Critical Theory - Science topic

What is your favourite and/or frequently used Research Paradigm to conduct research e.g Positivism, Constructivism, Interpretivism, Critical Theory etc... and why?

Do you also think there should be more paradigms introduced in the future?

Feel free to share your thoughts. There is no right or wrong answer. Your thoughts are valuable.

Thank you

How would you explain this in a 2500 word essay looking at critical theories to do with intersectionality and academic references

The development of artificial intelligence, like any new technology, is associated with various applications of this technology in companies, enterprises operating in various sectors of the economy, and financial and public institutions. These applications generate an increase in the efficiency of the implementation of various processes, including an increase in human productivity. On the other hand, artificial intelligence technologies are also finding negative applications that generate certain risks such as the rise of disinformation in online social media. The increasing number of applications based on artificial intelligence technology available on the Internet are also being used as technical teaching aids in the education process implemented in schools and universities. On the other hand, these applications are also used by pupils and students, who use these tools as a means of facilitating homework, the development of credit papers, the completion of project work, various studies, and so on. Thus, on the one hand, the positive aspects of the applications of artificial intelligence technologies in education are recognized as well. However, on the other hand, serious risks are also recognized for students, for people who, increasingly using various applications based on artificial intelligence, including generative artificial intelligence in facilitating the completion of certain various works, may cause a reduction in the scope of students' use of critical thinking. The potential dangers of depriving students of development and critical thinking are considered. The development of artificial intelligence technology is currently progressing rapidly. Various applications based on constantly improved generative artificial intelligence subjected to learning processes are being developed, machine learning solutions are being created, artificial intelligence is being subjected to processes of teaching the implementation of various activities that have been previously performed by humans. In deep learning processes, generative artificial intelligence equipped with artificial neural networks is taught to carry out complex, multifaceted processes and activities on the basis of large data sets collected in database systems and processed using Big Data Analytics technology. Since the processing of large data sets is carried out by current information systems equipped with computers of high computing power and with artificial intelligence technologies many times faster and more efficiently than the human mind, so already some research centers conducting research in this field are working on an attempt to create a highly advanced generative artificial intelligence, which will realize a kind of artificial thought processes, however, much faster and more efficiently than it happens in the human brain. However, even if someday artificial consciousness technology could be created that would imitate the functioning of human consciousness, humans should not be deprived of critical thinking. Above all, students in schools should not be deprived of artificial thinking in view of the growing scale of applications based on artificial intelligence in education. The aim should be that the artificial intelligence-based applications available on the Internet used in the education process should support the education process without depriving students of critical thinking. However, the question arises, how should this be done?

In view of the above, I address the following question to the esteemed community of scientists and researchers:

What do you think about this topic?

What is your opinion on this issue?

Please answer,

I invite everyone to join the discussion,

Thank you very much,

Warm regards,

Dariusz Prokopowicz

I want to study a social movement activists' stories and history to generate a theory of how they succeed in promoting social chane, can i use interpretivist, constructivist and critical theory paradims to enrich the ontology and epistimology of this study.

I need an overview or detail review of critical theory. I am interested in the use of critical theory for the explanation of management of change.

Certain critical theories have informed government policy formulation and implementation in higher education. An examination of the appropriateness and limitations of these theories is valuable to education policy makers and education managers who implement the policy.

My colleagues and I have been conducting research related to cosmopolitan academic competitions among students in East Asia - China and South Korea as examples. Previously, we argued with reviewers regarding the definition of 'elite education, elite students, and elite positions'. We acknowledge the term, 'Elite Education', entails numerous meanings. Especially within the context of Western capitalist society, some of the prominent meanings involve power, honor, and privilege as symbolic forms of power. Namely, students from relatively wealthy families may have better opportunities to have quality education, obtain college admissions from high-profile universities, and further seek competitive occupational opportunities in the social hierarchy. However, there are also multiple ways to see elite education, elite university, and elite positions. Not every individual/student is from wealthy families but some non-Western nations, whether capitalist or socialist regimes such Asian nations as China, South Korea, Japan, and Singapore, have different ways to view elite education. Students' intellectual levels regardless of socio-economic status can be viewed as elite (smart) students. As we have seen, there are numerous ways to define elite education.

At this point, I would like to learn about more diverse worldviews how global scholars perceive the meanings of 'Elite Education' in their own national or cultural contexts beyond the lexicon definition.

Suggestions or explanation how can I apply Critical Theory of Technology in my thesis.

we lost a large number of intellectuals, critics and writers during the years from 2003-2020.

What does the text reveal about the problematics of post-colonial identity, including the relationship between personal and cultural identity and such issues as double consciousness and hybridity?

This is meant, in the first instance, as a discussion forum for this paper by René Buchholz: "Grand Hotel Abyss? - On the Actuality of Theodor W. Adorno's Critical Theory". Please download the paper from here:

We have been discussing a critical review of new materialism by Susanne Lettow: Turning the turn: New materialism, historical materialism and critical theory. Thesis 11 (2016), 1-16. We have also discussed the introduction (by the editors) to the volume "Material Feminisms" ed. Susan Alaimo and Susan Hekman, Indian UP, 2008.

The questions that have come out of this discussion are the following:

1. Do the authors just add a "big we" to previously available to "matter" - understood at best as a boundary object and at worst as a wobbly notion? Is it possible to make the accounts discussed her more concise?

2. Do they open up new conversations - and which ones?

3. Which new types of knowledge are produced?

4. If the apparent lack of conciseness is due to patriarchial exclusions of certain types of thinking that feminism, however, needs, what does feminist episteme / epistemology mean?

5. If new materialism provides a platform for theories that might be different or even (in terms of their basis philosophical presuppositions) incompatible, can feminist inquiry use this platform for common goals / research projects?

6. How could the discussion go on? (How) do we tackle traditional dichotomies like the nature/culture devide?

7. Does feminist materialism allow to (re)position the philosophical backbone of sciences/technologies in a specific historical/regional context?

I am currently doing research on the implications of African Values vs Western values on managing ethics in business (focus on Public Sector). As a methodological paradigm, I have chosen a critical theory because I aim to challenge the status quo of dominant western philosophy on developing an ethics management framework for business. In doing so, I have adopted a PAR research strategy focusing on qualitative methods of document analysis and interpretation and use of focus groups to encourage the participation of the working class in order to co-research and solve the problem together.

Now I want your assistance in outlining which data analysis method I can use to bring this home because I am stuck between Hermeneutic and Qualitative Content Analysis.

(I mean Positivism, Interpretativism, Critical Theory, Postmodernism or Pragmatism). Is there any article about that?

Am looking forward to analyzing the contributions as well as the criticisms of the theories if any.

For my dissertation work, I have been studying Constructivism, Critical Theory, and Computers.

I am curious what people think about this premise:

There is no single software program to use in the learning process, rather it will be that students will program their own software as part of their learning process.

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Do you see this potential in all areas of school K-20? Or do you see it limited to particular slices?

Thanks for thinking about this! -- Bryan

Does qualitative and inductive approach match with following ( All of them together)

1. Grounded theory

2. semi structured interview ( critical interview)

3. Critical theory ( narrative strategy)

Data analysis: thematic or coding and critical theory

My position: critical, subjective, interpretive, emancipating, revealing.

Epistemology: Critical paradigm and interpretive paradigm

Ontology: Historical realism

Thank you for your time!

Regards

I'm seeking advice on resources for a proposed theoretical dissertation on a radical ecopedagogy. I'm looking to utilize a hermeneutic method that would be informed by ecodiscourse analysis as well as ecolinguistics. At this point, the following are some of the subfields/approaches I'm planning on utilizing: ecopedagogy, ecoliteracy, liberatory pedagogy, critical pedagogy, dialectical development, ecopsychology, ecofeminism, and deep ecology.

I like this article because it is methodical and systematic in its use of theory and empirical data. But I see a limitation in the discussion section as the authors seem unable or unwilling to connect the problems with this text/class/pedagogy with the larger context of Western power and colonial rule. Interestingly, while the use Pennycooks' earliest book, the did not use his English and the Discourses of Colonialaism, which deals with these issues in great depth.

This omission is important because it would be difficult to correct the shortcomings discovered by the authors unless this larger context is factored in.

In theoretical terms, attempts to address the concerns raised in this study will likely engage in "problem solving theory" not "critical theory" (Cox).

If critical theory is a school of thought that focuses on reflective assessments and critique of society and culture by applying the knowledge of Social sciences and Humanities. How does it give rise to critical pedagogy? is the teaching method where one can make students apply reflective thinking will be called as critical pedagogy? if yes it can be applied to all the subjects. Reflective assessments can be made in all subjects including science. But then will it be Critical theory because it says applying the knowledge of social sciences and humanities......

How can critical theory as a perspective help us understand how parents' involvement as a factor can affect academic performance.

Several forums dealing with Einstein's special theory of relativity have been openned by RG researchers. Most, if not all, are critical of the theory and its consequences. Among the consequences are time dilation and length contraction that nominally occur as velocities approach that of light. Are these consequences really real? We invite discussion:

Do you agree that he was writing back to the canon, why? Or do you have any other opinion?

I have been looking for application of critical theory to some Indian English texts

Hello,

for my filmmaking dissertation, I am researching about the topic of the "Culture of Fear" (Glassner, 1999). Would you have any films' suggestions that express the ideology behind it and consequently reacts pro or against it?

Simply put, how do films react to the "Culture of Fear" in which we live today? What films (fiction and documentary) promote it and what are against it?

Many thanks,

Francesco

If you were to design a course to teach Islamic history, (from outside colonial narratives), within the perspective of Islamic culture, what Islamic thinkers, poets, writers, theorists, and artists would you include and why?

Additionally, should you exclude any controversial sources shared among extremist groups, or should they be included, and subject to rigorous critique by Muslim students?

Have you considered also analysing a decidedly anticapitalist utopian organization? Wouldn't that be important for being able to say something about the dialectics of utopias in general? With just the HUB and 100 DAYS as cases, it might be tempting to conclude that hose organizations perhaps are just not radical enough to be more emancipatory?

In the 21st century, the acquisition of knowledge is no longer considered to be a good thing per se. We live in a time when programs in English (or in the humanities more generally) have to prepare their graduates to survive in an increasingly competitive job market. When we are writing student handbooks and information for departmental websites, we usually stress that our programs concentrate on teaching transferable skills. But what exactly are these transferable skills?

Critical theory is a field that offers an immensely important preparation for working in academic and non-academic jobs that require abstract thinking, as well as other complex skills.

So my question is: what are the transferable skills acquired in the context of studying and applying critical theory?

I am looking for research into digital health that has been conducted from a critical or interpretivist research approach.  By critical I mean critical theory or critical realism,I am particularly interested in research by British academics or research that is looking at the NHS.  Are there specific academics conducing research in this area who's work you particulalry respect.  I am not interested in positivist research in this area.

I am looking at actors' experience of presenting lost, obscure, or forgotten plays. I am following some suggestions of Clark Moustakas in his Heuristic Research and have done considerable reflection on my own experiences. The qualitative research I intend to undertake with theatre artists needs to be accompanied by a survey of relevant readings. Phenomenology, performance philosophy, and creative writing are all on my horizon. Does anyone have any suggestions for by bibliography? Interviews will be my main resource but the lived experience of my subjects needs to be connected to relevant contexts.

I personally feel that the writing part of any research is as much a part of the research meaning making process as any other stage. Has anyone researched this or written about it?

Comparisons stand for similarities and contrasts stand for dissimilarities or opposites or what is not similar. They can be found in the societal norms, genre, form, figures of speech, settings, and vocabulary of the poem. Do you agree? If yes, please tell me some more kinds of comparisons and contrasts in the Rape of the Lock.

I found Zyngier (2001) 'Towards a cultural approach to stylistics' and Paton (2000) 'Beyond Bakhtin: Towards a cultural stylistics.' I have the Routledge Handbook of Stylistics in front of me too, and note that cultural stylistics is not included. Paton's notion of 'cultural conversations' and Zyngier's frameworks suggest that Historical and Pedagogical stylistics might be the best places to start. If you have other suggestions for students of the ever-expanding field of Stylistics please let me know!

Goffman (1967) defines face as " the positive social value a person effectively claims for himself by the line others assume he has taken during a particular contact.’’( Goffman 1967, p. 5). Brown and Levinson (1978;1987) believe that ‘face’ is ‘public self-image’ which is invested, maintained , lost or enhanced emotionally and must be paid attention to in everyday interaction constantly. 

According to these definitions of face, how politicians save face.

Your contribution is highly appreciated in advance.

The critical theory can use the human view of the employee, to develop a more accurate process management. What do you think?

Critical Theory is the theoretical framework initially developed by the Frankfurt School.

My research question is: How do young offenders experience and understand case management?  In many ways this lends itself to a phenomenological approach, but I do not share this worldview.  Critical realism is more apt in this regard, but it seems to be used to support studies with an explanatory purpose.  The issue of 'causation' is confusing to me in critical realism.  

At this stage, I am taking a dialectical pragmatist (Johnson 2011, 2012) stance informed by: pragmatism-of-the-middle philosophy (Johnson and Onwuegbuzie 2004; Johnson, Onwuegbuzie and Turner 2007); critical theory; and weak social constructionism (i.e. realist ontology | relativist epistemology).    

Any thoughts?

Can anyone share the literature on the three major Research Paradigm's Positivism, Interpretivism and Critical theory with the concepts of Ontology, Epistemology and Axiology.

I want to study carefully about position of the criticism in the public sphere theory, according Habermas thought . On the other hand I want to know how the criticism can solve political conflict  and make political structure without any violence.

Please help me with your publication or publication that you know or other you could help me.

What concepts developed by queer "theorists" could be use in the post-colonialism approach studying race.

As very interested in critical theory, especially in education, but this question is rather general, I first supposed there would be a lot of research and theory on how a critical theory perspective on X opens up doors to new knowledge. That is of course the aim of most scientific methods, but what about critical theory? Does the perspective from the vantage point of a discriminated group open up something new, and how? How fruitful is the underdog perspective, and how? I don´t find very much general reflections on this in the literature - I am not searchinmg for how it works in special fields, as gender, social class, handicap etc, but in general. Gramsci on hegemony is the kind of things I am looking for. Recommendations? Or do you have own ideas? Thanks in advance.

Poststructuralism (PS) isn't an actor, so this isn't meant literally.

To specify the question a little (but it is quite open beyond that): Could we argue with PS or on a postructural(ist) theoretical basis that work is (in its capacity as praxis/action absolutely good or) relatively better than (the one) spare time which isn't used in a structurally aware/engaged way -> An engagement which we may call "work with, against or to improve structures"?

'Better' meant in two ways:

1) Better for the individual

As while working/acting, it is less subjected to senseless or even somehow harmful things that are aimed at (or sold to) fill the void.

2) Better for society or particular structures within it

As work (formal or informal, paid or non-monetary) may be (or: is) pre-structured and imperfect, but time without work is even more likely to be filled with things and customs which are structurally set/fixed (postructuralist critique) or distracting from emancipatory moves/involvement (critical theory perspective) or inauthentic (existentialist perspective).

There's also the idea of alternative ideas/concepts of work. But I also mean work as such (as human necessity and drive), in all its relatively voluntary (or: not hierarchically—on the actor-level—forced) forms.

Poststructuralism, existentialism, as well as critical theory (among others: the concept of the culture industry) could be saying (directly or indirectly) something about this question.

Heutagogy and critical theory in an indigenous context.

I am reading Lincoln and Guba (1994) on the incommensurability of these paradigms until there is a new paradigm. Has a new option arrived?

Critical paradigm is a sort of emancipatory and transformatory research paradigm. Critical theorists take support from this approach to emancipate marginalized from their race class, gender, and religion (etc.) based flawed social systems (Asghar, 2013). Thus, it can be said that  this critical strategy is used to voice the voiceless for social justice. Following this paradigm, researchers mostly use action research approach to achieve their goals.  (Cohen, et al. 2000).

But if we use ethnographic methodology (which is based on constructivism) with critical paradigm, then how far can we achieve our goal of emancipation and social justice?

Ethnography is a methodology to voice people. Relying on constructivist paradigm, researchers often employ ethnography to understand the participants' culture from their own perspective.. but it also paves a way for researchers to voice the voiceless...  Being an ethnographer, we cannot understand the process of construction of any social action without deconstructing it and when we deconstruct something, automatically we find its positive and negative aspects. Then, by criticizing the negative aspects we can create some space for marginalized...

In that way,  it seems that we can use ethnographic (not purely ethnography) design as a technique to put forward our critical paradigmatic approach to emancipate suppressed people.

 Kindly correct these ideas.

The aim is to assist in writing a dissertation

Pedagogy is the art of teaching and I believe teaching is an art. Has the era of High Stakes Testing affected your teaching craft? Do you find you have had to change your pedagogic style? Is it possible to be truly creative within the confinement of modern day testing? 

Is this approach in assessment helping or hurting you style as a teacher and how has this impacted your students.

Please explain

Thank you

A pertinent topic for discourse

I have names such as Brue Boehrer and Erica Fudge, but need earlier writers on this topic.The information will be helpful with a project I'm currently working on.