We analyze a series of interviews with Estonian humanities researchers to explore topics related to the beginning of academic careers and the relationships with supervisors and mentors. We show how researchers strive to have meaningful relationships and produce what they consider quality research in the conditions of a system that is very strongly oriented towards internationalization and project-based funding, where their efforts are compromised by a lack of policies helping them establish a stable position in academia. Leaving researchers to face these obstacles alone places a great burden on them and may lead to a loss of talent in academia. Identifying and addressing these issues is thus important for both the well-being of early career researchers and the future of academia.
is paper explores the issue of epistemic injustice in research evaluation. rough an analysis of the disciplinary cultures of physics and humanities, we attempt to identify some aims and values speci c to the disciplinary areas. We suggest that credibility is at stake when the cultural values and goals of a discipline contradict those presupposed by o cial evaluation standards. Disciplines that are better aligned with the epistemic assumptions of evaluation standards appear to produce more "scienti c" ndings. To restore epistemic justice in research evaluation, we argue that the speci city of a discipline's epistemic aims, values, and cultural identities must be taken into account.
Constructive realism in the conception of models-based scienti c theory" initially tackled the concept of scienti c theory and models in the new situation of contemporary philosophy of science, which can be characterised by the focus shi ing away from the theory because it has been recognised as an unjusti ably narrow orientation on theoretical physics only, at the same time neglecting the research of a more general issue of "how science actually works". As a result of our research, we suggest a solution to the problem via developing a version of model-based constructive realism we call practical realism which exhibits clear advantages over other constructivist approaches, especially over constructive empiricism and "radical" social constructivism. For the di erent members of our research group, the speci c research areas have been diverse extending from physics (two theoretical physicists have been participating in our team) and chemistry to social researches and humanities.In our previous publications we have shown that for understanding the real practice of science, it is appropriate to adopt practical realism as the philosophical point of departure. Practical realism has been characterised
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