Various historical aims of research

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1 Updated The second Stage Various historical aims of research Introduction To assist the forward movement of students we have provided knowledge of research. Using a brief understanding we have provided notable historical theories. These theories provide a background upon which researchers can build. Using these theories, we aim to assist the next stage and place research into perspective and context. When researching, reference to a time is key. Methodology In this study, we have provided various reasons for research to fall-into-place. It has been recognised longitudinal studies are used to study change and find trends over time. The most appropriate form of research to present this research is to present it as a longitudinal study. A date has been presented against the research theories to highlight their development in time and to emphasise the continued development of research techniques. Here we have identified various historical theories. Here we have explained the power of positivism. Each theory has reason to be applied to specific research. With these, we aim to assist the student place research into perspective. Here we have emphasised how opinions 1

2 have changed over time and given a brief reason for these changes. By presenting these methods of study, we have provided a background of research. Findings Out of the research options, related beliefs need to be followed to arrive at a justified answer. Doing this will allow a thesis to follow preferred objectives. Below some major theorists are presented. They had opposing ideas on ways to conduct research. The researcher needs to recognise there is a need to give reason to alternate forms a research. These forms of presenting research present an excellent historical base from which to present a particular research perspective. For instance, Auguste Comte ( ) had some influences in his life that have benefited and furthered human-kind. Auguste Comte s father was a tax official. Auguste Comte s mother and father were both monarchists and Roman Catholics. At school, Comte proved to be a brilliant mathematician and scientist. Auguste Comte attended the University of Montpellier. While getting older, Comte had grown up in the wake of the French Revolution. Inspired by the French Revolution and opposing his parents he rejected religion and royalty. Instead, he focused on the study of society. Building on the political knowledge he had gained, Comte favoured republicanism. Comte met Henri de Saint- Simon, a social theorist who was influenced by communism. Saint-Simon was an early 2

3 founder of European socialism. Deeply influenced by Saint-Simon, Comte became his secretary and collaborator [1]. Comte developed his positive philosophy. Positive philosophy was later to become known as positivism. Comte was, therefore, seen as the founder of positivism. To answer a question, he broke a questioned subject into two categories. Using his view, on the one side, there were the forces that hold society together ("social statics" (to be presented using a quantitative methodology)). Alternately, there are the forces driving social change ("social dynamics" (to be presented through qualitative methodology)). Comte's ideas and use of scientific methods greatly advanced the field of scientific research. Comte continued to attempt to unify history, sociology and economics through the scientific understanding of society. At the time, Comte s subject of interest was described as social physics. Social physics later came to be known as sociology [1]. Comte s work was widely known by Europe s intellectuals and influenced the thinking of Karl Marx, John Stuart Mill and George Eliot. Karl Marx ( ) was one of the world s leading philosophers and economists while being recognised as a classical sociologist. Marx was the founder of communism and historical materialism [2]. Communism is where the State makes political and social arrangements. Here the state controls the means of production. Communism involves a totalitarian control of society. Communism collapsed in the Soviet Union in Although, communism still influences in oriental countries such as China, North Korea, Cuba, and Vietnam [6]. Historical materialism relates to Marx s belief in society and history. History explains why a society came into existence, built through using such forms as the state, religion, and a market [2]. 3

4 Emile Durkheim ( ) was a sociologist. He believed sociology should be studied through observation. Durkheim was a founder of functionalism. Functionalism seeks to explain the existence of social structures by the role they perform in society. Here the research focus is the use of inductive logic. Inductive logic is arrived at by presenting interdependent parts. There may be relationships. Deductions may or may not be made. Here a specific society needs to be questioned, rather than the individual [3]. For instance, a whole government involves the use of various departments to function and run the United Kingdom. Part of a government could not run the UK on its own. Part of a government could be questioned in the said way. For instance, the Social Security is one social structure of the UKs government. Within this social structure, there are specific interrelating parts. Inductive reasoning presents a flexible view of research. In this example, research should involve a specific area in the Social Security. To continue this belief, a microform of research needs to take place from the whole structure. For instance, a functional explanation of crime would be that it serves to mark out through punishment by the State, the boundaries of socially acceptable behaviour. Examples of this functional explanation should be presented. Functionalism was the scientific positivism of its day [3]. Max Weber ( ) was an empiricist of the natural sciences. Weber s philosophy involved the distinction between the external world, which involves either the phenomena we perceive or noumena involved perceiving consciousness [4]. To clarify these points, Weber discusses how reality meets the individual. For instance, phenomena are the appearances that constitute our experience while noumena are the (presumed) instances, which constitute a person's reality. Noumenon is itself inaccessible to experience. Phenomenons are referred to as a base or cause. Noumena 4

5 should then be defined in contrast to observable phenomena. Here Positivism; both quantitative and qualitative approaches have reason to be used. Document take on a specific form. A specific written form is chosen to identify with the document being written [5]. For instance, the document may follow a memo, a report, an essay, a dissertation, etc. The specific written form provides a reason to write a document in a specific way. Each written form has an aim. A document is written to achieve this aim. Presently positivism is the philosophy of science. Although, positivism has been misused to be applied to almost any kind of empirical research without paying enough attention to the complexities of social meaning. Positivism stands squarely within the empiricists tradition. When considering metaphysical speculation, speculation is rejected in favour of positive knowledge based on systematic observation and experiment [5]. Discussion It is shown, over time, different methods of studying have developed for varying reasons. Students aim to write to provide knowledge. Students write to provide emphasis of a subject. Social theorists provide the knowledge to write in different ways. For instance, Comte s positivism produces information that shows the forces that hold society together using social statics (quantitative methodology) and social dynamics (qualitative methodology). Alternately, there may be a reason to continue Durkheim s view and explain the existence of a social structure through functionalism (although writing in this way follows inductive 5

6 reasoning). So focus is presented by the researcher s own vision of reality. Additionally, a researcher may have more of an inclination to present Weber s distinction, which recognises that there are differing views on reality. Either phenomenon we perceive, or a noumena {that are presumed instances), constitute an individual s reality. Here both quantitative and qualitative approaches have reason to be used. Students aim to write to provide knowledge. Students write to provide emphasis of a subject. Educationally and presently, positivism is the continued philosophy of science. Positivism relates to empirical research. Documents are written with a specific aim. Documents take on a specific form. A written form follows the documents specific aim. Alternately, all these theories may be used when researching one instance to highlight the different results. Additionally, a researcher must define which written form to use to write. A student may be able to show reason to define his own individual form of thinking. Tradition needs to be continued. Everything has meaning. Tradition and meaning need to be continued. Conclusion We aim to assist the forward movement of students. Students aim to write to provide knowledge. Students write to provide emphasis of a subject. Presently positivism is the philosophy of science. Please be aware, society appreciates and so works on the application of history. Although, recently positivism has been misused to be applied to almost any kind of empirical research without paying enough attention to the complexities of social 6

7 meaning. A definition would present a definite definition of the social meaning of research. Metaphysical speculation has no reason to involve systematic observation and experiment. Social theorists have viewed social theory in different ways. There are varying written forms researchers follow. In each document, researchers must choose a specific form to follow. When writing a researcher then have the ability to apply a different written option. Recommendations Students need to build up knowledge of written concepts. Such as, knowing who wrote a specific direction. There needs to be an understanding of the concepts of each theorist. Keep written distinctions of each theorist and theories. Knowledge of such fundamental concepts will pay dividends in the future. For instance, such knowledge will assist the knowledge of the varying, and possible written directions. A researcher must choose and specify a specific written direction. When using a specific written direction introduce this understanding in the documents introduction. Gain knowledge and use history as a pathfinder. Theories can be built. Theories are built with reason. With knowledge, a researcher will have written ability and have reason to show written confidence to his tutor. When providing such distinction, it provides a reader with faith in the researcher's written ability. With faith, a response has reason to arise. With reason, others will have a reason to become connected to a researcher's documents. With a need for such knowledge, employers will then have a need to get to know a knowledgeable researcher. Therefore, with knowledge comes ability and people have reason to know ability. 7

8 Bibliography [1] Jary and Jary. (1991) Collins Dictionary of Sociology. Harper Collins Publishers. p [2] Lawson and Garrod. (2001) Dictionary of Sociology. London: Fitzroy Dearborn Publishers. p.181 [3] Lawson and Garrod. (2001) Dictionary of Sociology. London: Fitzroy Dearborn Publishers. p.199 [4] Lawson and Garrod. (2001) Dictionary of Sociology. London: Fitzroy Dearborn Publishers. p.199 [5] Mary Holden and Lynch. Guide to methodological ability, available from h_philosophy_rikon_group.pdf, via [17/10/2015] Please be aware, the level of knowledge provided increases as this paper continues. Reference: EA. DL. 2 All Rights Reserved 8

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