Online research in philosophy

Our claim in this paper is that not being identified as the data source might cause harm to a person or group. Therefore, in some cases the default of anonymisation should be replaced by a careful deliberation, together with research subjects, of how to handle the issues of identification and confidentiality. Our prime example in this article is community participatory research and similar endeavours on indigenous groups. The theme, content and aim of the research, and the question of how to handle property rights and ownership of research results, as well as who should be in charge of the research process, including the process of creating anonymity, should all be answered, before anonymity is accepted.

Can research be studied in a way that is neither logical reconstruction nor empirical psychology or sociology of science? In contemporary philosophy of science this is usually denied—in spite of the recent 'paradigm shift' there. A system-philosophy approach in theory of research is outlined by means of some models : a research enterprise is viewed as a productive, innovative system, the research process as a transformation of complexes of knowledge-problems-instruments (software and hard ware). The direction this development takes is guided by preconceptions about the subject matter and a programmatic conception of the discipline based on them ('internal steering factors'). The dynamics of the research process are schematized as a co-agency of 'theoretical and 'empirical' moments, which is viewed as a flow of problems, information, and conceptual frameworks. Empirically discovered pieces of knowledge may resist all attempts to explain them: the flow is disturbed, and only an extraordinary innovation on the 'theoretical' level can restore the balance. This involves a shift in perspective: a shift in the 'internal steering factors'. (In this way one type of 'scientific revolution' (Kuhn's type) is conceptualized). After a perspectival shift one will ask 'Does it constitute progress ?' Types of criteria are suggested. Although they do not apply to all research situations, they over-arch research-traditions. Eventually the above models are applied in the reflection of Research Theory on itself. Research Theory should improve our knowledge about knowledge-production. This knowledge should contribute to improving our image of science and the researcher's sensitivity—by providing better tools for concept ualizing research situations and for imagining possible alternatives.

It is usual when writing on research methodology in dissertations and thesis work within Software Engineering to refer to Empirical Methods, Grounded Theory and Action Research. Analysis of Constructive Research Methods which are fundamental for all knowledge production and especially for concept formation, modeling and the use of artifacts is seldom given, so the relevant first-hand knowledge is missing. This article argues for introducing of the analysis of Constructive Research Methods, as crucial for understanding of research process and knowledge production. The paper provides characterization of the Constructive Research Method and its relations to Action Research and Grounded Theory. Illustrative example of Blue Brain Project is presented. Finally, foundations of Constructive Research are analyzed within the framework of Info-Computationalism which provides models of knowledge construction by information processing in a cognizing agent.

This work describes the nano field in Norway as currently emerging in the dynamics between two forms of nano research activities described along a centre-periphery axis. 1) There are strategic research initiatives committed to redeem the envisioned potential of the field by means of social and material reorganisation of existing research activities. This activity is seen as central as it is one of our premises that the standard circulating nano vision implies such a work of reorganisation. The fact that nano is often taken as a paradigmatic example of the shift from Mode-1 to Mode-2 research, supports this assumption. 2) In parallel to this activity, a wide variety of research projects pursuing nano strategies are being funded. We regard such research activity as peripheral in so far as the activity is not marked by being committed to the circulating nano vision, as may often be the case. In the process of reorganising, this article argues, the research activity at the periphery provides a crucial arena for discussing and validating what is to be achieved through the work of reorganisation that takes place at the centre. Our analysis is informed by two Norwegian cases. We examine a major nano research initiative at a Norwegian university as a centre and a research project utilising nanoparticles in fish vaccines as a periphery.

Normative research has nearly vanished from the academic ‘mainstream’ in accounting. Due to its prescriptive and value-driven approach, normative accounting research has been stigmatized as being unscientific and largely replaced by positive studies. We put this stigma into perspective. We first conceptualize the ‘positive-normative’ distinction and identify this dichotomy in accounting research history. We then challenge the dogmatic confinement of science to descriptive (positive) approaches. Moreover, we debate the basic conditions for normative accounting research and conclude that methodological and epistemological pluralism in accounting research may help address a wide range of potential research questions. We point out that normative research approaches are essential in an applied science such as accounting, lest practical implications and prescriptions are to be the exclusive domain of accounting practice.

We are reporting on how involved the mentor was in promoting responsible research in cases of research misconduct. We reviewed the USPHS misconduct files of the Office of Research Integrity. These files are created by Institutions who prosecute a case of possible research misconduct; ORI has oversight review of these investigations. We explored the role of the mentor in the cases of trainee research misconduct on three specific behaviors that we believe mentors should perform with their trainee: (1) review source data, (2) teach specific research standards and (3) minimize stressful work situations. We found that almost three quarters of the mentors had not reviewed the source data and two thirds had not set standards. These two behaviors are positively correlated. We did not see convincing evidence in the records that mentors were causing stress, but it was apparent in the convicted trainees’ confessions that over 50% experienced some kind of stress. Secondary data, while not created for this research purpose, allows us to look at concrete research behaviors that are otherwise not very researchable. We believe it is important for mentors and institutions to devote more attention to teaching mentors about the process of education and their responsibilities in educating the next generation of scientists. This becomes a critical issue for large research groups who need to determine who is in charge educating, supervising and assuring data integrity.

We are reporting on how involved the mentor was in promoting responsible research in cases of research misconduct. We reviewed the USPHS misconduct files of the Office of Research Integrity. These files are created by Institutions who prosecute a case of possible research misconduct; ORI has oversight review of these investigations. We explored the role of the mentor in the cases of trainee research misconduct on three specific behaviors that we believe mentors should perform with their trainee: (1) review source data, (2) teach specific research standards and (3) minimize stressful work situations. We found that almost three quarters of the mentors had not reviewed the source data and two thirds had not set standards. These two behaviors are positively correlated. We did not see convincing evidence in the records that mentors were causing stress, but it was apparent in the convicted trainees’ confessions that over 50% experienced some kind of stress. Secondary data, while not created for this research purpose, allows us to look at concrete research behaviors that are otherwise not very researchable. We believe it is important for mentors and institutions to devote more attention to teaching mentors about the process of education and their responsibilities in educating the next generation of scientists. This becomes a critical issue for large research groups who need to determine who is in charge educating, supervising and assuring data integrity.

Summary The theory of research under development at this Institute aims at systematically describing and evaluating research and its products. It conceives research as an innovative sytem in which knowledge, problems and instruments are produced and processed. It proceeds by tacking between case studies of research enterprises (past or on-going) and constructing models over such features as data generation, hypothesis checking, systematization of pieces of knowledge, etc. Its auxiliaries are systems-theory, information theory, etc. It results should make possible a critical examination of the factors that steer research processes — such as the perspective, criteria, ideals of science. A criticism informed by the results of this type of theory of research ought to be of value both for active researchers and for others concerned with research.

It has been claimed that the recent wave of neuroscientific research into the physiological underpinnings of our moral intuitions has normative implications. In particular, it has been claimed that this research discredits our deontological intuitions about cases, without discrediting our consequentialist intuitions about cases. In this paper I demur. I argue that such attempts to extract normative conclusions from neuroscientific research face a fundamental dilemma: either they focus on the emotional or evolved nature of the psychological processes underlying deontological intuitions, in which case the arguments rely on a blatantly fallacious inference, or they appeal to the (alleged) moral irrelevance of the factors to which deontological intuitions respond, in which case the neuroscientific results end up playing no role in the overall argument.

How do people use past experience to generalise to novel cases? This paper reports four experiments exploring the significance on one class of past experiences: encounters with negative or contrasting cases. In trying to decide whether all ravens are black, what is the effect of learning about a non-raven that is not black? Two experiments with preschool-aged, young school-aged, and adult participants revealed that providing a negative example in addition to a positive example supports generalisation. Two additional experiments went on to ask which kinds of negative examples offer the most support for generalisations. These studies contrasted similarity-based and category-based accounts of inductive generalisation. Results supported category-based predictions, but only for preschool-aged children. Overall, the younger children showed a greater reliance on negative evidence than did older children and adults. Most things we encounter in the world are negative evidence for our generalisations. Understanding the role of negative evidence is central for psychological theories of inductive generalisation.