Depicting and researching disciplines

Strong and Moderate Essentialist Approaches

Dados Bibliográficos

ID4805271
AutoresPaul Trowler (0000-0001-9039-2084, Lancaster University, autor correspondente)
Ano2014
Volume39
Fascículo10
Páginas1720-1731
Data de publicação2014-11-26
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoStudies in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0307-5079 • E-ISSN: 1470-174X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2013.801431
OpenAlexW2072128280
IdiomaEN
Citações recebidas38
Referências citadas25

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 oversimplified 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

Discipline · Epistemology · Essentialism · Generative grammar · Higher education · Political science · Population · Research methodology · Social science · Sociology · Computer Science · Educational Theory and Curriculum Studies · Innovative Education and Learning Practices · Interdisciplinary Research and Collaboration · Philosophy · Artificial Intelligence