Teaching Research
Beyond the Storybook Image of Positivist Science
Bibliographic Data
| ID | 12780706 |
|---|---|
| Authors | Catherine Kohler Riessman (Boston University, corresponding author) |
| Year | 1994 |
| Volume | 8 |
| Issue | 1-2 |
| Pages | 281-303 |
| Publication date | 1994-02-25 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Teaching in Social Work (JOURNAL) |
| Journal identifiers | ISSN: 1540-7349 • E-ISSN: 0884-1233 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1300/j067v08n01_15 |
| OpenAlex | W2322493917 |
| Language | EN |
| Citations received | 5 |
Different assumptions about reality and knowing underpin different research methods. Contrasting a phenomenological/ interpretivist approach with the assumptions of positivism, I describe teaching about philosophical issues in master's and doctoral courses. At the master's level, exercises in observation introduce students to social constructionist concepts; at the doctoral level the framework emphasizes five levels of re-presentation of experience: attending, telling, transcribing, analyzing, and reading. Greater attention to methodological diversity and contrasting philosophical underpinnings would strengthen research education in social work
Diversity (politics · Epistemology · Pedagogy · Positivism · Presentation (obstetrics · Reading (process · Social constructionism · Social science · Sociology · Strict constructionism · Ethics in medical practice · Mental Health and Patient Involvement · Psychology · Social Work Education and Practice · Social Work
| Citations per year | 0.16 |
|---|---|
| Citation span | 1994 - 2013 (20) |
| Highly cited | No |