From a107dd3195d66ed00db52cf63686c45b43405ec0 Mon Sep 17 00:00:00 2001 From: Thomas Berker Date: Thu, 6 Jun 2024 09:23:55 +0200 Subject: [PATCH] move Rainer to 2nd day --- README.md | 51 +++++++++++++++++++++++++++------------------------ 1 file changed, 27 insertions(+), 24 deletions(-) diff --git a/README.md b/README.md index afb6512..bcedbd4 100644 --- a/README.md +++ b/README.md @@ -66,22 +66,24 @@ More info and readings coming soon 1215-1315 Lunch -1315-1500 Ståle Rainer Strøm Finke: The body as the locus of knowing +1315-1500 May Thorseth: Research ethics - This session deals with two enabling factors within science and their impact on our understanding of science: The body and literacy. +This session deals with three levels of research ethics: - - What role does the body play in the production of scientific knowledge? - - How does the customary association between literacy and academic knowledge influence how we theorize about science? - - What if things were different – what can we learn from knowledge systems that incorporate the knowing body in more articulate ways than we usually do in the Western academic tradition, without any involvement of literacy? +- Quality of research – good research conduct and the ethos of science +- Protecting persons and/or groups affected by research +- The social responsibility of research (broad research ethics) -*Readings:* +*Essential readings:* -- Bourdieu, P. (1992) Chapter 3: Structures, habitus, practices. In: The Logic of Practice (pp. 52-79). 1st edn. Stanford University Press. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Bourdieu.pdf)) -- Merleau-Ponty, M. (1964). The primacy of perception and its philosophical consequences. In The primacy of perception (pp. 12-27). Northwestern University Press. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Primacy%20of%20perception_MP.pdf)) -- Molander, B. (2015). Chapter 1: Knowledge and learning. Some examples. In: The practice of knowing and knowing in practices (pp. 13-33). Peter Lang Edition. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Molander1.pdf)) -- Molander, B. (2015). Chapter 2: Tacit Knowledge and Silenced Knowledge. The Body, Culture, Action—and Language. In The practice of knowing and knowing in practices (pp. 35-70). Peter Lang Edition. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Practice%20of%20knowing_Ch.%202.pdf)) -- Molander, B. (2015). Chapter 9: Two sides of the same coin. Professional knowledge and the culture of knowledge. In: The practice of knowing and knowing in practices (pp. 237-262). Peter Lang Edition. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Molander9.pdf)) -- Young, I.M. (1980) ‘Throwing like a Girl: A Phenomenology of Feminine Body Comportment Motility and Spatiality’, Human Studies, 3(2), pp. 137–156. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Young1980.pdf)) +- Kaiser, M (2014) The integrity of science. Lost in translation? Best practice & Research Clinical Gastroenterology. 28(2):339-347. https://doi.org/10.1016/j.bpg.2014.03.003. +- Ruyter, K.W. (2019) The history of research ethics. Available at : https://www.forskningsetikk.no/en/resources/the-research-ethics-library/systhematic-and-historical-perspectives/the-history-of-research-ethics/. +- Guillemin, M & Guillam, L (2004) Ethics, reflexivity and “ethically important moments” in research. Qualitative Inquiry. 10(2):261-280. https://doi.org/10.1177/1077800403262360. +- Sarewitz, D (2016) The pressure to publish pushes down quality. Nature. 533:147 https://www.nature.com/articles/533147a. + +*Additional reading:* + +Browse through the NESH guidelines, available in both Norwegian: https://www.forskningsetikk.no/retningslinjer/hum-sam/forskningsetiske-retningslinjer-for-samfunnsvitenskap-og-humaniora/ or English: https://www.forskningsetikk.no/en/guidelines/social-sciences-humanities-law-and-theology/guidelines-for-research-ethics-in-the-social-sciences-humanities-law-and-theology/ ### 29. October: Philosophy and Research Ethics II (day 2) @@ -106,24 +108,25 @@ More info and readings coming soon 1200-1300: Lunch -1300-1500: May Thorseth: Research ethics +1300-1500: Ståle Rainer Strøm Finke: The body as the locus of knowing -This session deals with three levels of research ethics: + This session deals with two enabling factors within science and their impact on our understanding of science: The body and literacy. -- Quality of research – good research conduct and the ethos of science -- Protecting persons and/or groups affected by research -- The social responsibility of research (broad research ethics) + - What role does the body play in the production of scientific knowledge? + - How does the customary association between literacy and academic knowledge influence how we theorize about science? + - What if things were different – what can we learn from knowledge systems that incorporate the knowing body in more articulate ways than we usually do in the Western academic tradition, without any involvement of literacy? -*Essential readings:* +*Readings:* + +- Bourdieu, P. (1992) Chapter 3: Structures, habitus, practices. In: The Logic of Practice (pp. 52-79). 1st edn. Stanford University Press. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Bourdieu.pdf)) +- Merleau-Ponty, M. (1964). The primacy of perception and its philosophical consequences. In The primacy of perception (pp. 12-27). Northwestern University Press. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Primacy%20of%20perception_MP.pdf)) +- Molander, B. (2015). Chapter 1: Knowledge and learning. Some examples. In: The practice of knowing and knowing in practices (pp. 13-33). Peter Lang Edition. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Molander1.pdf)) +- Molander, B. (2015). Chapter 2: Tacit Knowledge and Silenced Knowledge. The Body, Culture, Action—and Language. In The practice of knowing and knowing in practices (pp. 35-70). Peter Lang Edition. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Practice%20of%20knowing_Ch.%202.pdf)) +- Molander, B. (2015). Chapter 9: Two sides of the same coin. Professional knowledge and the culture of knowledge. In: The practice of knowing and knowing in practices (pp. 237-262). Peter Lang Edition. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Molander9.pdf)) +- Young, I.M. (1980) ‘Throwing like a Girl: A Phenomenology of Feminine Body Comportment Motility and Spatiality’, Human Studies, 3(2), pp. 137–156. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Young1980.pdf)) -- Kaiser, M (2014) The integrity of science. Lost in translation? Best practice & Research Clinical Gastroenterology. 28(2):339-347. https://doi.org/10.1016/j.bpg.2014.03.003. -- Ruyter, K.W. (2019) The history of research ethics. Available at : https://www.forskningsetikk.no/en/resources/the-research-ethics-library/systhematic-and-historical-perspectives/the-history-of-research-ethics/. -- Guillemin, M & Guillam, L (2004) Ethics, reflexivity and “ethically important moments” in research. Qualitative Inquiry. 10(2):261-280. https://doi.org/10.1177/1077800403262360. -- Sarewitz, D (2016) The pressure to publish pushes down quality. Nature. 533:147 https://www.nature.com/articles/533147a. -*Additional reading:* -Browse through the NESH guidelines, available in both Norwegian: https://www.forskningsetikk.no/retningslinjer/hum-sam/forskningsetiske-retningslinjer-for-samfunnsvitenskap-og-humaniora/ or English: https://www.forskningsetikk.no/en/guidelines/social-sciences-humanities-law-and-theology/guidelines-for-research-ethics-in-the-social-sciences-humanities-law-and-theology/ ### 11. November: Science in context I (day 3)