Critical realism is the middle road between the extreme versions of constructivism and objectivism. It is applied here to liberal arts education in general, and specifically to liberal arts education for learners of English. Critical realism can help promote greater coherence in liberal education, and educators can apply critical realism as they develop a unified and purposeful curriculum of liberal arts content for learners of English. Critical realism also influences how teachers perceive the learning environment, and it affects how educators (...) think about learner and teacher beliefs regarding education. Moreover, critical realism can influence education in moral and political terms, enabling educators to critically infuse moral realism into the study of the liberal arts and sciences. (shrink)

The discipline of psychology has been poorly represented in critical realist texts to date. This is despite Bhaskar’s use of psychoanalytical concepts to underpin his concept of the dialectic. By comparison, other aspects of social science, such as sociology and economics, have a well-established body of critical realist texts. The original approach to psychoanalysis was analogous to the critical realist ontological-axiological chain. It moved from an ontological problem to an axiological solution. Freud’s eagerness to reframe psychoanalysis within a scientistic, objective (...) framework was perhaps due in part to the difficulties that he faced as European Jew in the fin-de-siècle. The application of the critical realist explanatory critique can contribute to our understanding of how and why the fragmentation of Freud’s legacies emerged. Critical realists should avoid the assumption that psychoanalysis is a unitary body of knowledge; as such, they should consider its various legacies separately. (shrink)

The theory of autopoiesis, that is systems that are self-producing or self-constructing, was originally developed to explain the particular nature of living as opposed to non-living entities. It was subsequently enlarged to encompass cognition and language leading to what is known as second-order cybernetics. However, as with earlier biological theories, many authors have tried to extend the domain of the theory to encompass social systems, the most notable being Luhmann. The pur-pose of this paper is to consider critically the extent (...) to which the theory of autopoiesis, as originally defined, can be applied to social systems-that is, whether social systems are autopoietic. And, if it cannot, whether some weaker version might be appropriate. It addresses this question by considering whether autopoiesis can be applied to the theoretical conceptions of Giddens and Bhaskar. It follows an earlier paper that evaluated Luhmann's autopoietic social theory. (shrink)

In this paper, key concepts from the philosophy of critical realism and meta-Reality are used to develop an art education research project that can enhance the freedom of art students in their art work and, potentially, contribute to the promotion of emancipation beyond the world of art work. In the process of developing this project, the author engages in a two-way interrogation of both concepts and empirical research. The stratified model of reality, the ontological status of absence and the concepts (...) of transcendental identification, transcendental agency and the ground-state have informed decisions about data collection and contributed to the analysis of data in this study. The research results offer some empirical support for the philosophy of critical realism and meta-Reality, whilst also identifying potential inconsistencies. A further original feature of the paper is that it draws on the flow theory of Mihaly Csikszentmihalyi to complement Roy Bhaskar's account of the ground-state and of the nature of free-flowing activity; also using neuroscience to provide some neurological evidence for the differences between mindful and spontaneous activity. It is anticipated that the cross-analysis between cases resulting from the two-way interchange between theory and empirical evidence could help to generate a model for ‘unblocking the creative block’, experienced not only by students practising art-making, but also by the wider community. (shrink)

This article initially discusses reasons why Freud researchers turn to critical realism since this is what led me to compare causality in the two traditions in the first place. Three arguments on causality follow. First, it is argued that Freud's analyses of unconscious processes merit closer attention by critical realists, focusing on the relation between causal unconscious processes and rationality, and causal unconscious processes and social change. It may be objected that this does not concern the discussion of causality proper, (...) to which I would reply that what we consider to be causally efficacious ultimately is relevant to our conception of causality. The second argument, which is the centrepiece, outlines Freud's conception of causality, his idea of overdetermination and his treatment of motives and reasons as causes. His notions of causality are compared to those of critical realism. Freud's idea of retroactive causality is discussed in relation to delayed causality in critical realism and the idea of disembedded space-time components. Finally, Freud's concept of determinism and the related concepts of repetition and chance are discussed and compared to ubiquity determinism in critical realism and the distinctions between causal and non-causal correlations and necessary and accidental sequences of events. While the first argument concerns presuppositions for the discussion of causality in psychoanalysis and its relevance for critical realism, the third concerns implications and/or applications of the two views on causality. It is my contention that the second argument needs to be placed in context of the other two in order for the two conceptions of causality to be understood adequately and most revealingly compared. (shrink)

There are realist philosophers and social scientists who believe in the indispensability of social ontology. However, we argue that certain pragmatist outlines for inquiry open more fruitful roads to empirical research than such ontologizing perspectives. The pragmatist conceptual tools in a Darwinian vein—concepts like action, habit, coping and community—are in a particularly stark contrast with, for instance, the Searlean and Chomskian metaphysics of human being. In particular, we bring Searle's realist philosophy of society and mind under critical survey in this (...) paper and contrast it with a pragmatist, sociologizing approach. Drawing from Dewey, James, and recent antirepresentationalism, we propose for research work a methodological relationalism of its own kind, altogether detached from the ontologies of society and mind. (shrink)

This article is the first in a series of four articles that engage critically with the arguments of two recent and significant additions to the literature on critical realism, namely Bhaskar’s ‘Enlightened Common Sense: The Philosophy of Critical Realism’, and Bhaskar et al.’s ‘Interdisciplinarity and Wellbeing: A Critical Realist General Theory of Interdisciplinarity’. Using the method of immanent critique and focusing mainly, but not exclusively, on the arguments of Enlightened Common Sense, I identify, and propose solutions to, a range of (...) problems pertaining to the concepts of depth, emergence and transfactuality. In identifying and resolving these problems, my aim is to clarify and develop the categories of original critical realism and thereby ensure that critical realism as a whole is as effective an underlabourer for science as it can be. (shrink)

This essay calls attention to robust synergies between Roy Bhaskar’s philosophy of dialectical critical realism and Terrence W. Deacon’s recent investigation of the geo-historical emergence of ententional or teleological phenomena, as well as important differences. Deacon has independently arrived at an understanding of absence as causally efficacious in the emergence of life and consciousness, and deploys a range of other concepts that resonate with DCR. He develops a critique both of eliminativist and monovalent approaches to ententionality, on the one hand, (...) and their panpsychist foil, on the other, and elaborates a polyvalent scientific alternative – the theory of emergent dynamics. Though this theory is not without problems, as its immanent critique reveals – and indeed in part because of these – it opens up the prospect of a mutually illuminating dialogue between DCR and metaRealism, on the one hand, and the life sciences, on the other, in which DCR/mr underlabours for these sciences, which in turn feed back into DCR/mr philosophy and social theory, thereby helping to actualize the possibility of non-positivist naturalism. (shrink)

Critical Realism for Marxist Sociology of Education (CRfMSoE) is bold, ground-breaking, informative and immensely ambitious in academic aspiration. It is also elusive, underdeveloped, somewhat raw...

This article discusses the metatheoretical foundations of a critical realist approach to critical discourse analysis and counterposes them to insufficiently realist tendencies in Norman Fairclough's critical discourse analysis, on the one hand, and anti-realist post-Marxist discourse theory on the other. The first section argues that Fairclough's approach is progressive in many ways, but lacks metatheoretical rigour with respect to important demarcation problems. These mainly concern CDA's understanding of discourse as mediating entity, its underlying dialectical-relational approach and overarching concept of social (...) practices. The discussion of Fairclough's approach necessitates a treatment of the relation of discourse and epistemology, in which the heritage of Foucault plays a crucial role and a brief engagement with ideology, in which Althusser is a major point of departure. The thesis is advanced that, among other things, Althusserian and Foucauldian residues in CDA's metatheory esta.. (shrink)

Critical realists offer a set of philosophical underpinnings for social research. Critical realists also engage constructively with social theory, but they are more than just theorists. In this chapter I list and describe various innovative methodological contributions made in recent years by realists. I point out ways in which research methods (i.e. techniques) fit with particular methodological assertions. There is a historical legacy of empiricism which critical realists often use as a foil to make their own position more clear. However, (...) among realists, a wide variety of methods are used, and the range of realist methodological assumptions is wider than one might expect because of their efforts to work with social theory.The introduction to the chapter covers ontology as it relates to research methods. The second section of the review introduces retroduction, a major methodological starting-point common to most realists. The third section reviews concretely the realist debate over statistics and some realist contributions to qualitative methodology, qualitative methods, and action research as used by realists. The fourth section takes up the challenge of realist claims about knowledge (debates usually known as epistemology). An important aim in this chapter is to argue that 'factual' statements usually embody layers of meaning, and thus are contestable; that enquiry using quantitative methods can coherently be done from a realist perspective; and that among realists qualitative enquiry is a broad and useful set of methods which have made genuine innovations in methodological knowledge. Meta-critique and pluralism are widely-used realist contributions to the methods tool-basket in social science, and the realist approach to social statistics is a much better guide to how statistics is, in practice, done than any currently available empiricist quantitative textbook (Ron, 2002). However 'quantitative' research always rests upon conceptual, theoretical and qualitatively derived frameworks and therefore is derived from qualitative work, whereas the converse is not true; qualitative research does not require any quantitative research. In the current scene, mixed methods also play a key role as a growing area of research methods. In this way, within sections one and two, the reader is given an overview of Volume 1 of this collection. Sections two and three of this chapter review Volumes 2 and 3 (realist methods, and empirical examples, respectively). Section four reviews the epistemological theme that is at the core of Volume 4. This introduction thus roughly parallels the contents of the rest of the volumes. (shrink)