In other posts, I have provided a quick video introduction to the topic, and have discussed the ideas behind discourse theorythe main questions that students and researchers will likely ask as they set up their discourse analysis projectand the things that are worth keeping in mind when working with East Asian language sources. In this post, I offer a handy set of tools for doing a text-based, qualitative discourse analysis. You can go through the whole list of work-steps and tick each item off in turn, which is a good way to practice these methods.
Background Popper began his academic studies at the University of Vienna inand he focused on both mathematics and theoretical physics. Inhe received a PhD in Philosophy.
His dissertation, On the Problem of Method in the Psychology of Thinking, dealt primarily with the psychology of thought and discovery. InPopper published Logik der Forschung The Logic of Researchhis first major work in the philosophy of science. Popper later translated the book into English and published it under the title The Logic of Scientific Discovery In the book, Popper offered his first detailed account of scientific methodology and of the importance of falsification.
His proposed solutions to the problems arising from these concerns, however, were significantly different from those favored by the Vienna Circle.
His major works on the philosophy of science from this period include the articles that would eventually make up The Poverty of Historicism In these articles, he offered a highly critical analysis of the methodology of the social sciences, in particular, of attempts by social scientists to formulate predictive, explanatory laws.
InPopper took a teaching position at the London School of Economics, where he stayed until he retired in While there, he continued to work on a variety of issues relating to the philosophy of science, including quantum mechanics, entropy, evolution, and the realism vs.
He continued to publish until shortly before his death in In The Philosophy of Karl PopperPopper offers responses to many of his most important critics and provides clarifications of his mature views. In particular, Popper aims to capture the logical or methodological differences between scientific disciplines, such as physics, and non-scientific disciplines, such as myth-making, philosophical metaphysics, Freudian psychoanalysis, and Marxist social criticism.
According to this criterion, a statement is cognitively meaningful if and only if it is, in principle, possible to verify.
This criterion is intended to, among other things, capture the idea that the claims of empirical science are meaningful in a way that the claims of traditional philosophical metaphysics are not.
For example, this criterion entails that claims about the locations of mid-sized objects are meaningful, since one can, in principle, verify them by going to the appropriate location. By contrast, claims about the fundamental nature of causation are not meaningful.
While Popper shares the belief that there is a qualitative difference between science and philosophical metaphysics, he rejects the verifiability criterion for several reasons. After all, the mere fact that one has failed to see a unicorn in a particular place does not establish that unicorns could not be observed in some other place.
These sorts of universal claims, though, are common within science, and certain observations like the observation of a black swan can clearly show them to be false. Finally, the verifiability criterion is by its own light not meaningful, since it cannot be verified.
Popper, however, argues that verification and confirmation played no role in formulating a satisfactory criterion of demarcation.
Instead, Popper proposes that scientific theories are characterized by being bold in two related ways. First, scientific theories regularly disagree with accepted views of the world based on common sense or previous theoretical commitments.
To an uneducated observer, for example, it may seem obvious that Earth is stationary, while the sun moves rapidly around it. However, Copernicus posited that Earth in fact revolved around the sun.
As Popper notes, however, this sort of boldness is not unique to scientific theories, since most mythological and metaphysical theories also make bold, counterintuitive claims about the nature of reality.
For example, the accounts of world creation provided by various religions would count as bold in this sense, but this does not mean that they thereby count as scientific theories. With this in mind, he goes on argue that scientific theories are distinguished from non-scientific theories by a second sort of boldness: This boldness thus amounts to a willingness to take a risk of being wrong.
Popper describes his proposal as follows: If these claims are, in fact, found to be false, then the theory as a whole is said to be falsified. Non-scientific theories, by contrast, do not have any such potential falsifiers—there is literally no possible observation that could serve to falsify these theories.A toolbox for analysing political texts.
Discourse analysis is a useful tool for studying the political meanings that inform written and spoken text. In other posts, I have provided a quick video introduction to the topic, and have discussed the ideas behind discourse theory, the main questions that students and researchers will likely ask as they set up their discourse analysis project, and.
Abstract. An overview of the complexity leadership literature is provided. This includes a history of complexity theory and its core concepts, the central propositions of complexity leadership, a review of six prominent frameworks, and a summary of practitioner guidelines.
Karl Popper: Philosophy of Science. Karl Popper () was one of the most influential philosophers of science of the 20th century.
He made significant contributions to debates concerning general scientific methodology and theory choice, the demarcation of science from non-science, the nature of probability and quantum mechanics, and the methodology of the social sciences.
reviews of Walden University written by students.
Through this review we have sought to bring clarity to a diverse literature by uncovering and organizing the central sources of the meaning of work, and the central psychological and social mechanisms driving perceptions of meaningfulness. To complete the cycle of learning one must also look at how students' achievement of learning outcomes is assessed.
Assessment is not just the rounding off of the teaching and learning period but to a large extent a central steering element in those processes, and directly linked to learning outcomes.