Reflecting standpoints for my Doctoral Dissertation

 
 
 

Initial arguments and dilemmas in theory building

In my world there is no social studies without social science. Further, I cannot see social science without critical theory, and if I were to illuminate aspects of society, such as, education, economic well-being—a criteria by which progress is measured—or, decision making processes etc. I think I can provide a measured argument to the overall mission of social science which is to illuminate societal life in rigorous manner. With social science and social studies coming together I can also address how exactly the capitalist mode of production engenders a radically new relationship between individuals in society, and their ability to learn and to conceive of reality—a process perpetuated by hegemonic forces that further alienates and isolates individuals.

Strategizing research, and my thinking, so far:

  1. Conceptualization of knowledge: research question

  2. Strategies for collecting and analyzing data: theoretical or empirical

  3. Interpretations of knowledge

  4. Generate explanations

Weber (1964) talks about the (socio) logic of educational studies, referring to, what I believe, the unity of belief in procedures, whatever they might be, for identifying:

  • The foundations of knowledge

  • Frameworks for collecting and analyzing data

  • The fulfillment and future of inquiry by developing understandings of human behavior

To combine social science research and (critical) theory with concerns about pressing educational, social, perhaps even, political, and economic problems facing our contemporary societies I am drawing from the above mentioned Weber argument to envision a rigorous social science inquiry—incorporating some elements of my past research—that crosses disciplinary boundaries and it is based on an understanding of, say, classic, and contemporary critical social theory, and on knowledge of education, that is substantiated by both my experience, observation, and my reading. At this latter juncture I see literacy, and social studies (citizenship, critical inquiry and thinking, various perspectives) entering my research too. My understanding should also draw from an intimate knowledge of the history and culture of the place I study—a social studies premise.

Essentially, I see my work, for now, as an interdisciplinary concentration that pertains to social sciences and social studies that speaks to the overdeveloped society, critiques the triumph of technique (and cheerful robots), challenges dominant ideology, uses a liberal rhetoric,  scrutinizes semi-intellectual approaches in education, questions crackpot realism, and condemns the commercialization and governmentalization of falsehood. The right sort of theory is critical so I would do all the above in order to instigate social change by providing knowledge of the forces of social inequality that can, in turn, inform (political) action aimed at emancipation, or at least at diminishing domination and inequity.  

Reference

Weber, M. (1964). The theory of social and economic organization. New York: Free Press.