Dyscyplina naukowa i tożsamość naukowca
PDF

Słowa kluczowe

discipline
research
identity
scholar
multidisciplinarity

Jak cytować

Melosik, Z. . (2019). Dyscyplina naukowa i tożsamość naukowca. Studia Edukacyjne, (54), 7–26. https://doi.org/10.14746/se.2019.54.1

Abstrakt

The article is devoted to analysis of the relationships between the identity of scholar and her/his
research discipline. The historical, cognitive and social contexts of disciplines is considered against
the background of the university scholar identification. Besides the following issues are dicussed in
the article: institutionalization of the discipline, the role of epistemic communities, changing borders
of discipline, multidisciplinary approach to research, language of disciplines, status of disciplines and
the meaning of academic freedom.

https://doi.org/10.14746/se.2019.54.1
PDF

Bibliografia

Adjepong A., Historical Imperialism in Science: A Theory of the Relationship between History and Other Disciplines, International Journal of History and Cultural Studies, 2018, 4, 1.

Barković D., Challenges of Interdisciplinary Research, Interdisciplinary Menagemen Research, 2010, 6.

Bechtel W., The Nature of Scientific Integration, [w:] Integrating Scientific Disciplines: Case Studies from the Life Sciences, red. W. Bechtel, Dodrecht 1986.

Berlin I., The Concept of Scientific History, [w:] Concepts and Categories, Oxford 1980.

Bourdieu P., Homo Academicus, Stanford 1988.

Bourdieu P., Langugage and Symbolic Power, Cambridge 1991.

Burris V., The Academic Caste System: Prestige Hierarchies in PhD Exchange Networks, American Sociological Review, April 2004, 69, 2.

Chettiparamb A., Interdisciplinarity: a literature review, Southampton 2007.

Christie F., Maton K., Why disciplinaroty, [w:] Disciplinarity: Functional Linguistic and Sociological Perspectives, red. F. Christie, K. Maton, London 2011.

Clarke M., Hyde A., Drennan J., Professional Identity in Higher Education, [w:] The Academic Profession in Europe: New Tasks and New Challenges, red. B.M. Kehm, U. Teichler, Dordrecht 2013.

Cohen E.B., Lloyd S.J., Disciplinary Evolution and the Rise of the Transdiscipline, Informing Science: the International Journal of an Emerging Transdiscipline, 2014, 17.

Collins R., Credential Inflation and the Future of Universities, Italian Journal of Sociology of Education, 2011, 2.

Costley T., Flowerdew J., Introduction, [w:] Discipline-Specific Writing: Theory into practice, red. J. Flowerdew, T. Costley, London 2017.

Cross M.K. Davis, Re-thinking Epistemic Communities Twenty Years Later, Review of International Studies January 2013, 39/ 01, wersja online: http://www.iheal.univ-paris3.fr/sites/www.iheal.univ-paris3.fr/files/Rethinking_Epistemic_Communities_Twenty.pdf

Evans E.D., Gomez Ch.J. and McFarland D.A., Measuring Paradigmaticness of Disciplines Using Text, „Sociological Science”, nr 3, 2016.

Ewaluacja jakości działalności naukowej. Przewodnik, marzec 2019, s. 10; tekst dostępny online: https://konstytucjadlanauki.gov.pl/content/uploads/2019/03/ewaluacja-jakoscidzialalnosci-naukowej-przewodnik20190305.pdf.

Falk R., Falk R., Why Should Scientists Become Historians, [w:] Positioning the History of Science, red. K. Gavroglu, J. Renn, Dodrecht 2007.

Fanelli D., Glänzel W., Bibliometric Evidence for a Hierarchy of the Sciences, PloS One, 2013 (8)6; adres internetowy: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3694152/

Fourcade M., Ollion E., Algan Y., The Superiority of Economists, Maxpo discussion paper,14/3, Paris 2014, s. III, adres internetowy: http://www.maxpo.eu/pub/maxpo_dp/maxpodp14-3.pdf.

Fuller S., The Knowledge Book: Key Concepts in Philosophy, Science and Culture, Abingdon 2007.

Gable G.G., The Information Systems Discipline in Australian Universities: a contextual framework, [w:] The Information Systems Academic Discipline in Australia, red. G.G. Gable, S. Gregor, R. Clarke, G. Ridley, R. Smyth, Canberra 2008.

Geiger R.L., To Advance Knowledge: The Growth of American Research Universities, 1900-1940, New Brunswick 2004.

Gibbons M., Limoges C., Nowotny H., Schwartzman S., Scott P., Trow M., The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies, Stockholm 2005.

Gläser J., ‘Producing Communities’ as a Theoretical Challenge, TASA 2001 Conference, The University of Sydney, 13-15 December 2001, adres internetowy: http://writingourbiology105.qwriting.qc.cuny.edu/files/2014/08/Science-Community-Reading.pdf.

Greeno J., Theoretical and Practical Advances Through Research and Learning, [w:] Handbook of Complementary Methods in Education Research, red. J.L. Green, G. Camilli, P.B. Elmore, Washington 2006.

Guntau M., Laitko H., On the Prigins and Nature of Scientific Disciplines, [w:] World Views and Scientific Discipline Formation, red. W.R. Woodward, R.S. Cohen, Dodrecht 1991.

Haas P.M., Epistemic Communities, Constructivism and International Environmental Politics, London 2016.

Hammarfelt B., What is a discipline?: The conceptualization of research areas and their operationalization in bibliometric research, [w:] Proceedings of the 23rd International Conference on Science and Technology Indicators, red. R.C.T. Franssen Alfredo Yegros-Yegros,

Leiden 2018, s. 198, adres internetowy: https://www.diva-portal.org/smash/get/diva2:1248151/FULLTEXT01.pdf.

Hyland K., Disciplinary Differences: Langugage Variations in Academic Discourses, [w:] Academic Discourse Across Disciplines, red. K. Hyland, M. Bondi, Bern 2006.

Jacobs J.A., In Defense of Disciplines: Interdyscyplinarity and Specialization in the Research University, Chicago 2013.

Klein J.T., Crossing Boundaries: Knowledge, Disciplinarities, and Interdisciplinarities, Charlottesville 1996.

Knowledges: Historical and Critical Studies in Disciplinarity, red. E. Messer-Davidow, D.R. Shumway, D. Sylvan, Charlottesville 1993.

Krishnan A., What are Academic Disciplines? Some observations on the Disciplinarity vs. Interdisciplinarity debate, ESRC National Centre for Research Methods NCRM Working Paper Series, Southampton, January 2009, tekst online, http://eprints.ncrm.ac.uk/783/1/what_are_academic_disciplines.pdf

Lamont M., How Professors Think. Inside the Curious World of Academic Judgment, Cambridge 2009.

Lenoir T., The Discipline of Nature and the Nature of Disciplines, [w:] Knowledges: Historical and Critical Studies in Disciplinarity, red. E. Messer-Davidow, D.R. Shumway, D. Sylvan, Charlottesville 1993.

Lenoir T., Instituting Science: The Cultural Production of Scientific Disciplines, Stanford 1997.

Li C., The Study of Disciplinary Identity – Some Theoretical Underpinnings, HKBU Papers in Applied Language Studies, 2009, 13.

Mäki U., Scientific Imperialism: Difficulties in Definition, Identification, and Assessment, International Studies in the Philosophy of Science”, 2013, 27, 3, korzystano z wersji online:https://helda.helsinki.fi//bitstream/handle/10138/232395/MakiScImperialismISPS3sept2012.pdf?sequence=1.

Malinov A., On the Essence of History, Mediterranean Journal of Social Sciences, 2017, 6, 6.

McCulloch A., The disciplinary status of doctoral education, Higher Education Review, 2018, 50, 2.

Messer-Davidow E., Shumway D.R., Sylvan D., Introduction: Disciplinary Ways of Knowing, [w:] Knowledges: Historical and Critical Studies in Disciplinarity, red. E. Messer-Davidow, D.R. Shumway, D. Sylvan, Charlottesville 1993.

Mills D., Difficult Folk?: A Political History of Social Anthropology, New York 2008.

Mittelstraß J., The Order of Knowledge: From Disciplinarity to Transdisciplinarity and Back, European Review, 2018, 26, 2.

Moini R., Zahra Islamizadeh, Do We Need Discipline-Specific Academic Word Lists? Linguistics Academic Word List (LAWL), Journal of Teaching Language Skills (JTLS), 2016, 35, 3.

Neumann R., The Structure of Knowledge, [w:] The Routledge International Handbook of Higher Education, red. M. Tight, Ka Ho Mok, J. Huisman, Ch. Morphew, New York 2009.

Nis M., Mathematics and Mathematics Education Policy, [w:] Mathematics & Mathematics Education: Searching for Common Ground, red. M.N. Fried, T. Dreyfus, Dordrecht 2014.

Noordegraaf M., Schinkel W., Professional Capital Contested: A Bourdieusian Analysis of Conflicts between Professionals and Managers, Comparative Sociology, 2011, 10.

Parry S., Disciplines and Doctorates, Dodrecht 2007.

Parsons T., Platt G.M., The American University, Harvard 1975.

Phare R., Patterns of Knowledge Communities in the Social Sciences, Library Trends, Fall 1996, 45, 2.

Post R.C., Debating Disciplinarity, „Critical Inquiry”, vol. 35, Summer 2009.

Pye G., Interdisciplinary Research and the Early Career Researcher, [w:] Positioning Research: Shifting Paradigms, Interdisciplinarity and Indigeneity, red. M. Kumar, S. Pattanayak, Los Angeles 2018.

Quigley S.A., Academic Identity: A Modern Perspective, Educate, 2011, 11, 1.

Renner R.G., Subversion of Creativity and the Dialetics of the Collective, [w:] Collective Creativity. Collaborative Work in the Sciences, Literature and the Arts, red. G. Fischer, F. Vassen, Amsterdam 2011.

Rhoten D., Pfirman S., Women in interdisciplinary science: Exploring preferences and consequences, Research Policy, 2007, 36.

Rowland S., Enquiring University. Compliance and Contestation in Higher Education, New York 2006.

Savage M., Political Sociology. The Blackwell Companion to Sociology, red. J.R Blau, Malden 2004.

Schwab J., Science, Curriculum, and Liberal Education: Selected Essays, red. I. Westbury, N.J. Wilkof, Chicago 1987.

Scott J.W., Academic Freedom: The Tension Between the University and the State, [w:] Academic Freedom: The Global Challenge, red. M.I.S. Roch, Budapeszt 2018.

Shiro M.M., Curriculum Theory: Conflicting Visions and Enduring Concerns, London 2008; korzystano z wersji internetowej; adres https://us.corwin.com/sites/default/files/upm-binaries/16446_SchiroWebExtensionActivities.pdf

Smart J.C., Feldman K.A., Ethington C.A., Academic Disciplines: Holland’s Theory and the Study of College Students and Faculty, Nasville 2000.

Stichweh R., History of Scientific Disciplines, [w:] International Encyclopedia of the Social & Behavioral Sciences, red. N. Smelser, P. Baltes, J.D. Wright, Amsterdam 2001.

Stichweh R., The Sociology of Scientific Disciplines: On the Genesis and Stability of the Disciplinary Structure of Modern Science, Science in Context, March 1992, 5, 01.

Strand T., The discipline of education in a world of change, Nordisk Pedagogik, 2007, 27.

Strauss D.F.M., Philosophy: Discipline of the Disciplines, Grand Rapids 2009.

Sugimoto C.R., Weingart S., The Kaleidoscope of Disciplinarity, Journal of Documentation, July 2015, korzystano z wersji online, bez stron, adres internetowy: https://www.researchgate.net/publication/281161918_The_kaleidoscope_of_disciplinarity.

Szostak R., Gnoli C., López-Huertas M., Interdisciplinary Knowledge Organization, Switzerland 2016.

Tan M., Lim K.Y.T., On the Nature of Disciplinary Intuitions, [w:] Disciplinary Intuitions and the Design of Learning Environments, red. K.Y.T. Lim, Singapore 2015.

Tymoczko T., Structuralism and Post-modernism in the Philosophy of Mathematics, [w:] Mathematics, Education and Philosophy: An International Perspective, red. P. Ernest, London 1994.

Waibel M., Interpretive Communities in International Law, Legal Studies Research. Paper Series, University of Cambridge Faculty of Law, Cambridge, Paper no. 62/2014, October 2014, adres internetowy: https://www.researchgate.net/publication/299874831_Interpretive_Communities_in_International_Law.

Westbury I., Wilkof N.J., Introduction do książki: J. Schwab, Science, Curriculum, and Liberal Education: Selected Essays, red. I. Westbury, N.J. Wilkof, Chicago 1987.

Willits F.K., Brennan M.A., Changing Perceptions of the University as a Community of Learning: The Case of Penn State, International Journal of Teaching and Learning in Higher Educations, 2016, 28, 1.

Woolgar S.W., The Identification and Definitions of Scientific Collectivities, [w:] Perspectives on the Emergence of Scientific Disciplines, red. G. Lemaine, R. Macleod, M. Mulkay, P. Weingart, Hague 1976.