Disciplinary Paradigms Research Articles

Reforming Model of University Leadership through Collaborative Discourse

Despite abundant leadership research work, there is still a dearth of truly original, ground-breaking collaborative research discourse. To provide greater insights of linking various disciplinary paradigms and respond to this issue, we evaluate the leadership competency (LDC) model, proposed by Fowler et al. (2018). The paper analyse the different levels of leadership practices that lead to innovation with examples drawn from leadership studies. The model offers theoretical grounding as well as actionable guidelines for generating original research ideas. In response to the need felt by researchers on leadership, collaborative initiatives indeed has a dominant place in the contemporary leadership discourse.

Scientific Community

This article problematizes the state of the contemporary scientific community, which fluctuates between the desire for autonomy and creative freedom, on the one hand, and responsibility to social challenges, on the other. In this context, the social meaning of Paul Feyerabend’s epistemological anarchism is reconstructed, revealing not only critical but also positive significance for contemporary science. Answering the two-sided question, “What kind of society does science need, and what kind of science does society need?”, Feyerabend gives a disappointing diagnosis of both society and science. The political desire for ideological monism and totalitarianism is supported by science, which is sometimes a form of ideology – a militant rationalism that excludes alternative points of view – and in turn parasitizes society. This circle can only be broken in a regime of genuine pluralist democracy, which will lead to a change in the understanding of science and its role in society. The ability to “defamiliarize” (B. Brecht), to take the position of the “other”, to refuse to gain intellectual power – these are the key characteristics of free reason, as Feyerabend understood it. If we try to reconstruct a social group that possesses such a mind, then in the social projection it will include marginal people, dilettantes, scientists whose activities diverge from the disciplinary paradigm and norms of the standard scientific ethos. A precarian is such a subject of science that breaks the monopoly on the truth and contributes to changing the understanding of science. The question is raised about the productivity and effectiveness of the scientific precariat in relation to the concept of science in a free society, as well as to the positioning of this phenomenon in the context of current discussions about expert knowledge, citizen science and pseudoscience.

The fault in our TARs: A critical review of research paradigms for intermediate‐scale bedforms on Mars

AbstractWe provide a critical review of research paradigms for classifying intermediate‐scale aeolian bedforms on Mars and the new terminology that has emerged. The systematic classification of bedforms has always been challenging and debated, and no paradigmatic knowledge organization system exists beyond general agreement on the importance of a distinction between ripples and dunes. The diverse aeolian landscapes of Mars have introduced further topics and challenges to these debates. We argue that Martian aeolian geomorphology's knowledge organization system for intermediate‐scale bedforms is preparadigmatic and that consensus over terminology and their definitions has not been established in the literature. A preparadigmatic science can be functional only if scientists operating in the discipline provide precise, falsifiable definitions or use abductive logic. Drawing on evidence and examples from the literature, we argue that the replacement of the conventional abductive paradigm used in bedform classification with inductive logic has created an emerging disciplinary paradigm based on scientific hesitancy and a dependence on complex inductive research structures, epitomized by the concepts of ‘transverse aeolian ridges’ (TARs) and ‘large Martian ripples’ (LMRs). We show that TAR and, increasingly, LMR are inductive constructs that have been popularized despite them causing significant confusion. Notably, we highlight how the terms are irreconcilably used as both a class of bedform and as a non‐genetic placeholder term for bedforms. Suggestions for moving beyond the need for TAR and LMR are provided, focusing on a return to more direct and local hypothesis‐driven research inspired by W.M. Davis's notion of outrageous geological hypotheses. Recent debate surrounding bedforms in Gale crater is presented as an example of the productivity of such an approach, and it is recommended that TAR and LMR no longer be used.

The tension between English-medium instruction and Vietnamese-medium instruction in higher education

Abstract In Vietnam, English-medium instruction (EMI) has been implemented in parallel with Vietnamese-medium instruction (VMI) in higher education, partly to help remedy its shortcomings. However, only economically advantaged students can access EMI, which suggests EMI graduates may accrue discrepant advantages compared to VMI graduates. Research has, nonetheless, not explored the effects on these stakeholders. Hence, to partially address the gap, this study explores EMI in information technology (IT). Using the theoretical concepts of parity, distribution, and self-amplifying loop, this study draws on eight in-depth semi-structured interviews with EMI and VMI graduates. Thematic analysis of the data reveals disparities in advantages ensuing from EMI and VMI including English skills and Anglo-American acculturation, access to English-speaking jobs at different rates, and divergent professional opportunities. These disparities are accounted for by the disciplinary paradigm of IT and the unevenly distributed resources between EMI and VMI and are then enlarged by self-amplifying loops. In this process, EMI in IT constitutes a double accelerator and therefore enables EMI graduates to gain the foregoing advantages by a larger margin and VMI graduates to do so but at a slower rate. The study recommends addressing this widening gap through the formation and implementation of VMI- and EMI-related policies at all levels.

Typical problems of unqualified theses of engineering master: Analysis based on expert review opinions of Tianjin's sampling theses in 2017

Background: The evaluation of the quality of professional master's degree theses has attracted less attention. This paper analyzes the content based on the expert review opinions of the engineering sampling theses in Tianjin in 2017. Methods: This paper focuses on the review opinions of unqualified theses, and extracts three core characteristics of unqualified theses: lack of innovativeness, academic inadequacy, and poor standardization. Results: Lacking in innovativeness means topics, method, and applied value are outdated. Academic inadequacy means the author does not possess adequate knowledge, does not pay sufficient intellectual effort and the dissertation's design is unreasonable with the content irrelevant to the subject. Poor standardization is manifested in poor writing, inappropriate disciplinary paradigm, and academic misconduct. Conclusions: Therefore, strictly monitoring the quality of theses from the system, setting up standardized courses for theses, and improving the academic quality of graduate students have become the priority to the cultivation of engineering masters.

DISCIPLINARY PARADIGM OF JOHN LOCKE

In this article, an attempt is made to describe John Locke's views on discipline. His autobiography and pedagogical views are briefly presented. In the context of John Locke's disciplinary paradigm, answers have been sought to the questions: When should child discipline begin? What rewards and punishments should the educator use in this process? What are the prizes given for? Is it necessary and in which cases to use corporal punishment? What is the role of parents in disciplining children?

A systematic review of trust in sharing accommodation: progress and prospects from the multistakeholder perspective

PurposeTrust has emerged as a crucial research topic in the sharing economy. However, scholarship on trust in sharing accommodation remains limited. By using stakeholder theory, this study aims to provide a systematic framework for integrating trust among multiple stakeholders and identify potential knowledge gaps and future research directions for trust in sharing accommodation.Design/methodology/approachThe authors select papers using a combination of multiple keywords from EBSCOhost and Web of Science. The analysis includes 172 journal papers published between 2011 and 2021. The authors conduct a systematic review through thematic content analysis, and each paper is analyzed using manual coding.FindingsThe analysis shows that key stakeholders for trust building in sharing accommodation include consumers, hosts, platforms, residents and governments, with most studies focusing on the consumer perspective. The study integrates various trust antecedents and outcomes from the above multistakeholder. Second, this study summarizes the most commonly used theories, and more diversified theories could be applied to future research. Third, this study finds that most studies use quantitative methods, and researchers should introduce more integrated methodologies such as machine learning on a large scale. Furthermore, the current research disciplinary paradigm should be extended to multidisciplinary and interdisciplinary approaches to promote innovation in trust research. Finally, the COVID-19 pandemic has brought both challenges and opportunities to industry as well as researchers, and more institutional rather than commercial perspectives need to be addressed.Research limitations/implicationsThe study contributes to the trust and the sharing economy literature by providing a systematic framework for integrating trust from multistakeholder perspectives. The study also points out several future research directions by combining micro and macro multistakeholder perspectives, identifying more diversified theories and methodologies and specifying multidisciplinary and interdisciplinary approaches.Originality/valueThe study advances knowledge by providing a systematic framework for integrating trust among multiple stakeholders and proposing future research directions for trust in sharing accommodation.

Teaching sustainable development goals and social development: a case study teaching method

ABSTRACT The social development perspective and Sustainable Development Goals (SDGs) are central to international social work practice. SDGs and the social development perspective represent an intersection of multiple disciplinary paradigms. Thus, teaching SDGs and social development requires socialwork educators to use pedagogical approaches that provide a comprehensive understanding of real-life scenarios. Using case studies as a method of teaching has shown to improve student learning outcomes in sustainability education. Case studies offer students real-life scenarios to analyze and evaluate complex issues, and it equips students with the opportunity to explore and synthesize contextual factors and the interrelationships between SDGs. This article presents various case study formats in the classroom including written narratives, films, and guest speakers. We will discuss different types of case-study teaching strategies that can be used to improve learning outcomes in teaching SDGs and social development. This will include sustainability puzzles, iceberg, illustrative, and dialogue cases. The authors contextualize Case study teaching within a constructivist pedagogy that promotes critical thinking, collaboration, and problem-solving. Finally, we will discuss the potential implications of teaching SDGs and social development using case-studies on social work education.

Measuring interdisciplinary understanding in higher education

ABSTRACT The growing number of interdisciplinary degree programmes offered at comprehensive research universities aim to ensure that students gain interdisciplinary understanding, defined as knowledge and skills that provide them with the means to produce cognitive enhancements that would not be possible through monodisciplinary programmes. Previous studies suggest that interdisciplinary understanding comprises six main elements: knowledge of different disciplinary paradigms, knowledge of interdisciplinarity, reflection skills, critical reflection skills, communication skills, and collaboration skills. However, empirical evidence to support this conceptualised model is lacking. The current study therefore proposes an Interdisciplinary Understanding Questionnaire (24 items) to assess this model. Its construct validity and measurement invariance were tested among 505 first-year Bachelor’s students from different academic disciplines (e.g. humanities, science, social sciences). A (multigroup) confirmatory factor analysis confirmed the conceptualised model of interdisciplinary understanding, as well as measurement invariance across academic disciplines. Implications for educational practice, for instance regarding student assessment and quality assurance, are discussed.

Epilogue: personal reflection on geomorphology during 1965–2000 and geomorphological futures

Abstract This chapter is a highly personal reflection on (a) my privileged life as a geomorphologist whose professional career spanned the period 1964–2004, (b) the forces that prevailed on the discipline of geomorphology from 1965 to 2000, (c) the extraordinary influence of individual scientists on my career as well as the discipline as a whole, (d) the many disciplinary paradigms that emerged during the same period and (e) some speculations about geomorphological futures. Geomorphological research and researchers of 1965–2000 were especially significant in relation to the long-term evolution of the discipline in three specific ways: (a) the quantitative revolution in geomorphology was consolidated, (b) new ways of understanding geomorphology were initiated and (c) old disciplinary paradigms were reinvigorated by the quantitative revolution and the newly initiated qualitative ways of understanding geomorphological reality. At the close of my speculation on geomorphological futures I make a plea for deeper geomorphological insight into the interdependence of landforms, landscapes and the well-being of society.

Child agency and therapy in primary school

ABSTRACT The article reports on, and analyses, qualitative research involving children’s therapy in two primary school contexts in England. It aims to explore the potentials of how agency as a concept can contribute to a challenge to existing theory, research and ways of working concerning therapy in primary school contexts. The article addresses how this challenge can be theorised: drawing on a critical review of how the fields of health, therapy, education and child rights connect to concepts of agency. Themes within this review include different disciplinary paradigms of childhood; how concepts of agency relate to those of child rights and voice; how a field such as therapy, created around concepts of welfare, can shift to acknowledge the presence of a child rights framework; and the complexities of child agency in therapy within primary school contexts. Data are included from the authors’ research projects that access children’s views of their therapy and that engages with them through a questionnaire, a member checking group and as co-researchers into their experiences of therapy. The analysis of the data reveals the challenges, potentials and advantages of recognising and listening to children as ‘active agents’ and ‘experts’ in relation to their therapy.

TOWARDS A SYNERGY BETWEEN DANCE PEDAGOGY AND PRAXIS FOR NATIONAL DEVELOPMENT

The initial objective of dance education was to development the art form and harness its potentials for societal development. That dance education in Nigeria’s tertiary institutions of learning is largely seen as an isolated and purely academic exercise with little or no relevance to the real sector is hardly in contention as several studies attest to that reality. What is of concern is how to make it more relevant to the present milieu. Against universal trends, major developments in dance in Nigeria are driven by forces independent of academic influences. Various reasons have been advanced by scholars Ikideh (1987), Adeyemi (2010), Onyemuchara (2018) Onyemuchara, for instance, contends that the paucity of practice-based curriculum is the bane. Drawing from related disciplinary paradigms, this paper explores the possibility of synergizing the efforts of both the academic and professional/industry dance practitioners to make dance more relevant to national development.

Social conflict and risk in interdisciplinary analysis

The article analyzes conflict and risk from the standpoint of an interdisciplinary approach, which is increasingly gaining recognition and authority as a methodological paradigm that opens up scientific prospects, especially in the analysis of the multi-component phenomena of social life. Claims of Conflictology as a young science to be interdisciplinary in nature are due to its subject, the way of interaction in society, penetrating all spheres, and at the same time denying and affirming connections and dependencies at the same time, thereby determining the image of society itself. Society as a system in the disciplinary paradigm of conflict analysis is presented as a product of contradictions that manifest themselves in conflict as a destructive force. This force threatens existing security and seeks to abolish existing systems of relations. In the interdisciplinary paradigm, the destructive function of conflict is conceived as a preparatory stage for its creative ability to resolve the accumulated contradictions. In the disciplinary paradigm, conflict is a way of destroying the world; in an interdisciplinary one, it is a way of destroying the old and creating a new world. In the first case, the non-systemic nature of the conflict is indicated, in the second, it is indicated that the conflict is the law of the existing system, without which this system cannot reproduce itself. Turning to interdisciplinary analysis allows us to see in the conflict both its negative and positive properties, regardless of how antagonistic the opposites that take place in society are. Interdisciplinary analysis also leads us to an understanding of the identity and difference between conflict and risk, allowed us to consider the issue of social risk in the context of the issue of conflict, reveal the socio-genetic relationship between them and come to the conclusion that conflict produces risk, the latter is fixed in relationships, becoming their indispensable element, exerting a reverse effect on the conflict, setting limits for the actions of the interacting parties.

The mental map as an instrument to define indicators in complex systems: an application on the environmental knowledge of local horticultural farmers

Abstract: The reductionist and disciplinary paradigm of the Green Revolution coexists with the emerging paradigm of complexity, which values the holistic and the interdisciplinary. Agroecology promotes the need to understand the multiple biophysical relationships that exist in agroecosystems, and this calls for the development of new methodological tools. Sustainability indicators are an example of this. However, their implementation is not simple, as this requires an instrument to simplify the construction of such indicators. The objective of this work is to use the “mental map” as a guide for the development and application of indicators. The graph follows the conceptual path that facilitates the understanding of the variable and its breakdown into smaller and measurable units of analysis, i.e. the indicators. The created mental map has two stages: the development of indicators and their application. Its utility is presented in a case study that addresses local environmental knowledge (LEK). The results of this work show that complexity can be translated into quantifiable, measurable, and comparable variables, without this representing the loss of its characteristics. In addition, it proves that the created tool facilitates the evaluation and understanding of the functioning of agroecosystems, which contributes to decision-making.

The need for formal reflexivity in conservation science

AbstractConservation issues are often complicated by sociopolitical controversies that reflect competing philosophies and values regarding natural systems, animals, and people. Effective conservation outcomes require managers to engage myriad influences (social, cultural, political, and economic, as well as ecological). The contribution of conservation scientists who generate the information on which solutions rely is constrained if they are unable to acknowledge how personal values and disciplinary paradigms influence their research and conclusions. Conservation challenges involving controversial species provide an opportunity to reflect on the paradigms and value systems that underpin the discipline and practice of conservation science. Recent analyses highlight the ongoing reliance on normative values in conservation. We frame our discussion around controversies over feral horses (Equus ferus caballus) in the Canadian West and New Zealand and suggest that a lack of transparency and reflexivity regarding normative values continues to prevent conservation practitioners from finding resilient conservation solutions. We suggest that growing scrutiny and backlash to many normative conservation objectives necessitates formal reflexivity methods in conservation biology research, similar to those required of researchers in social science disciplines. Moreover, given that much conservation research and action continues to prioritize Western normative values regarding nature and conservation, we suggest that adopting reflexive methods more broadly is an important step toward more socially just research and practice. Formalizing such methods and requiring reflexivity in research will not only encourage reflection on how personal and disciplinary value systems influence conservation work but could more effectively engage people with diverse perspectives and values in conservation and encourage more novel and resilient conservation outcomes, particularly when dealing with controversial species.

Taking the Complex Dynamics of Human–Environment–Technology Systems Seriously: A Case Study in Doctoral Education at the University of Luxembourg

Our existential sustainability challenges involve human–environment–technology systems that are complex, dynamic and tightly coupled. But at Universities, knowledge, in teaching and research, is mostly organized into discrete parcels, the disciplines. These are further divided into the categories of natural sciences, social science and the humanities. This paper addresses the question of how in their training of researchers, universities can equip them to better understand their roles and also to act as change agents. It describes a doctoral school course in transferable skills that is offered across faculties. The unique aim of the course is to provide a space for reflection on different research paradigms and the way they differ in their framing the role of a scientific researcher in pluralist societies that face existential challenges. The pedagogical framework and approach of the course encourages questioning one's own ontological and epistemological assumptions about the constitution of our world and how we might better understand it in dialogues with participants who come from diverse disciplinary backgrounds. The course includes discussions of: what is a discipline, and how disciplines differ in their understandings of the world and of the role of science within it; how tools and representations can shape or breach disciplinary paradigms; how instrumental science and interdisciplinarity can raise the dilemma of rigor or relevance; how complexity, contradictions and values are embraced in responsible research design, and last but not least we discuss the relation of science, progress and open futures. The course introduces diverse more recent approaches to scientific inquiry that harness the potential of democratizing science in our networked knowledge society, including critical interdisciplinarity, post-normal science, citizen science and transformative sustainability science, that complement normal disciplinary research practices.

Engaging transitional justice in Australian history curriculum: Times, temporalities and historical thinking

Existing research on history education’s role in agendas of transitional justice is focused on societies undertaking regime change or rebuilding after extensive conflict and often centres disciplinary competencies as part of educational reform objectives to support political transition. However, the orientation towards transitional justice in settler colonial democracies such as Australia has prompted debate about the role of history curriculum in transitional contexts where constructivist, discipline-based approaches are already prescribed. While “historical thinking” in Australia has been a pragmatic middle way between polarised single-narrative and deconstructivist paradigms, this article argues that questions of transitional justice return the subjective, contemporary, and political to history education in ways that challenge the scope of disciplinary meaning-making and complicate the civic promises of disciplinary thinking. By discussing examples of how time is presently imagined and engaged using second-order historical thinking concepts, this article engages some key limitations of disciplinary history curriculum vis-à-vis transitional justice. It suggests alternate approaches that stretch the disciplinary paradigm in new directions that carry important implications for other societies engaged in questions of transitional justice.

Examining the Dynamics of Field Philosophies and Epistemologies within Community Development Education

The concept, community well-being, has been studied across several academic disciplines, each employing its unique perspective. In an effort to enhance the well-being of communities globally, many scholars have commenced multi-disciplinary initiatives to address complex problems. For decades, researchers have documented the challenges of such diverse collaborations. Results often highlight the benefits of multi-disciplinary expertise coming together to solve complex problems. While this is perceived as a primary strength, they also acknowledge complications with interpersonal communication among cross-disciplinary efforts. Each discipline having its own professional language with unique cultural norms and assumptions—creating a contemporary Tower of Babel. We posit that disciplinary language is not the only barrier in creating functional multi-disciplinary programs. We argue that in addition to disciplinary languages, each field ascribes to a set of paradigms that frame the way professionals are trained in the discipline view the outside world. We identify the various disciplines contributing to community development education (CDE), the university-based educational platform for individuals interested in the field of community development, and examines the diverse paradigms associated with each discipline. We then consider how the varied paradigms create further complexity with interpersonal communication in the context of CDE. Lastly, we propose methods to identify disciplinary paradigms using them to enhance rather than detract from cross disciplinary collaboration.

Prototype Hermetic Teachings: Hermes Trismegistus and Three Hermes

The paper treats the topic of hermeticism — an esoteric tradition of teachings — with the view to its origins and varying interpretations. In setting research objectives, the text aims at identifying the common structural foundations of myths and ideas of the hermetic genesis and to establish the main vectors of the formation and transformation of esoteric teachings presented in the spiritual domain and reflected in the material culture of Western Europe from the 4th century BC to the present. For the needs of such a comparative study that embraces philosophical, religious and historical phenomena of culture, the following methods are used. As it is mostly the texts that are analyzed, the methodological framework consists of the interpretation of texts and artifacts – all along the line of presentation of historical sequences, of their recursion, of structural and functional aspects. The sources included not only texts, mathematical operations and chemical formulas of previously known alchemic artifacts are also introduced into the comprehensive analysis. The examination of cultural phenomena leads to the systematization of religious origins, historical and philosophical traditions and scientific achievements that underlie the formation of hermeticism. This structuralisation is possible due to the tools for the analysis of the hermetic body developed in this text. The mapping of the historical development of hermeticism is proposed in a three-level paradigm model based on the image of the Thrice-Great Hermes. It is concluded that the basis of the image of Hermes is the invariant of the historical three-level model of cognition of esoteric teachings, for descriptions of which the terms of ABC — paradigm are introduced. Each of the Hermea has own disciplinary paradigm. The first level of Hermes I, the author of cosmogonic visions, A — paradigm, is represented by inner visions (revelations of the cosmic mind or daimonic visions), thus forming the cultural level of mythology, theology. The level of Hermes II, the founder of writing and counting, lies in the realm of concepts of visions ‒ e.g. the Platonic philosophy, geometry, mathematics (B — paradigm). The third level (C — paradigm) is represented by texts and alchemical artifacts (Alexandrian crystal) of Hermes III, the founder of the art of healing and chemistry, that further embodied in empirical sciences, chemistry and astronomy, as well as ancient technological knowledge of the production of metals, glass and dyes. In general, all hermetic disciplines and practices emerge on the basis of this three-level paradigm.

Positivist Misconceptions of Science and the Search for Viable Solutions

Abstract Prevailing current definitions of science are largely based on a traditional, positivist paradigm that favors the natural sciences and either denies or downplays the scientific status of the social sciences and the humanities. The disciplinary organization and institutionalization of research and systematic inquiry is still the norm. This article argues that the rigid organization of science and indeed the dominant view that there are hard sciences and soft sciences with the latter occupying an inferior position with regard to their knowledge claims and utility is pretty outmoded and does not fit well the current challenges and global needs. This is not just an academic issue but has clear practical implications in terms of funding and staffing, as well as the distribution of other valuable resources, especially in view of the dwindling federal and state funding for both the natural sciences and the humanities and social sciences. We develop our argument using as a methodological platform the ideas of ‘The Two Cultures,’ the ‘Science Wars,’ the new constructivist turn in social studies of science, and science as a social institution. We argue that current definitions of science need to be modified to include the humanities and to emancipate the social sciences and the ‘soft’ paradigms associated with them. This can form the basis of an earnest effort for better integration of different kinds of disciplines and for achieving much needed synergisms to tackle complex problems that tend to be multifaceted and whose solutions do not easily conform to single disciplinary paradigms. The contention here is that such a bridge between the two cultures can use as a model the social sciences, since they successfully combine methods from the natural sciences with approaches and theories common in the humanities. In our opinion, this is a feasible path to both greater interdisciplinarity and more vigorous collaboration between the different branches of science that can benefit both working scientists and society at large when dealing with pressing issues like environmental problems, the depletion of natural resources, pandemics, and natural disasters.