that we perceive?

At the ontological level there is a spectrum of beliefs that span from realism on one side to relativism on the other side with the different points in between determining the extent to which aspects of reality is either dependent on or independent of the actions of the mind. A realist perceives a reality that is independent of the thoughts and actions of the mind but the points along the spectrum progresses from a view of reality as being fully independent of the mind to a view that suggests there are aspects of reality that are dependent on the mind. On the relativism side, different flavours or points of relativism progresses from aspects of reality that are dependent on the mind to a reality that is fully dependent on the mind or in other words that reality is nothing more than what exists within our minds; our perceptions and beliefs mirrors reality itself.

Epistemological beliefs relate to the way in which we come to know reality and from what I can understand there are more theoretical categories of beliefs at this level than at the ontological level and it would take a long time to go through each theory on a single blog post but suffice to say that epistemological beliefs are, like ontological beliefs, situated along a spectrum with objectivism on one side and subjectivism on the other side. Objectivism states that knowledge of reality already exists therefore knowledge of reality is discovered and not constructed; knowledge of reality is attained through the belief that reality is a single layer, and that knowledge of this single layer reality is accessible through variables and experiments involving these variables and a researcher acting as a conductor and not a constructor of knowledge. Subjectivism is the exact opposite: knowledge of reality does not exist independently of the mind therefore knowledge is constructed and not discovered; knowledge is attained through the idea that there is more than a single layer to reality; and therefore knowledge of reality is obtained through understanding and exploring people situated within that reality via more qualitative methods such as ethnography.

This domain is important to engage with because if we become more engaged with our own philosophical beliefs about reality we can provide a philosophical justification for the research design and indeed for the selection of the phenomenon of interest in some way. This philosophical justification is itself a big subject but it suffices to say that philosophical justifications enable us to better explain and argue the way in which we come to know reality, the way we come to gain knowledge about reality, and the way in which reality is explored in order to gain this knowledge.

My beliefs about reality are based on ontological realism and epistemological subjectivism (relativism), but still working out which exact flavour of each my thoughts align with. But at a general level I do not accept that there is a reality that is fully independent of our minds but at the same time I do not accept that there is a reality that is fully dependent on our minds.

The Philosophy Of Research Design

The philosophical beliefs that we have about reality acts as an input to the research design hence the importance of engaging with our own selves as researchers and our philosophical beliefs.

I have discussed extensively (relatively speaking), and shall continue to do so, about the different philosophies that I have been considering for my research and that I have now selected for the research. Regardless of which philosophies have been selected, it is clear that my philosophical beliefs have guided not only the general selection of a case study grounded theory based research design, but the specific types of case study and grounded theory approaches. It’s important to remember here that there are multiple key writers that have detailed different types of case study and grounded theory approaches situated within different philosophies. Also, away from the key writers there have been other versions of both case study and grounded theory developed, and there will no doubt continue to be different versions developed, led by particular philosophical beliefs.

My own philosophical justification for using case study and grounded theory and the way in which they are being used is being guided by realism and relativism, but without a strict adherence to absolute realism and absolute relativism. These philosophical thoughts are being continuously thought about and explored. It is a substantial area of discussion and debate.

The Philosophy Of The Phenomenon Of Interest

This is a new consideration that I have come across recently and needs more elaboration and exploration before I can begin to define any definite ways in which the phenomenon is being perceived philosophically. But to explain briefly, in general and not specific to my research there appears to be learning processes and sub-learning processes, which can be categorised as either individual learner based, or collaborative or group based. There are many of these processes: it would be fairly easy to develop a Ph.D. proposal based on just a single learning process or sub-process nevermind an actual category, once you were aware of the literature and existing problems!

What I am considering at the moment, and again I can make no commitment to any actual statements of knowing about this area, is the relationship between my own philosophical perspectives of the learning process as I am coding and exploring these processes, and the philosophical perspectives that the research participants might have taken in their demonstration of learning processes. Here we can branch out into many different directions because the philosophical considerations of these processes go right back to Ancient Greece where the likes of Socrates and Aristotle defined certain processes in an absolute and certain way: that learners could engage with their learning in an absolute and certain way. Contemporary philosophers consider more uncertain and relativist approaches to engagement with learning processes and its impact on, for example, the construction of knowledge within learning contexts.

But there are many social and cognitive processes of learning, and whilst there have been much written on these processes there is much that is still to be written and discovered about them. The philosophy of the learning process is something that I have come across recently and still elaborating ideas on and reading about therefore I cannot at this time put forward any detailed arguments of the way in which I am viewing learning processes.

Domain Interconnection

My thoughts on the interconnections between the aforementioned domains, like my thoughts on the philosophy of learning processes, are in their early exploration and development stages. However, early indications show that there is a relationship between these three domains of philosophical considerations, there just needs to be further explorations and readings into what exactly this relationship is, what it entails, what it impacts, and what conditions are required for a relationship and different types of such relationships to exist.

Are my philosophical beliefs of reality providing an impact not just on the development of the research design, but also the way in which I perceive or view the learning processes?

Are my philosophical beliefs influencing the way in which I perceive participant approaches and perspectives of their learning processes?

Could a mismatch exist between the way that I perceive demonstrated learning processes, and the way in which participants perceive them?

Is there ultimately an ideal way in which learning processes should be perceived philosophically?

These are just few of the questions that I have with regards to this incredibly complex and challenging area of thinking and development, but it is worthwhile engaging with your own beliefs and engage with plenty of reading in order to develop and fully elaborate on a philosophical justification or serious of justifications as to why you are doing what you are doing. It is worthwhile engaging with your own beliefs as you can fit your research and yourself within the domains of philosophical considerations. A challenging area, but a worthwhile investment!