In dit document staat een samenvatting van hoofdstuk 1 en 2 van het boek Research Ethics van Jaap Bos. Het artikel van Dorathy Ross wordt samengevat en mijn aantekeningen van college 1 en 2 staan hierin.
Research ethics for students in social sciences
Chapter 1 (dit is een introductie, ik heb niet alles opgenomen alleen wat belangrijke dingen,
dit hoofdstuk zegt ook wat ze komende hoofdstukken zullen bespreken en dat heb ik hier dus
niet ingezet)
Keywords: Empowerment · Legislation · Perspectives of ethics · Practice-based and problem-
based learning · Protocols · Questionable research practices · Referencing policy · Scientific
misconduct
Some, such as Steneck (2006), argue that responsible research conduct requires you to learn
and follow established protocols and procedures. Others, such as Sim et al. (2015), insist that
your level of engagement and motivation play a role in how you learn and understand
research ethics. In either case, because the rules and regulations of research ethics may
appear ‘vague’ at best, or feel ‘beyond your control’, we feel that it is important that you are
offered an opportunity to see those rules and practices ‘in action.’
Today more than ever before, we seem aware of the many pitfalls, obstacles, and dangers
attached to our research procedures. For one, a number of highly controversial cases of
scientifc fraud within the social science emerged in the early 2000s. Many of these were
widely reported on and helped raise awareness of the dangers of scientifc misconduct.
Additionally, and simultaneously, questions were raised regarding what is often referred to as
Questionable Research Practices (QRPs), which revealed the social sciences’ susceptibility to
more subtle forms of data manipulation, affecting the feld in an unparalleled fashion. There is
more protection for this, data management plans are introduced. There are book written
about research ethics and integrity.
The goals of this book:
• Inform students about research ethics and raise their overall interest in it.
• Create opportunities for students to engage with ethical problems and dilemmas, allowing
them to define their own position.
Most importantly, we do not offer a ‘how-to-do guide.’ Instead, the emphasis is on a
combination of practice-based and problem-based learning (as opposed to strictly theory-
based learning). Our approach rests on the assumption that the student benefits from
concrete examples of problems embedded in location and situation specific contexts. Along
with a basic understanding of the most important principles and rules that need to be
applied, one can acquire this knowledge.
Chapter 2: science
Science in general is about great ideas and technical innovations, but it comes with a moral
duty; to be thoughtful and critical of your own and other people’s ideas.
The beginning:
The function of these early universities was principally scholastic, focused upon the
articulation and defense of clerical dogmas. However, in a period now known as the
‘Scientific Revolution’ (sixteenth and seventeenth centuries), the work of knowledge-
producing university scholars changed dramatically in Western Europe. More knowledge
about the universe and the humanity in it were question that scientists worked on. These
,broad questions that helped form the basis for what we today call ‘science’ have kept
generations of scholars busy ever since. But what do we mean exactly when we talk about
‘science’?
A common characterization of science is that it’s an attempt to explain reality and offer
knowledge that can help predict or prepare for future events. (But other systems aim to do
the same so this isn’t unique to science).
A more elaborate answer would be that science (a) produces a body of robust knowledge by
way of (b) a certain methodology, and it does so within (c) an infrastructure of physical
institutions (such as universities, laboratories, etc.). But there is a fourth dimension.
Knowledge, methods, and infrastructure require (d) a set of moral values, embedded in our
academic way of thinking. Moral values structure the scientists’ activities. Producing robust
knowledge within the framework of an institution means you must adhere to certain rules,
regulations, and appropriate methodologies.
History social sciences:
Before the 19th century, science was primarily associated with natural sciences and great
discoveries like newton’s law of gravity and penicillin. Western countries used science to
establish global empires during the colonial era. Scientists were mainly white males from
privileged backgrounds. In the mid-19th century, various scientific disciplines professionalized
and specialized. Most scientists shared a positivistic ideal, focusing on empirically confirmed
knowledge. The social sciences emerged in the 19th century, including political economy,
sociology, and moral sciences. Social scientists aimed to transform nation-states into stable
economies. They employed tools like statistics to quantify human behavior. By the early 20th
century, social sciences covered a wide range of topics, leading to numerous subdisciplines.
The social sciences became regarded as independent disciplines. Post-WWII, social sciences
saw a surge in popularity, with thousands of students enrolling. Applied science became a
valuable addition, producing therapists, educators, and policymakers. This influx led to the
institutionalization of social sciences in universities. Ethical concerns and research
formalization also grew. In the late 20th and early 21st centuries, neoliberal politics affected
social science budgets and led to interdisciplinary collaborations. Debates emerged regarding
the commercial value and validity of social science knowledge. A "replication crisis" raised
questions about the reliability of social science research.
The Role of Universities:
There are two contrasting perspectives. The first perspective, proposed by Gabelnick (1990),
views universities as learning communities. In this view, universities are seen as bureaucratic
organizations focused on cost-efficiency, with strict curricular structures and formalized
teaching programs. They aim for productivity and often treat students as passive consumers
of knowledge.
The second perspective, advocated by Etienne Wenger, suggests that learning is a shared and
situated activity that requires communities of practice. In these communities, individuals
actively engage with each other, construct knowledge together, and deepen their expertise in
a particular area. Learning occurs through participation, sharing, and interaction, emphasizing
"learning by doing."
The book aligns with the constructivist perspective and encourages readers, particularly
students, to actively engage with normative questions and moral dilemmas. It emphasizes
interactive learning through case studies and exercises, enabling students to discuss ideas,
, collaborate with peers, and co-construct solutions to the presented problems.
Knowledge construction:
Fundamentally, knowledge is simply any information about the world. . In an academic
context, however, knowledge is more precisely defined as (a) a body of discipline-based
theories, concepts, and methodologies, and (b) any number of practical generalizations and
principles that apply to fields of professional action. Thus, what psychologists, sociologists,
and anthropologists claim to know is a result of how they define the world and of how they
operate in their fields of research. At first, learning is about understanding the fundamentals
of a field of knowledge. Learning includes research methods, reporting techniques, and
studying existing research. Quickly thereafter, these fundamentals need to be applied to
practical situations, and the knowledge of other disciplines becomes indispensable. As
students advance, they develop analytical skills, propose original ideas, and gain the capacity
to contribute to the academic community as co-constructors of knowledge.
Benjamin Bloom's taxonomy of cognitive knowledge-based learning is referenced as a
framework to understand this gradual development.
Risk and reflexivity:
A key factor in becoming a ‘trusted and productive member of the academic community’ is
reflexivity: the ability to critically reflect on the responsibilities of both yourself and others.
There is an increased demand for accountability, scientific researchers are no exception and
can be held accountable for their actions. Collective responsibility for risk assessment has
become significant, with international regulations like the General Data Protection Regulation
(GDPR) in Europe ensuring the protection of human participants in research. Local
institutions have established independent bodies, such as Institutional Review Boards (IRBs),
to oversee the ethical dimensions of research. Researchers often need approval from these
boards for their proposals, and funding agencies and journals may also require compliance
with them.
Ethos:
Every scientist has a moral duty to be skeptical and critical. Are there any general guidelines
that scientists must follow that allows them to be both critical and methodical? 1 the need to
remain autonomous. universities should safeguard their independence. Science is not to
serve interested parties. 2 Scientists must fulfill their tasks carefully and reliably. The methods
and procedures of science should be transparent, its studies replicable, and its results
accessible to all.
Robert Merton proposed four ‘imperatives’ that make up the ‘ethos of science’.
1. Communism, later dubbed communalism. Because knowledge is the product of collective
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