ACTION RESEARCHIn this special issue we want to reflect on the characteristics of action research and stimulate the discussion on the relevancy, adequacy and consequences of this kind of social scientific research, that differs in important ways from the traditional forms of research. As will be illustrated in the contributions to this issue, there are many possible definitions of action research. A core definition most action researchers probably could agree on is to describe it as scientific social research which is participatory and practice-oriented, which aims to find solutions to social problems and to emancipate individuals and groups confronted with such problems. Even with regard to this basic definition, there is theoretical debate about the specific implications of the constituting elements, though.To start with the participatory element of action research, a point of discussion is to what extent the subjects in the research field will have to be involved. What is clear, is that within action research, the social scientist and the people involved in the research have a subject-subject relationship. But with respect to how far the influence of the researched subject must go, action researchers hold different positions. To some, the essence of the 'subjecthood' lies in the fact that action research is a hermeneutic kind of research. This means that the researcher has to be a participant (at least virtually) in the life of the researched party to be able to interpret its actions. Others take this hermeneutical approach a step further and claim that researcher and researched have to collaborate in research to be able to generate useful knowledge. This standpoint is for instance clearly reflected in the form of action research that is called co-operative inquiry. And there are also action researchers who believe that a one-way interpretative research strategy does not suffice, neither from an epistemological nor from an emancipatory point of view. In their view, researcher and researched have to communicate about their mutual interpretations of the social situation under study and start a dialogical reflection on the problematic aspects and possible solutions to it.

Wicked Philosophy. Philosophy of Science and Vision Development for Complex Problems provides an overview of the philosophy of the natural sciences, the social sciences and the humanities, and explores how insights from these three domains can be integrated to help find solutions for the complex, ‘wicked’ problems we are currently facing. The core of a new science-based vision is complexity thinking, offering a meta-position for navigating alternative paradigms and making informed choices of resources for projects involving complex problems. The book also brings design thinking into problem-solving and teaching, fostering construction of an integrative approach that bridges structure and action amplified by transdisciplinary engagement of stakeholders in society. It is not always easy to set up a succesfull philosophy course for students in other programs. The author of Wicked Philosophy, Coyan Tromp, has experience in designing courses on philosophy of science for various Bachelor programs. You can find two examples here. The first example is for an introductory course to an Interdisciplinary Philosophy of Science, which is specifically suited for programs focusing at complex problems such as sustainability or health issues. The second example is a program for a course on (Philosophy of) Science in a Post-Truth Society. More examples are also available (e.g. a program in which Philosophy of Science is combined with Vision Development and Future Scenarios). In addition to the program, the author can also provide a workbook with lesson plans, both for online and on campus settings as well as additional literature suggestions for Dutch and French programmes. Please contact us at marketing@aup.nl for questions or extra material.

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Wicked Philosophy. Philosophy of Science and Vision Development for Complex Problems provides an overview of the philosophy of the natural sciences, the social sciences and the humanities, and explores how insights from these three domains can be integrated to help find solutions for the complex, 'wicked' problems we are currently facing. The core of a new science-based vision is complexity thinking, offering a meta-position for navigating alternative paradigms and making informed choices of resources for projects involving complex problems. The book also brings design thinking into problem-solving and teaching, fostering construction of an integrative approach that bridges structure and action amplified by transdisciplinary engagement of stakeholders in society.

No abstract