May 28...Opinions, Arguments and Ed. Research (R&R Chapter 5)
On pp. 95-97 Rallis and Rossman make the case (they argue) that developing an argument is a key component of social science research. As one who works in Philosophy of Education, this language has always been reasonably comfortable for me, but I have noticed that some doc students seem to find it foreign or strange in the context of empirical research. Please reflect on how you think about "argument" and how this does or does not fit easily with your conceptions of educational research.
Nearly everything I've read about social science research has suggested that, try as we might, we cannot produce work that is truly value neutral. I think a lot of that has to do with the *social* dynamic of our related works. Whether we designate ourselves as introverts or extroverts or somewhere in between, most of us have had a myriad of experiences that have shaped our perspectives and guided our theory (lowercase t) development. As we assume the roles of academics and begin to grapple with Theories related to our interests and experiences, the importance of developing an argument is twofold: 1) it guides us to make sense of our ideas and understand the relationship between our ideas and larger social phenomenon from a personal perspective and 2) developing a coherent argument, and subsequently sharing the argument outside of ourselves, helps establish relevance and validity. Last semester we read an article (I think it was Labaree) that said the trouble with ed research is that not only have researchers been students before but also so have most other people, so we all have some opinions about the way schooling/teaching/ learning should happen. For that reason, ed research can get extremely messy with only partially developed ideas. Taking the time to develop coherent, cohesive, and (relatively) concise arguments will help guide our work in a way that isn't only driven by the ghost of schooling-past.
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ReplyDeleteWhen I think about the term argument, I usually frame it as identifying an issue, developing a position on the cause/importance/possible outcomes/potential contributions related to the issue and then developing a plan to use research to support your position. This fits naturally with my conceptions of educational research, because I think nearly every piece of writing could be framed as having an argument, especially if you consider an argument as being related to a purpose or a “why” for undertaking a project or piece of research.
Rallis and Rossman drew on the ideas of Booth, Colomb, and Williams (2008) from their chapter on “Argument as a Conversation with Readers.” This section lowered the stakes of taking an argumentative position by reframing the term “argument” as a “conversation.” I think it’s easy to get hung up on the combative connotation of the word “argument,” but this section helped establish an argument as a way of having a meaningful conversation and drawing from and/or building logical and persuasive frameworks to further your research position.
For me, the concept of an argument seems essential to the empirical research process. In reflecting, two main strands of thinking guide this position. First, I think this is because of the nature of being a “new” doc student- I’ve got to argue why we’ve got to provide good induction support for new teachers or why we need to think functionally when designing classroom systems for students who display challenging behaviors (two research interests of mine). As we’ve previously discussed last semester, I’m coming into my program with a bone to pick with the “way things are done” and my research interests are directly aligned with my experience, specifically what’s not working. Side note: as a teacher who has very recently left the classroom, I feel an obligation to make the most of my time away.
ReplyDeleteThe second strand of thinking that comes to mind regarding argument is the role of hypothesizes in scientific investigations. Creating a hypothesis positions the researcher toward a specific path and also provides justification (an argument) for the question being asked. It seems like creating a hypothesis (or an argument) is a natural, actually essential part of the process. I asked a scientist colleague of mine (ok, he’s my husband) if its ever a question to include or not include a hypothesis and his immediate response was, “Include. Without a hypothesis there’s no thinking and no existence.” Whoa. Easy tiger.
Nicole Peterson
DeleteAs I read this post, I started wondering if we feel as though we need to “argue” our point in educational research because everyone has so many different perspectives and and experiences. In general, I feel as though educators already have to make a case for why they entered education, why they teach a certain way, why a student earned a certain grade, and so on and so forth. Education is a field where everyone feels as though they know what is best because they have experienced it and their child may be going through it. Education is always a discipline of passion. This means that everyone has an opinion about it, which may also turn into an argument.
ReplyDeleteOn the other hand, when I think of an argument in the terms of being able to stand behind a viewpoint and make reasonable arguments about why I feel that way, I think that educational research can certainly be argument based. In other words, thinking of an argument as a persuasive way of thinking and interacting. However, it is important to be mindful that research and experiences are always changing. It is just as easy to change your stance on something as it is to develop your argument in the first place.
Elisa Tedona
DeleteI appreciate how Rallis and Rossman explain the nature of the argument and its significance. The argument is the claim that you stake about a particular topic. As Rallis and Rossman clearly outline; the argument is an indication of your understanding of a topic supported by evidence that considers alternative views and ultimately puts forth an assertion. The argument is about convincing your audience of that which you are claiming. It addresses the “naysayers” by providing evidence to respond to debatable views.
ReplyDeleteI wonder if the use of “argument” might be too strong for some in the field of educational research who may have a passive, softer belief for where educational research fits. I like the use of this strong wording because it captures people’s attention. Words like argument and defense in the context of educational research can signal a strength about the contribution of the research regardless of how one views educational research, but particularly if one views it as “soft.” This concept of argument fits well in my view of the type of educational research that I enjoy reading and am interested in conducting. It’s bold…and I think we need bolder research that argues and makes assertions and courageous claims with the intent of effecting positive change. Or at least shedding light on and generating conversations surrounding various educational issues with the purpose of challenging status quo educational research and practices.
The term argument did not strike me as odd because of the placement of the word within a discussion about searching for relevant literature, stepping back and creating a conceptual framework, and then delving into more literature. The argument for why we are asking the questions we are asking as well as what other literature is out there to support the framework we have set out to use. Rallis and Rossman also suggest that it should include an acknowledgement of other viewpoints and a response. This last part reminded me of our conversations about humility last semester, which puts a softer edge on the word argument.
ReplyDeleteThe word alone, as several of my classmates have noted does have a negative connotation in normal language, but it seemed like an appropriate description for why we do and write about research in the way that we do. Although I think it seems appropriate in this context, it is not a term I remember using in the Education Research Methods course. We are building an “argument” for a way of thinking and interpreting a concept and subsequent data. What did strike me as especially noteworthy was reading this in light of the previous couple chapters that discussed how our questions are inherently value-laden. The need for more than one source and acknowledging other viewpoints becomes more apparent in this context.
I believe that in the realm of social science, empirical research is conducted to prove a point or a side of an argument – the side that is not been followed through by a majority of the field. I want the research that I eventually conduct to identify/promote best practices and policy change for the field of special education. I believe that there is a strong need for research in special education to prove to policy makers and administrators that special education students and teachers are in desperate need of additional support and resources in order to receive or provide quality education. The need for this research comes from the policy makers continuously decreasing the level of funding special education programs receive and I want to argue against this believe that the field of special education does not require additional support. Empirical research is conducted because there are those who want to change the current level of practices and disrupt the “status quo”, because the level of status quo is not benefiting their group. I believe that research is often done to show the other side of the argument.
ReplyDeleteAt first, the term argument to me meant that we are trying to convince someone of a "right or wrong idea," you are arguing to ensure they only understand your view. Naively that was my first thought around the term argument but I think in the context of research, you are still trying to convince someone of something but in a way that allows you to debate ideas and present concepts that might be new or different for someone. Rallis and Rossman presented ideas that tried to distance the word argument as a negative connotation and created a metaphor that it was more like a conversation. I think this helped me to define argument in a way specifically for research. Researchers have to focus on a specific need and help others see how their research is helping to grow knowledge or advance practices in an area.
ReplyDeleteTypically in the case of an argument, you want to present evidence and findings that support your case or issue. In research we want to do the same, provide supporting evidence and documentation that justify the research and support our hypothesis."To build an argument is to state how you understand a phenomenon—your central claim or thesis—that is supported with reasons and evidence; considerations of alternative views; and putting forward a rationale," is a direct quote from Rallis and Rossman, that supports the notion of an argument and its importance in any research. Social science research can be difficult to explain or justify to others, we need to have a solid argument to support out work.
Allison Toney
DeleteBefore reading this chapter, when I heard the term “argument” in research, I knew of it as being a way of taking a position on a particular cause, etc. while providing evidence to support the claim/position. Therefore, I think that an argument is important in conducting empirical research and fits in with my conceptions of educational research. Most of what I do while teaching is based on empirical research. The strategies and practices that are implemented in our school are from empirical-based research including articles and books. I feel that I am continuously “arguing” why certain research practices are used and why we don’t use some.
ReplyDeleteWhile being in the program, I increased my knowledge of what an argument is. It is not necessarily who is right and who is wrong, but a way to provide evidence to support a claim. The claim can be debated by other people who have other ideas and might bring a different perceptive to the table. Additionally, I feel that it is a way to build upon research… kind of like how we learned how each philosopher built of each other in the last class. As researchers, we continue to build of previous ideas through our argument/claims.
In my opinion, all research is rooted in either an argument or to test a novel idea. Without an argument, one would not have the grounding to complete research. Research would be based on what, if not an argument? Without an argument, researchers would not have a direction or purpose for their work. Rallis and Rossman point out that an argument is how a researcher defines their hypothesis and supports it with evidence from the field with other views and rationale included. The authors list many clarifying statements but I think the most important is, “the argument and its supporting evidence are made explicit through warrants, which bridge the gap between the evidence and the claim or assertion, providing reasoning that shows the relevance of the evidence to the claim”. This point suggests the need for an argument to be grounded in evidence from the field. This evidence allows the researcher to connect their claims to what is happening in real life and why it all matters. It puts the importance of research into perspective for others in the field, those who the research affects and the general public. Without this crucial step, the research would be useless. I would argue that research with no practical grounding is essentially useless.
ReplyDeleteKayla Diggs Brody
DeleteDeveloping an argument is, I think, an important component of social science research. I think it gels well with my own perspective of the research process, but that may have to do with my background in liberal arts (English) than anything else. For research, it seems to me that at any point in the research process, an argument becomes necessary in order to demonstrate the purpose of the research being conducted. If you go into any project without an argument, then after any stage (Data collection, instrument creation, analysis, results, discussion, recommendations) the argument must be clear in order to portray to readers, or even to yourself, where the information is meant to go. Even if the project is qualitative-narrative or descriptive in nature, an argument emerges implicitly through simply putting the information into the space of research, and if an argument is not established, or at least acknowledged, then the information can be used as a way to misinform. To see how misinformation can happen without an argument being presented, you can just look at all of the de-contextualized health miracle news articles or any information spoken by the current administration in the federal government. An argument, whether created explicitly prior to-or during the research process or manifested implicitly by the descriptive data is essential to the spread of reliable information. An argument allows other readers and yourself to have a guiding direction towards the third way of knowing--whether it is as the world really is. Without the argument, that question has no direction towards even being answered, I think.
ReplyDeleteI agree with Rallis and Rossman’s point about developing an argument as a key component of social science research. I find it critical to sharing new ideas and gives the researcher the opportunity build on a combination of theories and literature to support their reasoning. This is necessary because no one argument is the same and even if an argument is like another, the reasoning or related claims can be different. After 1 year in my program I am better understanding that having a concrete argument isn’t only important to me as the researcher, but it is also very important to my audience.
ReplyDeleteIn this case, the argument must be clear, concise and provide enough reasoning for the audience to follow and understand. What has been most helpful in thinking about my position and stance is using the series of statements to form my argument. Initially, I thought about my position needing to be one streamlined idea, however, I am finding that it is more of a combination or logical flow of statements that build to one main argument. According to Rallis and Rossman this is needed to “convince” others. With that, I am wondering how this works when the audience is not convinced. Despite the clarity, multiple statements, thorough evidence, the argument can still be dismissed. I am trying to determine how do I, as a researcher deal with that. Especially because I feel like my work is rooted in notions of race equity and leadership for women which are nuanced topics. I am looking for more resources that further validate my arguments but also help with managing my own expectations about how my arguments will or will not be received.
According to Merriam-Webster, an argument is “a coherent series of reasons, statements, or facts intended to support or establish a point of view.” I agree that making an argument is crucial in any type of official research. I do not believe that points/ideas are taken seriously without some type of connection to the matter. Making an argument to support a cause can be beneficial in appealing to those who do not already have a personal connection to it. If one is simply inquiring about matters of the mind in practice, no official argument must be made as it is being done for personal, or at least proximal, benefit. However, the rationale behind decisions made should still be apparent to oneself and all involved. This fits well with my conceptions of educational research. If we are to perform research that will improve various facets of education, we must support our claims. Even in action, there must be reason.
ReplyDeleteDeveloping an argument for empirical research seems like a key component to me. It makes sense from a “let’s make changes” standpoint which is the ultimate goal. I feel it’s important to admit bias. Even if the researcher is not very reflective on how their opinion may have impacted the methodology and findings of the study, reviewers may know of bias because of the persuasive voice research has. When developing a hypothesis and examining the research base, researchers should (some do not) examine how they came to that belief or “knowledge” and how others may disagree and why. I believe it’s important to be a reflective researcher.
ReplyDeleteI feel uncomfortable making arguments sometimes, particularly as a younger doc student because I am not as well versed in the literature as colleagues and professors. I also believe that most doc students struggle with imposter syndrome and that social media has only made it worse. We constantly are scrolling through highlights of other peoples life and feeling inferior. I would “argue” this has created a generation of passive voice.
For me, the question of an argument in educational research hinges on evidence and what constitutes an adequate argument. The emphasis on quantitative analysis to prove an argument seems to me to eliminate a lot of nuance and description in making an argument that truly has the ability to be empowering. I remember when we all had to introduce ourselves and discuss our work in 710 last semester - everyone had a compelling and convincing argument for the work they were doing. I think R&R try to get at the bridge (or gap, or abyss) between that compelling argument and creating work that allows that argument to have an effect. Others above have written about the messiness of educational research; I think that the messiness enters when arguments are cut off before their full articulation within the field, either through limitations imposed by professors, funding sources, or other practical aspects, or because creating change and movement within the field is so difficult. CM
ReplyDeleteIn my reading as a doc student, I have realized that I often struggled to initially see the argument in scholarly articles and books. It's not something I usually look for and I often haven't thought about it before in my own writing. Becoming more aware identifying and stating arguments in research has helped me think about how to make a case in my own research/intended research. Having an argument fits easily with my concepts of educational research as I think about the need for definitive arguments in education and educational reform. In educational research, I think it is important to make arguments about what we see and for things we want to see happen in our field. Arguments also help us to think about the metaphor of conversation that Rallis and Rossman mention; our arguments bring new or continued conversations for the field to consider.
ReplyDeleteWhen I think about argument, I think about making clear comparisons to other concepts or theories. I think argument for me is not something that automatically comes to mind when I think about empirical research. I think it is more about finding information, being more descriptive, and adding to the literature on a topic. Sometimes, I don’t think it is about making an argument until the research or study is compared. Personally, I don’t think it benefits the field to always think of different information or assume different information as an argument. However, when research is stating that it compares or argues different concepts and theories it can benefit fields of knowledge. It can also “discredit” information that is not valuable or harmful to the field, like the vaccination and autism issue or corporal punishment as discipline. So overall, the idea of argument as a key component of social science research is not something that is reasonably comfortable for me unless the purpose of the research is compare or argue about what is more beneficial to knowledge. I would not assume it is automatically an argument.
ReplyDeleteI emailed this to Kurt last week because I was having trouble posting. Finally got it working. For what it's worth:
ReplyDeleteThe notion of constructing an argument is familiar and comfortable to me, even in the context of empirical research, because at its heart is the idea of effective communication. Whether building an argument, making a case, or crafting a research hypothesis, the basic premise is similar: convincingly communicate to an audience of disciplinary peers an original idea supported by observations and theories from one’s field. Regardless of inquiry methodology, one’s argument should be communicated clearly and directly. The rationale for the inquiry as well as the potential usefulness of any results should be well articulated. An educational research argument is most compelling when its logic is clear, its practical significance is illustrated, its theoretical underpinning is well constructed, and mulptiple perspectives have been acknowledged. I appreciate the conversation metaphor that Rallis and Rossman introduce on page 97 which comes from Booth, Colomb, & Williams (2008, p. 108): “In a research report, you make a claim, back it with reasons, support them with evidence, acknowledge and respond to other views, and sometimes explain your principles of reasoning”. Being in conversation with one’s audience, one’s readers, one’s field, and the population one’s research aims to serve adds dialectical, reflexive elements to the inquiry process. This dialogic process results in research arguments that are created with others in mind - an important aspect of research in any discipline but one that is essential in a field like education.