Heather E Douglas
Biographic Data
| ID | 1013242 |
|---|---|
| NAME | Heather E Douglas |
| GIVEN NAMES | Heather E |
| FAMILY NAME | Douglas |
| SIGNATURE | DOUGLAS H E |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0002-1990-227X |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 276 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 6 |
Structuring Institutions for Responsible and Accountable Science
Oversight institutions that hold science and scientists accountable for responsible science have thus far not focused on the general societal impact of science. Responsibility for societal impact is now a pervasive aspect of scientific practice, but accountability remains elusive. I argue here that we should proceed cautiously, and that only clear and precise floors for responsibility should have accountability mechanisms. For the remainder of so…
Rethinking the Conceptual Space for Science in Society after the VFI
Replacing the value-free ideal (VFI) for science requires attention to the broader understanding of how science in society should function. In public spaces, science needed to project the VFI in norms for science advising, science education, and science communication. This resulted in the independent science advisor model and a focus on science literacy for science education and communication. Attending to these broader implications of the VFI th…
The importance of values for science
This essay examines the important roles for values in science, from deciding which research projects are worth pursuing, to shaping good methodological approaches (including ethical concerns), to assessing the sufficiency of evidence for scientific claims. I highlight the necessity of social and ethical value judgements in science, particularly for producing properly responsible research. I then examine the implications of the need for values to …
Addressing the Reproducibility Crisis
Delivering blended learning to transnational students
Transnational education (TNE) has grown significantly in developing countries but providing quality and scaling to large student numbers is a challenge for universities. Blended learning offers a potential solution for scaling at high quality. A large-scale project delivering a blended learning programme for TNE students in South-East Asia was evaluated. The aim of this research was to assess the students’ perceptions of the changes from predomin…
Isolation, self-blame and perceived invalidation in aid personnel
Investigating the educational experiences of transnational students
BackgroundDespite the growing popularity of transnational education, there is a dearth of quantitative research regarding how transnational students experience higher education.AimsThis comparative study sought to explore differences in educational experiences between transnational and onshore domestic students enrolled either at the Australian (domestic) or Singapore (transnational) campus of an Australian university.Sample and MethodsAn online …
Older Women, Deeper Learning
Older students have reported a series of barriers to starting their higher education experience. However, quantitative evidence suggests that older students, particularly older women, have unique approaches to learning that enhance their satisfaction with their higher education studies. The current study sought to extend these findings by quantitatively examining an interaction between age and gender in predicting approaches to learning and subse…
Social participation as an indicator of successful aging
Objectives Social participation has generated a wealth of research in gerontology, but the concept suffers from a lack of conceptual clarity that renders it difficult to define and measure. This means that research on social participation is difficult to compare directly. The aim of the present study was to draw the literature on social participation in older adults together to inform health services researchers seeking to investigate social part…
Implementing Information and Communication Technology to Support Community Aged Care Service Integration
There is value in explicitly modelling the work processes that emerge as a consequence of ICT. Continuous evaluation of the match between ICT and work processes will help aged care organisations to achieve higher levels of ICT maturity that support their efforts to provide integrated care to clients
The Work of Front Line Community Aged Care Staff and the Impact of a Changing Policy Landscape and Consumer-Directed Care
Community aged care in Australia is facing both challenges and opportunities with the introduction of consumer-directed care and its goal to provide clients with greater choice and control over their care services. Such policy changes impact not only aged care organisations, but front line staff who manage and deliver care. This study investigated the work of front line staff and their perceptions of the impact of a changing policy landscape. Foc…
Older women, deeper learning, and greater satisfaction at university
The present study explored the interactive effect of age and gender in predicting surface and deep learning approaches. It also investigated how these variables related to degree satisfaction. Participants were 983 undergraduate students at a large public Australian university. They completed a research survey either online or in hardcopy. Consistent with previous research, age was a positive predictor of both surface and deep learning. However, …
Politics and Science
This commentary argues that we need a more nuanced account than we have now of the sources of disagreement among experts and the sources of distrust in scientific claims among the public. Such nuance requires an understanding of the nature of science (an empirical, uncertain, and yet reliable source of knowledge) and of how that differs from faith as a basis for knowledge claims. It also requires an understanding of how values can legitimately fu…
The Value of Cognitive Values
Traditionally, cognitive values have been thought of as a collective pool of considerations in science that frequently trade against each other. I argue here that a finer-grained account of the value of cognitive values can help reduce such tensions. I separate the values into groups, minimal epistemic criteria, pragmatic considerations, and genuine epistemic assurance, based in part on the distinction between values that describe theories per se…
Facts, Values, and Objectivity
Engagement for progress
Science, Policy, and the Value-Free Ideal
Reintroducing Prediction to Explanation
Although prediction has been largely absent from discussions of explanation for the past 40 years, theories of explanation can gain much from a reintroduction. I review the history that divorced prediction from explanation, examine the proliferation of models of explanation that followed, and argue that accounts of explanation have been impoverished by the neglect of prediction. Instead of a revival of the symmetry thesis, I suggest that explanat…
Science, policy, and the value-free ideal
Since World War II, most philosophers of science have argued that science should remain "value-free." Heather E. Douglas argues that such a standard is neither adequate nor desirable. She lobbies for a new ideal in which values serve an essential function throughout scientific inquiry, but their role is constrained at key points, thereby protecting the integrity and objectivity of science."--BOOK JACKET
The Irreducible Complexity of Objectivity
Inductive Risk and Values in Science
Although epistemic values have become widely accepted as part of scientific reasoning, non-epistemic values have been largely relegated to the “external” parts of science (the selection of hypotheses, restrictions on methodologies, and the use of scientific technologies). I argue that because of inductive risk, or the risk of error, non-epistemic values are required in science wherever non-epistemic consequences of error should be considered. I u…
How values are in science
Inductive Risk and Values in Science
Although epistemic values have become widely accepted as part of scientific reasoning, non-epistemic values have been largely relegated to the “external” parts of science (the selection of hypotheses, restrictions on methodologies, and the use of scientific technologies). I argue that because of inductive risk, or the risk of error, non-epistemic values are required in science wherever non-epistemic consequences of error should be considered. I u…
The Value of Cognitive Values
Traditionally, cognitive values have been thought of as a collective pool of considerations in science that frequently trade against each other. I argue here that a finer-grained account of the value of cognitive values can help reduce such tensions. I separate the values into groups, minimal epistemic criteria, pragmatic considerations, and genuine epistemic assurance, based in part on the distinction between values that describe theories per se…
The Irreducible Complexity of Objectivity
Reintroducing Prediction to Explanation
Although prediction has been largely absent from discussions of explanation for the past 40 years, theories of explanation can gain much from a reintroduction. I review the history that divorced prediction from explanation, examine the proliferation of models of explanation that followed, and argue that accounts of explanation have been impoverished by the neglect of prediction. Instead of a revival of the symmetry thesis, I suggest that explanat…
Science, policy, and the value-free ideal
Since World War II, most philosophers of science have argued that science should remain "value-free." Heather E. Douglas argues that such a standard is neither adequate nor desirable. She lobbies for a new ideal in which values serve an essential function throughout scientific inquiry, but their role is constrained at key points, thereby protecting the integrity and objectivity of science."--BOOK JACKET
Engagement for progress
Politics and Science
This commentary argues that we need a more nuanced account than we have now of the sources of disagreement among experts and the sources of distrust in scientific claims among the public. Such nuance requires an understanding of the nature of science (an empirical, uncertain, and yet reliable source of knowledge) and of how that differs from faith as a basis for knowledge claims. It also requires an understanding of how values can legitimately fu…
Rethinking the Conceptual Space for Science in Society after the VFI
Replacing the value-free ideal (VFI) for science requires attention to the broader understanding of how science in society should function. In public spaces, science needed to project the VFI in norms for science advising, science education, and science communication. This resulted in the independent science advisor model and a focus on science literacy for science education and communication. Attending to these broader implications of the VFI th…
Investigating the educational experiences of transnational students
BackgroundDespite the growing popularity of transnational education, there is a dearth of quantitative research regarding how transnational students experience higher education.AimsThis comparative study sought to explore differences in educational experiences between transnational and onshore domestic students enrolled either at the Australian (domestic) or Singapore (transnational) campus of an Australian university.Sample and MethodsAn online …
Implementing Information and Communication Technology to Support Community Aged Care Service Integration
There is value in explicitly modelling the work processes that emerge as a consequence of ICT. Continuous evaluation of the match between ICT and work processes will help aged care organisations to achieve higher levels of ICT maturity that support their efforts to provide integrated care to clients
Structuring Institutions for Responsible and Accountable Science
Oversight institutions that hold science and scientists accountable for responsible science have thus far not focused on the general societal impact of science. Responsibility for societal impact is now a pervasive aspect of scientific practice, but accountability remains elusive. I argue here that we should proceed cautiously, and that only clear and precise floors for responsibility should have accountability mechanisms. For the remainder of so…
How values are in science
Inductive Risk and Values in Science
Although epistemic values have become widely accepted as part of scientific reasoning, non-epistemic values have been largely relegated to the “external” parts of science (the selection of hypotheses, restrictions on methodologies, and the use of scientific technologies). I argue that because of inductive risk, or the risk of error, non-epistemic values are required in science wherever non-epistemic consequences of error should be considered. I u…
The Irreducible Complexity of Objectivity
Science, Policy, and the Value-Free Ideal
Reintroducing Prediction to Explanation
Although prediction has been largely absent from discussions of explanation for the past 40 years, theories of explanation can gain much from a reintroduction. I review the history that divorced prediction from explanation, examine the proliferation of models of explanation that followed, and argue that accounts of explanation have been impoverished by the neglect of prediction. Instead of a revival of the symmetry thesis, I suggest that explanat…
Science, policy, and the value-free ideal
Since World War II, most philosophers of science have argued that science should remain "value-free." Heather E. Douglas argues that such a standard is neither adequate nor desirable. She lobbies for a new ideal in which values serve an essential function throughout scientific inquiry, but their role is constrained at key points, thereby protecting the integrity and objectivity of science."--BOOK JACKET
Engagement for progress
Facts, Values, and Objectivity
The Value of Cognitive Values
Traditionally, cognitive values have been thought of as a collective pool of considerations in science that frequently trade against each other. I argue here that a finer-grained account of the value of cognitive values can help reduce such tensions. I separate the values into groups, minimal epistemic criteria, pragmatic considerations, and genuine epistemic assurance, based in part on the distinction between values that describe theories per se…
Politics and Science
This commentary argues that we need a more nuanced account than we have now of the sources of disagreement among experts and the sources of distrust in scientific claims among the public. Such nuance requires an understanding of the nature of science (an empirical, uncertain, and yet reliable source of knowledge) and of how that differs from faith as a basis for knowledge claims. It also requires an understanding of how values can legitimately fu…
Older women, deeper learning, and greater satisfaction at university
The present study explored the interactive effect of age and gender in predicting surface and deep learning approaches. It also investigated how these variables related to degree satisfaction. Participants were 983 undergraduate students at a large public Australian university. They completed a research survey either online or in hardcopy. Consistent with previous research, age was a positive predictor of both surface and deep learning. However, …
Social participation as an indicator of successful aging
Objectives Social participation has generated a wealth of research in gerontology, but the concept suffers from a lack of conceptual clarity that renders it difficult to define and measure. This means that research on social participation is difficult to compare directly. The aim of the present study was to draw the literature on social participation in older adults together to inform health services researchers seeking to investigate social part…
Implementing Information and Communication Technology to Support Community Aged Care Service Integration
There is value in explicitly modelling the work processes that emerge as a consequence of ICT. Continuous evaluation of the match between ICT and work processes will help aged care organisations to achieve higher levels of ICT maturity that support their efforts to provide integrated care to clients
The Work of Front Line Community Aged Care Staff and the Impact of a Changing Policy Landscape and Consumer-Directed Care
Community aged care in Australia is facing both challenges and opportunities with the introduction of consumer-directed care and its goal to provide clients with greater choice and control over their care services. Such policy changes impact not only aged care organisations, but front line staff who manage and deliver care. This study investigated the work of front line staff and their perceptions of the impact of a changing policy landscape. Foc…
Older Women, Deeper Learning
Older students have reported a series of barriers to starting their higher education experience. However, quantitative evidence suggests that older students, particularly older women, have unique approaches to learning that enhance their satisfaction with their higher education studies. The current study sought to extend these findings by quantitatively examining an interaction between age and gender in predicting approaches to learning and subse…
Isolation, self-blame and perceived invalidation in aid personnel
Investigating the educational experiences of transnational students
BackgroundDespite the growing popularity of transnational education, there is a dearth of quantitative research regarding how transnational students experience higher education.AimsThis comparative study sought to explore differences in educational experiences between transnational and onshore domestic students enrolled either at the Australian (domestic) or Singapore (transnational) campus of an Australian university.Sample and MethodsAn online …
Addressing the Reproducibility Crisis
Delivering blended learning to transnational students
Transnational education (TNE) has grown significantly in developing countries but providing quality and scaling to large student numbers is a challenge for universities. Blended learning offers a potential solution for scaling at high quality. A large-scale project delivering a blended learning programme for TNE students in South-East Asia was evaluated. The aim of this research was to assess the students’ perceptions of the changes from predomin…
The importance of values for science
This essay examines the important roles for values in science, from deciding which research projects are worth pursuing, to shaping good methodological approaches (including ethical concerns), to assessing the sufficiency of evidence for scientific claims. I highlight the necessity of social and ethical value judgements in science, particularly for producing properly responsible research. I then examine the implications of the need for values to …
Structuring Institutions for Responsible and Accountable Science
Oversight institutions that hold science and scientists accountable for responsible science have thus far not focused on the general societal impact of science. Responsibility for societal impact is now a pervasive aspect of scientific practice, but accountability remains elusive. I argue here that we should proceed cautiously, and that only clear and precise floors for responsibility should have accountability mechanisms. For the remainder of so…
Rethinking the Conceptual Space for Science in Society after the VFI
Replacing the value-free ideal (VFI) for science requires attention to the broader understanding of how science in society should function. In public spaces, science needed to project the VFI in norms for science advising, science education, and science communication. This resulted in the independent science advisor model and a focus on science literacy for science education and communication. Attending to these broader implications of the VFI th…
Epistemology (11 works) · Political science (11 works) · Philosophy (9 works) · Psychology (9 works) · Sociology (9 works) · Computer Science (7 works) · Engineering (7 works) · Philosophy and History of Science (7 works) · Philosophy of science (7 works) · Epistemology, Ethics, and Metaphysics (6 works)