Methodological Diversity
Last week's post began with I am depressed; this week's ought to begin with I am unsure.
In
Conduct of Inquiry in IR, Jackson
argues that neopositivism, critical realism, analyticism, and reflexivism each
contain fundamental assumptions about (1) the “hook-up” between the world and
the researcher’s mind, and (2) commitments regarding empiricism and
observation. These four ideal-typical philosophical ontological “stances” are
“themselves incapable of being definitely justified” (Jackson, 2010: 196). These
underlying philosophical ontological components of each of Jackson’s four wagers
do not, however, seem equal. As a component of critical realism transfactualism
relates to “undetectable properties of both observable and unobservable
objects” (Jackson, 2010: 89). Within reflexivism, however, transfactualism
relates “not [to] knowledge of specific outcomes”… but to “disclose historical
forces and factors shaping the present” (Jackson, 2010: 160). Do the meanings
of philosophical ontological components related to empiricism therefore depend
on previously made assumptions regarding mind-world “hook-up”?
The remainder of this discussion
is promised on the following: I do not dispute the need for pluralism, but I do
not necessarily see how such pluralism should take form in practice. If what Jackson recommends is that we apply
ontological assumptions based on the research questions we ask and the sort of
knowledge we try to produce, is it possible to overcome personal biases among
researchers regarding which knowledge-production efforts are most useful? If
for instance, we concede that neopositivism makes certain assumptions regarding
the mind, the world, and empiricism that align with a particular research
question, is it possible to put on the neopositivist hat for that project and
then take it off again when another question approaches that may not be so well
aligned with neopositivist assumptions? Basically, can Jackson’s pluralism occur
within one individual researcher? Or must a researcher be rigid in her/his
commitment to particular philosophical ontological assumptions when asking
certain questions, albeit open-minded enough to other researchers having
different assumptions?
As
Banks and O’Mahoney (2010) remark: “the practice of IR rarely fits neatly
into one of his four philosophical-ontological boxes” (12), Jackson’s book is at once an ideal-typifying
exercise (cf. Jackson, 2010: 37) and a denaturalizing exercise (cf. Jackson,
2010: 43-44). Are there research endeavors that are so complex that they
straddle multiple philosophical ontological realms? It might be an interesting
challenge to conceptualize other examples of possible unclear combinations
across ideal-typified philosophical ontologies.
On a slightly different, but related, note, consider
Grynaviski’s discussion of Jackson’s position regarding Waltz’s ideal-typing: “There
is no meaningful sense in which a falsifiable hypothesis generalizing across
multiple cases might be developed because these coincidental causes vary by
case. Therefore, the only plausible test of Waltz’s theory, using his “own
clearly-declared allegiance to such a methodology,” (2010: 151) is to focus on
specific cases to see if the pressures at work in Waltz’s theory help structure
explanations” (Grynaviski, 2010: 7). If we accept Jackson’s account of Waltz’s
work, must we also accept that it is inappropriate to convert Waltz’s declared methodological allegiance into another
methodological paradigm for our own use? What I am trying to get at with this
question relates to the manner in which knowledge is intertextually produced.
New authors produce new knowledge partially by reproducing claims from earlier
works through the lens of their own perspective and through the synthesis of
multiple texts. If that’s the case, what’s so wrong about taking Waltz’s
theory, accepting that it is rooted in analyticist assumptions, and
interpreting it using different methodological assumptions to see whether
different types of knowledge-claims can also be derived from it? Is there
something about philosophical ontological assumptions that precludes such
intertextual reinterpretation of theories grounded in specific methodological
foundations? (Or is this just something neopositivists do--somehow intrinsic to their philosophical ontological stance (cf. Jackson, 2010 symposium: 22)?)
After all, I do not see Jackson arguing that we should not
break down neopositivists’ testable conjectures and create ideal-types from
them; nor that we ought to not use the theories posited by both categories of
dualists and reflexively reformulate them in order to achieve an emancipatory
agenda through denaturalization. In fact, to me it seems that reflexivism all
but necessitates that we reposition claims that are bound to other philosophical ontologies! (Is the only difference that neopositivists are the ones going around criticizing work rooted in other methodologies as not living up to neopositivists' own assumptions?) So let me rephrase my previous question: Is there something about philosophical ontological assumptions that
precludes such intertextual reinterpretation of theories grounded in specific
methodological foundations, or is this critique of neopositivists reframing Waltz just a shot at
neopositivists’ dominance in the field?
1 Comments:
I am interested in this idea of intertextual possibilities and it reminds me of the Inayatullah and Blaney piece and their call for a reading of texts that goes beyond the "dominant" reading of those texts (to get the recessive voices). Is the project of pluralism (which I feel like putting into scarequotes) to create a conversation and respect between/among IR scholars with differing ontological and epistemological views/approaches? I think the underlying question is that if the dominant view/approach in IR does not even allow for this opening, than why should "alternate" view/approaches engage in trying to enter into this project without reciprocity? As I was re-reading this text, I was thinking about how much the search for causality just seems to be an inherent assumption in so much of our educational practice and training that to step out of that kind of thinking demands "thinking space" and boundary breaking.
Post a Comment
<< Home