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Research methods taught for undergraduate students is like asking a young person to eat their greens; fraught with difficulties. The prospect of engaging with active research seems distant, and the philosophical concepts underneath it, seem convoluted and far too complex. After all, at some point each of us struggled with inductive/deductive reasoning, whilst appreciating the difference between epistemology over methodology…and don’t get me stated on the ontology and if it is socially proscribed or not…minefield. It is through time, and plenty of trial and error efforts, that a mechanism is developed to deliver complex information in any “palatable” format!
There are pedagogic arguments here, for and against, the development of disentangling theoretical conventions, especially to those who hear these concepts for the first time. I feel a sense of deep history when I ask students “to observe” much like Popper argued in The Logic of Scientific Discovery when he builds up the connection between theory and observational testing.
So, we try to come to terms with the conceptual challenges and piqued their understanding, only to be confronted with the way those concepts correlate to our understanding of reality. This ability to vocalise social reality and conditions around us, is paramount, on demonstrating our understanding of social scientific enquiry. This is quite a difficult process that we acquire slowly, painfully and possibly one of the reasons people find it frustrating. In observational reality, notwithstanding experimentation, the subjectivity of reality makes us nervous as to the contentions we are about to make.
A prime skill at higher education, among all of us who have read or are reading for a degree, is the ability to contextualise personal reality, utilising evidence logically and adapting them to theoretical conventions. In this vein, whether we are talking about the environment, social deprivation, government accountability and so on, the process upon which we explore them follows the same conventions of scholarship and investigation. The arguments constructed are evidence based and focused on the subject rather than the feelings we have on each matter.
This is a position, academics contemplate when talking to an academic audience and then must transfer the same position in conversation or when talking to a lay audience. The language may change ever so slightly, and we are mindful of the jargon that we may use but ultimately we represent the case for whatever issue, using the same processes, regardless of the audience.
Academic opinion is not merely an expert opinion, it is a viewpoint, that if done following all academic conventions, should represent factual knowledge, up to date, with a degree of accuracy. This is not a matter of opinion; it is a way of practice. Which makes non-academic rebuttals problematic. The current prevailing approach is to present everything as a matter of opinion, where each position is presented equally, regardless of the preparation, authority or knowledge embedded to each. This balanced social approach has been exasperated with the onset of social media and the way we consume information. The problem is when an academic who presents a theoretical model is confronted with an opinion that lacks knowledge or evidence. The age-old problem of conflating knowledge with information.
This is aggravated when a climatologist is confronted by a climate change denier, a criminologist is faced with a law and order enthusiast (reminiscing the good-old days) or an economist presenting the argument for remain, shouted down by a journalist with little knowledge of finance. We are at an interesting crossroad, after all the facts and figures at our fingertips, it seems the argument goes to whoever shouts the loudest.
Popper K., (1959/2002), The Logic of Scientific Discovery, tr. from the German Routledge, London