Abstract
Teaching our successors about the art of theory building can be a challenge. If you have taught a theory-building course in any of our fields, you may have experienced a common hazard: The seminar can devolve into yet another methods course when the more methodologically inclined take over, focusing the class’s attention on the flaws in tests of our theories. I describe a way of transforming these fault-findings into higher-level learning opportunities by asking a simple question: “So what?” Repeatedly asking questions about whether and how much the faults matter can help students become more thoughtful readers of empirical research by moving them beyond the mechanical application of conventional rules to a deeper appreciation of theory-building processes.
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