Metatheory as conceptualised by Finfgeld (2003) is the study of sources, assumptions and contexts. Finfgeld’s (2003) conceptualisation of metatheory encompasses the study of the theorists, communities of scientists, the process of theorising, the analysis of the methods and findings and the implications of the theories. In engaging in a metatheoretical analysis it is important to understand what exactly is meant by scientific progress. Bird (2007) makes the distinction that scientific progress in a particular scientific field is one that accumulates scientific knowledge and at the end of the research has more knowledge of a phenomena then at the beginning. Science is a multi-layered, complex system, which results in the need for metatheoretical analysis to assist in ascertaining whether a particular theory has conceptual flaws. The revelation of conceptual flaws within theories allows for a deeper and further exploration of base concepts which helps in either reinforcing the theory or provoking the emergence of a new theory. Edwards (2010) applies a selection of tests that may be included in metatheoretical analysis. Contained in this list are objective observations that supply measurements and data, inductive reasoning, repeatability and verification of the methodology and critical analysis. The importance of metatheoretical research and analysis is encapsulated within the understanding of theory formation, Popper’s (1962) paradigm shifts, falsification and critical inquiry.
Theory formation is instrumental to the understanding of how metatheoretical psychologists’ impact and influence scientific change and growth. The conceptualisation by metatheorists that theory formation is either deductive, inductive or hypthetico-deductiv...
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...heory highlights the integral role that critical inquiry plays in the process that metatheoretical psychologists participate in the nurture advantageous scientific growth.
Through constructivism, psychoanalysis, personality development theories and the scientific change from rationalism to empiricism it can be ascertained that critical inquiry; theory formation, falsification and paradigm shifts all play a pivotal role in metatheoretical analysis. Metatheoretical analysis is evidently advantageous in the scientific process. The implementation of metatheoretical analysis allows the nurturing of scientific growth and expansion. Thus metatheoretical psychologists do not just tear down conceptual edifices of approaches and theories of psychology but can lead to the further development and advantageous implications and cannot be classified as being a ‘cowboy builder’.
Kuhn (1996), defined a paradigm a set of theoretical concepts and research, unified by a framework that describes what is/ isn’t accepted in a specific area of scientific research. Paradigms have two distinguished aspects, namely a set of core experiments that are exemplary and therefore likely to be reproduced and underpinning preconceptions that condition the evidence collected in the experiments. However early theorists considered paradigms conceptually inappropriate for the social sciences such as psychology compared to their natural science counterparts, citing that there are no paradigms in social science as the concepts are polysemic (Kuhn, 1996; Dogan, 2001). Paradigms have also been described as a perspective of the world or worldview (Fassinger, 2005), a term used to describe a specific set of experiences, beliefs and values that the individual uses in order to interpret reality.
The concept of critical understanding is similar to the quest dimension of individual in a few distinct ways. One way is that there is a questioning quality in both in which there is a willingness to seek change. The leadership of organic individuals make it possible for members of the subaltern class to change their ... ... middle of paper ... ... tive struggle.
There is a constant flow of new and more complex issues introducing themselves to society every day and more often than not, theory will be the only tools available to us as a means of sourcing solutions. When discussing how theories are used in practice, Payne (1997, p48) states; "There are three approaches to this task: using theories to interrogate, clarify and criticise each other, using theories selectively, and using theories together to modify each other" and Lemert (1999, p20) states "Social theory is what we do when we find ourselves able to put into words what nobody seems to want to talk about". Further, Mullaly (2002, p3) cites Reynolds (1971) "Theory carries out four basic functions: description; explanation; prediction; and control and management of events or changes .........it describes phenomena; it attempts to explain what causes them; it predicts future events, including what will happen if certain interventions occur (or do not occur); and attempts to control and manage events or changes at all levels of human activity". Theory also has its place in supplementing existing knowledge - filling in the blanks as it
That is a good question and there are probably a lot of answers to this question but coming u...
It is now some years since I detected how many were the false beliefs that I had from my earliest youth admitted as true, and how doubtful was everything I had since constructed on this basis; and from that time I was convinced that I must once for all seriously undertake to rid myself of all the opinions which I had formerly accepted, and commence to build anew from the foundation, if I wanted to establish any frame and permanent structure in the sciences. (Porter 31)
Without agreement on what reflective practice is, it is difficult to decide on teaching‑learning strategies. Reflective practice may be a developmental learning process (Williamson 1997), may have different levels of attainment (Wellington 1996), and may be affected by a learner’s cognitive ability (James and Clarke 1994), willingness to engage in the process (Bright 1996; Haddock 1997), and orientation to change (Wellington 1996). However, there does seem to be some agreement that critical reflection consists of a process that can be taught to adults. Brookfield (1988) identified four processes central to learning how to be critically reflective: assumption analysis, contextual awareness, imaginative speculation, and reflective skepticism.
Stam’s (2010) view of theory as a systematic representation of critical problems. Systematic observations are developing explanations of problems, describing different strategies, and providing outcomes. A theory is an observation and unified hypotheses, a cycle of statements, or a pictorial model, and specific methods in yielding results of said process. Theories are used as a construct in researcher work to explain a phenomenon. Practitioners utilized theory based on observation and frame the problem in an actual practice environment. According to Stam (2007), a theory is a systematic arrangement of knowledge useful for problem solving, in clarifying these different observable truths. The usefulness of theories used by practitioners is
The development of psychology like all other sciences started with great minds debating unknown topics and searching for unknown answers. Early philosophers and psychologists such as Sir Francis Bacon and Charles Darwin took a scientific approach to psychology by introducing the ideas of measurement and biology into the way an indi...
Feminist empiricists are interested in furthering the justification of scientific claims with little input into scientific methodological amendment, whereas standpoint feminist theory is related to amendment of methodology. Similarities and differences between the epistemologies exist at an essential level. Feminist empiricists and feminist standpoint theorists make different assertions about what is required for increased scientific objectivity, but both aim to increase the objectivity in science. Standpoint epistemology challenges the idea that neutrality is an epistemic advantage or that the privilege of “objectivity” rests with those who are least proximate to the situation or subjects under study (Campbell, 21). Feminist empiricists, on the other hand, support traditional neutrality within science as the appropriate mean to attain
Theorists have expanded our knowledge of psychology, influenced one another to broaden, and built upon each other’s theories to develop their own. One theorist who has built upon previous theorists was Erik Erikson. Erikson developed an eight-stage theory of identity and psychosocial development, which has countless strengths and weaknesses.
Paul R. (1995). Critical thinking: How to prepare students for a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking.
Critical thinking is a very important concept in regards to science, especially since science and the concepts therein have been fluctuating from the time of their origins. As stated in Kirst-Ashman’s book;
What is not easily recognized is the fact that the very fabric of life is dependent on the ability to think properly and make good decisions. Improper thinking is costly in the quality of life and monetarily. The result of a critical thinker that has worked to cultivate proper thinking skills includes: the ability to ask vital questions and to identify problems with clarity. A critical thinker also collects relevant information while effectively interpreting it, thinks with an open mind, uses alternative systems of thought, and understands how to communicate while working to formulate a strong solution. In summary, critical thinking is self-disciplined, self-monitored, and self-corrective thinking. Above all else, the standards of excellence are rigorous, and it entails the prospect of overcoming the challenge of sociocentrism and
Theory is defined as a scientific prediction or explanation for what the researcher expects to find. Theories can be used in quantitative, qualitative, or mixed methods research. In quantitative research, researchers often test theories as an explanation for answers to their questions. In qualitative research, the use of theory is much more varied. The inquirer may generate a theory as the final outcome of a study and place it at the end of a project or place it at the beginning and provide a lens to shape what is looked at and the questions asked. In mixed methods research, researchers may contain a theoretical framework within which both quantitative and qualitative data are collected (Creswell, 2014). What is the role of theory in research? Why is theory not used the same way for all research? Does it serve to connect components of the study? Is it a basis for selecting a research approach?
The word theory emanated from the Greek word meaning “contemplate” It has been viewed by scholars in different ways. Theory can be defined literally as an explanation of phenomena and its associations with variables that it is attempting to predict. There are no general agreed definitions of theory because scholar’s views of what constitute theory differ based on the purpose, nature and what make up of a good theory (Gelso, 2006; Harlow, 2009; Stam, 2007, 2010; and Wacker 1998). For instance, Wacker, (1998), pointed out that a theory must have four basic criteria such as conceptual definitions, domain limitations, relationship-building, and predictions. He, also, opined that for any theory to be regarded as a good theory, it must have qualities for `good ' theory, such as “uniqueness, parsimony, conservation, generalizability, fecundity, internal consistency, empirical riskiness, and abstraction, which apply to all research methods” (p.364). Stam (2010) interpreted theory as ...