Depicting and Researching Disciplines: Strong and Moderate Essentialist Approaches

Autor/in	Trowler, Paul
Titel	Depicting and Researching Disciplines: Strong and Moderate Essentialist Approaches
Quelle	In: Studies in Higher Education, 39 (2014) 10, S.1720-1731 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2013.801431
Schlagwörter	Educational Research; Intellectual Disciplines; Concept Formation; Research Design; Research Methodology; Models; Robustness (Statistics); Higher Education; Educational Practices; Educational Theories; Social Science Research; Interdisciplinary Approach; Holistic Approach + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Geisteswissenschaften; Concept learning; Begriffsbildung; Forschungsdesign; Research method; Forschungsmethode; Analogiemodell; Widerstandsfähigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungspraxis; Educational theory; Theory of education; Bildungstheorie; Social scientific research; Sozialwissenschaftliche Forschung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Holistischer Ansatz
Abstract	This paper considers how the idea of "discipline" can best be conceptualised, both in general and particular terms. Much previous research has employed a strong essentialist approach, a model of disciplines which exaggerates the homogeneity of specific disciplinary features and accords disciplines generative powers which they rarely possess. That approach is disabling because it closes down the appreciation of the heterogeneity within disciplines, as well as occluding the reasons for that heterogeneity. However, for researchers this over simplified model offers the attractions of simple research questions and research designs. The consequence of using such a model is, though, that its distortions threaten the robustness of higher education research. The paper argues for a more sophisticated conceptualisation of disciplines, one which deploys a moderate form of essentialism. It applies Wittgenstein's notion of family resemblances to the task of depicting disciplines and explores the implications for research of this more nuanced model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10