Difference between revisions of "Status of Disciplinary Boundaries"

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Later, dynamic methodologists like [[Imre Lakatos]] and [[Thomas Kuhn]] said more that was of relevance to the status of disciplinary boundaries, without explicitly broaching the subject. Lakatos saw the scientific endeavour as consisting of research programs.   
 
Later, dynamic methodologists like [[Imre Lakatos]] and [[Thomas Kuhn]] said more that was of relevance to the status of disciplinary boundaries, without explicitly broaching the subject. Lakatos saw the scientific endeavour as consisting of research programs.   
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A more interesting comparison to be drawn between history and the status of disciplinary boundaries lies in the opinion of dynamic methodologists such as that of [[Imre Lakatos]] and [[Thomas Kuhn]]. Lakatos, while never outright stating his opinion on disciplinary boundaries seems to have formed a strong implicit foundation for disciplinary boundaries. For Lakatos, periods of stability in science involve research programs. What is interesting is that one of the main criteria for a theory to become accepted into a research program is to be in unity with the rest of the program.[[CiteRef::Lakatos (1970)|pp. 32-34]] Herein it is evident, while there were no absolute criteria by which to determine disciplinary boundaries, Lakatos at least regarded them in some sort of simple terms in that they had to work with each other. In essence, for Lakatos disciplinary boundaries were still ambiguous but more defined than his static methodologist predecessors.
 
A more interesting comparison to be drawn between history and the status of disciplinary boundaries lies in the opinion of dynamic methodologists such as that of [[Imre Lakatos]] and [[Thomas Kuhn]]. Lakatos, while never outright stating his opinion on disciplinary boundaries seems to have formed a strong implicit foundation for disciplinary boundaries. For Lakatos, periods of stability in science involve research programs. What is interesting is that one of the main criteria for a theory to become accepted into a research program is to be in unity with the rest of the program.[[CiteRef::Lakatos (1970)|pp. 32-34]] Herein it is evident, while there were no absolute criteria by which to determine disciplinary boundaries, Lakatos at least regarded them in some sort of simple terms in that they had to work with each other. In essence, for Lakatos disciplinary boundaries were still ambiguous but more defined than his static methodologist predecessors.
  
 
Kuhn, like Lakatos, never took an explicit stance on disciplinary boundaries. Kuhn had a very interesting system of five shared values which theories progress through. Ignoring his future contradictions and deconstructions of these values, one of the five values which shows his recognition of disciplinary boundaries is consistency. Consistency as a value entailed that a theory be internally consistent but also consistent with other theories of the paradigm. Like in the case for Lakatos, disciplinary boundaries are seen as ambiguous but at least recognized by Kuhn.[[CiteRef::Kuhn (1973a)|pp. 320-339]]
 
Kuhn, like Lakatos, never took an explicit stance on disciplinary boundaries. Kuhn had a very interesting system of five shared values which theories progress through. Ignoring his future contradictions and deconstructions of these values, one of the five values which shows his recognition of disciplinary boundaries is consistency. Consistency as a value entailed that a theory be internally consistent but also consistent with other theories of the paradigm. Like in the case for Lakatos, disciplinary boundaries are seen as ambiguous but at least recognized by Kuhn.[[CiteRef::Kuhn (1973a)|pp. 320-339]]
  
Some more recent authors (Becher, Bechtel, Hoskin, and Stichweh) have attempted to clarify the nature of academic disciplines. Becher conducted a case study by interviewing experts from six apparently distinct disciplines, and used the data obtained to propose a number of different methodological ways to distinguish between disciplines. He contends that each discipline has its own qualities – not just epistemological, but cultural as well, and regards each of these in turn to contrast between disciplines.[[CiteRef::Becher (1981)|p. 109]] Becher identifies the way practitioners approach problems, the extent of the role of ideology, and characteristic modes of publication as distinguishing epistemological features between fields. As an example, he contends that historians and biologists are more open-ended in their problem solving (do not require an initial hypothesis), whereas physicists and sociologists prefer a more concrete starting point. He also contends that ideology plays a lesser role in the natural sciences than in fields like history and sociology, and cites examples of different modes of publication from discipline to discipline.[[CiteRef::Becher (1981)|pp. 111-112]] Becher’s main point then comes as he states that “characteristic beliefs, values and practices are, if anything, more noticeable than epistemological distinctions.”[[CiteRef::Becher (1981)|p. 113]] That is, we can examine the social structure of a discipline rather than what the field of study actually is to tell different disciplines apart – for example, historians prefer non-technical language and are largely amateur-driven, whereas physicists use highly technical language and “seem sharply conscious of a hierarchy of esteem attaching to particular specialisms within their discipline.”[[CiteRef::Becher (1981)|p. 113]] Becher’s paper is more of a prescription of methodology than one claiming to know how to tell disciplines apart – his approach involves interviewing faculty members and identifying the “main structural similarities and differences within and between the […] domains”.[[CiteRef::Becher (1981)|p. 110]]
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Some more recent authors (Becher, Bechtel, Hoskin, and Stichweh) have attempted to clarify the nature of academic disciplines. [[Tony Becher]] conducted a case study by interviewing experts from six apparently distinct disciplines, and used the data obtained to propose a number of different methodological ways to distinguish between disciplines. He contends that each discipline has its own qualities – not just epistemological, but cultural as well, and regards each of these in turn to contrast between disciplines.[[CiteRef::Becher (1981)|p. 109]] Becher identifies the way practitioners approach problems, the extent of the role of ideology, and characteristic modes of publication as distinguishing epistemological features between fields. As an example, he contends that historians and biologists are more open-ended in their problem solving (do not require an initial hypothesis), whereas physicists and sociologists prefer a more concrete starting point. He also contends that ideology plays a lesser role in the natural sciences than in fields like history and sociology, and cites examples of different modes of publication from discipline to discipline.[[CiteRef::Becher (1981)|pp. 111-112]] Becher’s main point then comes as he states that “characteristic beliefs, values and practices are, if anything, more noticeable than epistemological distinctions.”[[CiteRef::Becher (1981)|p. 113]] That is, we can examine the social structure of a discipline rather than what the field of study actually is to tell different disciplines apart – for example, historians prefer non-technical language and are largely amateur-driven, whereas physicists use highly technical language and “seem sharply conscious of a hierarchy of esteem attaching to particular specialisms within their discipline.”[[CiteRef::Becher (1981)|p. 113]] Becher’s paper is more of a prescription of methodology than one claiming to know how to tell disciplines apart – his approach involves interviewing faculty members and identifying the “main structural similarities and differences within and between the […] domains”.[[CiteRef::Becher (1981)|p. 110]]
 
|Related Topics=Status of Questions,
 
|Related Topics=Status of Questions,
 
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|Page Status=Needs Editing

Revision as of 20:33, 12 March 2018

How do disciplinary boundaries exist within the scientific mosaic?

Nicholas Overgaard explains the topic

Nicholas Overgaard explains the topic

A community's mosaic consists of the set of all theories accepted and methods employed by that community at some particular time. How do disciplinary boundaries exist within the mosaic: are they expressible as theories and/or methods? Is the statement of disciplinary boundaries a mere definition of a discipline, a description of what a discipline has been doing, or a normative prescription of what a discipline ought to do. For example, when physicists say "Physics is the study of the nature and properties of matter and energy", it's not quite clear whether this is meant as a definition, description or prescription. It can have three different meanings:

  • definition: physics, by definition, is the study of the nature and properties of matter and energy;
  • description: physics has been studying the nature and properties of matter and energy;
  • prescription: physics ought to study the nature and properties of matter and energy.

Is it possible that actual disciplinary boundaries are some kind of a combination of the three? If that is so, then how are the definition of a discipline, its description and its prescription interrelated? The task is to clarify the exact nature of disciplinary boundaries.

In the scientonomic context, this term was first used by Hakob Barseghyan in 2016. The term is currently accepted by Scientonomy community.

Broader History

Until very recently the question of the status of disciplinary boundaries was mostly ignored. Static methodologists showed very little interest in the subject although they did weigh in on the related question of the demarcation of scientific theories from pseudo-scientific ones. Philosophers of science like Karl Popper and Rudolf Carnap formulated criteria for distinguishing scientific disciplines like astronomy and physics from non-scientific topics like astrology and palm reading. Carnap's verificationism maintained that a theory is scientific only if it can be verified by observation. 1pp. 27 Popper, on the other hand, maintained that a theory is only scientific if it is vulnerable to falsification by conflicting observations. 1pp. 58

Later, dynamic methodologists like Imre Lakatos and Thomas Kuhn said more that was of relevance to the status of disciplinary boundaries, without explicitly broaching the subject. Lakatos saw the scientific endeavour as consisting of research programs.

A more interesting comparison to be drawn between history and the status of disciplinary boundaries lies in the opinion of dynamic methodologists such as that of Imre Lakatos and Thomas Kuhn. Lakatos, while never outright stating his opinion on disciplinary boundaries seems to have formed a strong implicit foundation for disciplinary boundaries. For Lakatos, periods of stability in science involve research programs. What is interesting is that one of the main criteria for a theory to become accepted into a research program is to be in unity with the rest of the program.2pp. 32-34 Herein it is evident, while there were no absolute criteria by which to determine disciplinary boundaries, Lakatos at least regarded them in some sort of simple terms in that they had to work with each other. In essence, for Lakatos disciplinary boundaries were still ambiguous but more defined than his static methodologist predecessors.

Kuhn, like Lakatos, never took an explicit stance on disciplinary boundaries. Kuhn had a very interesting system of five shared values which theories progress through. Ignoring his future contradictions and deconstructions of these values, one of the five values which shows his recognition of disciplinary boundaries is consistency. Consistency as a value entailed that a theory be internally consistent but also consistent with other theories of the paradigm. Like in the case for Lakatos, disciplinary boundaries are seen as ambiguous but at least recognized by Kuhn.3pp. 320-339

Some more recent authors (Becher, Bechtel, Hoskin, and Stichweh) have attempted to clarify the nature of academic disciplines. Tony Becher conducted a case study by interviewing experts from six apparently distinct disciplines, and used the data obtained to propose a number of different methodological ways to distinguish between disciplines. He contends that each discipline has its own qualities – not just epistemological, but cultural as well, and regards each of these in turn to contrast between disciplines.4p. 109 Becher identifies the way practitioners approach problems, the extent of the role of ideology, and characteristic modes of publication as distinguishing epistemological features between fields. As an example, he contends that historians and biologists are more open-ended in their problem solving (do not require an initial hypothesis), whereas physicists and sociologists prefer a more concrete starting point. He also contends that ideology plays a lesser role in the natural sciences than in fields like history and sociology, and cites examples of different modes of publication from discipline to discipline.4pp. 111-112 Becher’s main point then comes as he states that “characteristic beliefs, values and practices are, if anything, more noticeable than epistemological distinctions.”4p. 113 That is, we can examine the social structure of a discipline rather than what the field of study actually is to tell different disciplines apart – for example, historians prefer non-technical language and are largely amateur-driven, whereas physicists use highly technical language and “seem sharply conscious of a hierarchy of esteem attaching to particular specialisms within their discipline.”4p. 113 Becher’s paper is more of a prescription of methodology than one claiming to know how to tell disciplines apart – his approach involves interviewing faculty members and identifying the “main structural similarities and differences within and between the […] domains”.4p. 110

Scientonomic History

Acceptance Record

Here is the complete acceptance record of this question (it includes all the instances when the question was accepted as a legitimate topic for discussion by a community):
CommunityAccepted FromAcceptance IndicatorsStill AcceptedAccepted UntilRejection Indicators
Scientonomy1 April 2016It was acknowledged as an open question by the Scientonomy Seminar 2016.Yes

All Theories

The following theories have attempted to answer this question:
TheoryFormulationFormulated In
Discipline (Patton-Al-Zayadi-2021)A discipline is characterized by (1) a non-empty set of core questions Q and (2) the delineating theory stating that Q are the core questions of the discipline.2021

If an answer to this question is missing, please click here to add it.

Accepted Theories

According to our records, no theory on this topic has ever been accepted.

Suggested Modifications

Here is a list of modifications concerning this topic:
Modification Community Date Suggested Summary Verdict Verdict Rationale Date Assessed
Sciento-2021-0006 Scientonomy 1 August 2021 Accept new definitions of subquestion, core question, core theory, discipline, delineating theory, subdiscipline, and discipline acceptance. Open

Current View

There is currently no accepted answer to this question.


Related Topics

This question is a subquestion of Epistemic Elements.

This topic is also related to the following topic(s):

References

  1. a b  Godfrey-Smith, Peter. (2003) Theory and Reality. University of Chicago Press.
  2. ^  Lakatos, Imre. (1970) Falsification and the Methodology of Scientific Research Programmes. In Lakatos (1978a), 8-101.
  3. ^  Kuhn, Thomas. (1973) Objectivity, Value Judgement, and Theory Choice. In Kuhn (1977a), 320-339.
  4. a b c d e  Becher, Tony. (1981) Towards a Definition of Disciplinary Cultures. Studies in Higher Education 6 (2), 109-122.