10/23/81 DEAN NEUBAUER PRESENTATION

 

Part A

NEUBAUER's ARGUMENT OUTLINE

I. ADMINISTRATIVE ORIENTATION
1. Psychology Department's role in the Social Sciences
2. What types of Psychology are there? ("what paradigms")
3. Utilization of Knowledge is the guiding direction to take
II. PRAGMATIC-PHILOSOPHICAL CONTEXT
4. The private social ecology that is the base support of science
5. The public service of the University role is to be defined
6. The new epistemology and re-appraisal of 'scientism'
III. RESEARCH AND TRAINING DIRECTIONS FOR THE 1980s
7. The new process of Proffessionalization of the scientist
8. Applied empiricism and academic field training
9. Social Biology and Biological Economics: the new Methodologies and Epistemologies of the future
IV. SUMAARY IMPLICATIONS
a. Warning of anti-intellectuality and demand that science be responsible to accountability;
b. Let's get set to" kicking our paradigms around make sure we're not stuck in "trivialization of science";
c. Let's be responsive to "citation index" as an indication of a scientist's "weight" (or breadth of influence).;
d. Let's establish a "collective resource information system" in the Social Sciences.

I don't know if you had this organization in mind, but at any rate it shows you what got across and in what chunks I indexed your monologue. Now I would like to show you how I use graphic concepts as dynamic diagrams to elevate the sequential presentation to nested structure I call "ennead" (meaning "nine-fold"). The units shown above (1 through 9 ) would not have been clear if I had not had the following graphic structure on my note pad as I was listening to your presentation:

 

Part B: Neubauer's argument outline: Ennead Structure:

 

The accompanying ennead structure may be discouragingly complicated for the casual reader; but it pays to try to read it as if it were "a conceptual map" from which dynamic properties of the situation depicted may thus be inferred.

To read the graphic concept -- your own, actually -- follow the numbers, the arrows, the concentric circles, and the titles within them. The following prepositional sentences are in the diagram:

 

i) the administrative orientation issue precedes (i.e., functions as "innermost cause"), gives rise to the pragmatic context, out of which the research directions and programs come;

ii) knowledge utilization or policy sciences are the "outermost" effects or resultants of the underlying paradigms;

iii) the new epistemologies are direct outcomes of the university role of public service, which in turn is but an outcome of the underlying social ecology that creates and supports scientists;

iv) there is an on-going deep lying process of professionalization of the scientist going on which is the governing factor in the new applied empiricism, and will give rise in the 1980s to the new methodologies and epistemologies;

v) kicking your paradigm around follows from the motive orientation in the new epistemologies that scientists be responsive to the social structure of the community that creates them; etc. etc.

 
There are many more propositions derivable. The test is whether they represent your views, both stated, and implied. I am only beginning with this idea of a "listening tool" but it looks like it also helps the scientist think better or more clearly, i.e., it is a "methodology" for theory-building in the Social Sciences.   More later. Aloha.

Leon James

P.S. I am attaching class handout materials based on this method of presentation. You may draw additional implications for your thesis by reading these additional diagrams and matching the numbers 1 through 9 for all diagrams, since they are in correspondence!!!


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