Book contents
- The Cambridge Handbook of Undergraduate Research
- The Cambridge Handbook of Undergraduate Research
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Foreword
- 1 Introduction
- Part I Theory and Research on Undergraduate Research
- 2 Theory and Research on Undergraduate Research
- 3 Undergraduate Research
- 4 Undergraduate Research
- 5 Undergraduate Research
- 6 Undergraduate Research
- Part II Implementation, Approaches, Methods
- Part III Disciplines
- Part IV International Perspective
- Part V Avenues for Developing Undergraduate Research
- Index
- References
6 - Undergraduate Research
A Philosophical View
from Part I - Theory and Research on Undergraduate Research
Published online by Cambridge University Press: 11 August 2022
By
Book contents
- The Cambridge Handbook of Undergraduate Research
- The Cambridge Handbook of Undergraduate Research
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Foreword
- 1 Introduction
- Part I Theory and Research on Undergraduate Research
- 2 Theory and Research on Undergraduate Research
- 3 Undergraduate Research
- 4 Undergraduate Research
- 5 Undergraduate Research
- 6 Undergraduate Research
- Part II Implementation, Approaches, Methods
- Part III Disciplines
- Part IV International Perspective
- Part V Avenues for Developing Undergraduate Research
- Index
- References
Summary
Undergraduate research requires students to address key contemporary issues that challenge democratic society: how knowledge develops, how truth is established, and the importance of values and relationships within the scientific endeavor. This chapter argues that undergraduate research rests on, and has grown as a consequence of, changes in how knowledge is produced, including the freeing of disciplinary boundedness and the democratization of knowledge production. The latter is fundamental to undergraduate research because it raises questions about the relationship of research to society. It critically questions who the scholars are in universities and challenges elitist notions regarding the generation of knowledge. The chapter argues that fundamental philosophical challenges that underpin traditional research, and still persist in research practice, have provided opportunities for new forms of research and pedagogy. As such, undergraduate research has the capacity to transform students’ lives and to teach them how to live and work in a complex society characterized by ambiguity and unpredictability.
Keywords
- Type
- Chapter
- Information
- The Cambridge Handbook of Undergraduate Research , pp. 72 - 84Publisher: Cambridge University PressPrint publication year: 2022
References
Aristotle. (1890). The ethics of Aristotle: With introductory essay by George Henry-Lewes (The Nicomachean Ethics). (Chase, D. P., Trans. newly revised) (pp. 173–200). Walter Scott Publishing Co. (original work published in ancient Greek ca. BCE 350).Google Scholar
Barnett, R. (1997). Higher education: A critical business. Society for Research into Higher Education and the Open University Press.Google Scholar
Barnett, R. (2000). Realizing the university in an age of super-complexity. Society for Research into Higher Education and the Open University Press.Google Scholar
Barnett, R. (2008). A will to learn: Being a student in an age of uncertainty. Society for Research into Higher Education and the Open University Press.Google Scholar
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing: The development of self, voice, and mind. Basic Books.Google Scholar
Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57(3), 195–203.CrossRefGoogle Scholar
Boker, J. (2012). University of the future: A thousand year old industry on the cusp of profound change. Ernst & Young.Google Scholar
Bovill, C., & Felten, P. (2016). Cultivating student–staff partnerships through research and practice. International Journal for Academic Development, 21(1), 1–3.Google Scholar
Boyer, E. (1990). Scholarship reconsidered: Priorities for the professoriate. The Carnegie Foundation for the Advancement of Teaching, Princeton University.Google Scholar
Brew, A. (2001). The nature of research: Inquiry in academic contexts. Routledgefalmer Research.Google Scholar
Brew, A. (2006). Research and teaching: Beyond the divide. Palgrave Macmillan.CrossRefGoogle Scholar
Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66(5), 603–618.Google Scholar
Bronstein, D. (2016). Aristotle on knowledge and learning: The Posterior Analytics. Oxford University Press.CrossRefGoogle Scholar
Code, L. (1991). What can she know? Feminist theory and the construction of knowledge. Cornell University Press.CrossRefGoogle Scholar
Collins, H. M., & Evans, R. (2008). Rethinking expertise. University of Chicago Press.Google Scholar
Collins, H., & Pinch, T. (1998). The Golem: What you should know about science. Cambridge University Press.Google Scholar
Comte, A. (1971). The positive philosophy (Martineau, H. & Chapman, J., Trans., 1853). Reprinted in Thompson, K. & Tunstall, J. (Eds.), Sociological perspectives (pp. 18–32). The Open University Press.Google Scholar
Connell, R. (2020). Southern theory: The global dynamics of knowledge in social science. Routledge.CrossRefGoogle Scholar
Connell, R. (2019). The good university: What universities actually do and why it’s time for radical change. Monash University Publishing.Google Scholar
Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. Allen & Unwin.Google Scholar
Descartes, R. (1962). A discourse on method meditations and principles (Veitch, J., Trans.). Dent (original work published in French 1637).Google Scholar
Dewey, J. (1976). Experience and education. Collier Macmillan (first published in 1938).Google Scholar
Donald, W. E., Baruch, Y., & Ashleigh, M. (2019). The undergraduate self-perception of employability: Human capital, careers advice, and career ownership. Studies in Higher Education, 44(4), 599–614.Google Scholar
Elton, L. (2000). Research and teaching: Conditions for a positive link. Teaching in Higher Education, 6(1), 43–56.CrossRefGoogle Scholar
Feyerabend, P. (1970). Consolations for the specialist. In Lakatos, I. & Musgrave, T. (Eds.), Criticism and the growth of knowledge (pp. 197–230). Cambridge University Press.Google Scholar
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. Sage.Google Scholar
Gibbs, P. (2015). Transdisciplinarity as epistemology, ontology or principles of practical judgement. In Gibbs, P. (Ed.), Transdisciplinary professional learning and practice (pp. 151–164). Springer.Google Scholar
Glassick, C. E., Huber, M. T., & Maeroff, G. I. (1997). Scholarship assessed: Evaluation of the professoriate. Jossey-Bass.Google Scholar
Greco, P. (2002). Virtues in epistemology. In Moser, P. K. (Ed.), The Oxford handbook of epistemology (pp. 287–315). Oxford University Press.CrossRefGoogle Scholar
Hattie, J., & Marsh, H. W. (1996). The relationship between research and teaching: A meta-analysis. Review of Educational Research, 66(4), 507–542.Google Scholar
Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching and Learning Inquiry, 4(2), 1–13.CrossRefGoogle Scholar
Hesse, M. (1980). Revolutions and reconstructions in the philosophy of science. Harvester.Google Scholar
Kant, I. (1961). The critique of pure reason (Abridged, ed.). Macmillan (original work published in German 1781).Google Scholar
Karukstis, K. K., & Elgren, T. E. (2007). Developing and sustaining a research-supportive curriculum: A compendium of successful practices. The Council on Undergraduate Research.Google Scholar
Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.). University of Chicago Press.Google Scholar
Maxwell, N. (1984). From knowledge to wisdom: A revolution in the aims and methods of science. Basil Blackwell.Google Scholar
Maxwell, N. (2014). How universities can help create a wiser world: The urgent need for an academic revolution. Andrews UK.Google Scholar
Mieg, H. A. (2019a). Forms of research within strategies for engaging in undergraduate research. Zeitschrift für Hochschulentwicklung, 14(1) 79–94.Google Scholar
Mieg, H. A. (Ed.) (2019b). Inquiry-based learning – Undergraduate research. The German multidisciplinary experience. Springer (open access). https://doi.org/10.1007/978-3-030-14223-0Google Scholar
Nowotny, H., Scott, P., & Gibbons, M. (2001). Re-thinking science: Knowledge and the public in an age of uncertainty. Polity Press.Google Scholar
Ozmon, H., & Craver, S. (1990). Philosophical foundations of education (4th ed.). Merrill Macmillan.Google Scholar
Popper, K. (1980). The logic of scientific discovery. Hutchinson (original work published in German 1934).Google Scholar
Reiss, M. J., & Straughan, S. (2001). Improving nature? The science and ethics of genetic engineering. Cambridge University Press.Google Scholar
Robertson, J. (2001). Human embryonic stem cell research: Ethical and legal issues. Nature Reviews Genetics, 2(1), 74–78.CrossRefGoogle ScholarPubMed
Sosa, E. (2007). A virtue epistemology: Apt belief and reflective knowledge (Vol. 1). Oxford University Press.CrossRefGoogle Scholar
Trowler, P. P., Saunders, M., & Bamber, V. (Eds.). (2012). Tribes and territories in the twenty-first century: Rethinking the significance of disciplines in higher education. Routledge.Google Scholar
Zimbardi, K., & Myatt, P. (2014). Embedding undergraduate research experiences within the curriculum: A cross-disciplinary study of the key characteristics guiding implementation. Studies in Higher Education, 39(2), 233–250.Google Scholar