Analysis of Generative Mechanisms

Blom, Björn; Morén, Stefan

doi:10.1558/jcr.v10i1.60

Cited by 56 publications

(40 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is these generative factors and structures located in the nature of things that explain the causal laws that humans seek out via experimentation (Bhaskar (, )). Such generative mechanisms can ‘…be active, but at a certain moment and under certain contextual circumstances counteractions can entail that observable effects do not take place’ (Blom & Moren, ; Oladele et al ., ); such a lack of effect is possible because the mechanisms may counteract one another so that neither of them will generate the effect or outcome that they would have created if acting alone (Danermark et al ., ). Some of these mechanisms may actually be human constructions, such as political and social influences (Modell, ).…”

Section: The Ontology and Epistemology Of Critical Realismmentioning

confidence: 99%

“…For example, critical realism recognizes that a tree falling in the deepest reaches of the Amazon jungle might not actually be witnessed by a person but this does not alter the fact that the tree did, in fact, fall. Therefore, the actual domain of the world includes all events and phenomena that have been produced, regardless of whether we experience them or not, because what happens in the world is not equivalent to only that which is observed by humans (Frauley & Pearce, ; Bhaskar, ; Blom & Moren, ). The ‘empirical’ domain: this final layer of the world is comprised of human perceptions and experiences only (Clark et al ., ). The empirical domain consists of information that becomes known to human beings through the direct and indirect experiences associated with the actual domain, which in turn are a result of the interaction of generative mechanisms in the real domain.…”

Section: The Ontology and Epistemology Of Critical Realismmentioning

confidence: 99%

See 1 more Smart Citation

Critical realism in nursing: an emerging approach

Schiller

2015

Nursing Philosophy

View full text Add to dashboard Cite

Critical realism, a philosophical framework originally developed by Roy Bhaskar in the 1970s, represents a relatively new approach to research generally and to nursing research in particular. This article explores the ontological and epistemological tenets of critical realism and examines the application of critical realist principles to nursing research and practice through a review of the literature. It is evident that few published nursing research studies have, as of yet, utilized critical realism as their paradigm of choice. Both the strengths and limitations of the presentation and use of critical realism in these studies are discussed in this article. Given the varying degrees of success of the authors in explicating critical realism as a philosophical framework, the value of critical realism to the research study, and the ways in which usage of the critical realist framework influenced development of the study and interpretation of findings, it is evident that the quality of future publications espousing the use of critical realism must continue to be strengthened significantly.

show abstract

Section: The Ontology and Epistemology Of Critical Realismmentioning

confidence: 99%

Section: The Ontology and Epistemology Of Critical Realismmentioning

confidence: 99%

Critical realism in nursing: an emerging approach

Schiller

2015

Nursing Philosophy

View full text Add to dashboard Cite

show abstract

“…Abduction is a form of logical inference which begins with an observation and aims to find the most likely or best‐fit explanation. ‘Abduction means that single events or occurrences – by means of concepts, theory and models – are described and interpreted as expressions of more general phenomena’ (Blom & Morén, : 69). It was introduced by Pierce (), who reformulated ideas about abduction over his lifetime according to the logic of pragmatism.…”

Section: In‐school Stigmatisation Of Children Living In Povertymentioning

confidence: 99%

Conceptualising poverty as a barrier to learning through ‘Poverty proofing the school day’: The genesis and impacts of stigmatisation

Smith

Todd

2019

British Educational Res J

View full text Add to dashboard Cite

This article draws on an evaluation of the Poverty proofing the school day initiative. It outlines an argument arrived at through abductive reasoning to explain the generic and widespread instances of the stigmatisation of disadvantaged pupils that have been uncovered. The process of abductive reasoning necessitated broadening the conceptual framework through which we usually understand poverty and its impacts on education, and in so doing we take account of the affective or psychosocial dimensions and the attendant coping strategies that result. Listening to children's descriptions of poverty and its impacts on schooling is an essential aspect of better understanding these non-material aspects of poverty and their ramifications for all involved. There is, however, a lack of time and appropriate structures in schools to attend to this wider conceptualisation of poverty, yet the outcomes of Poverty proofing the school day demonstrate that schools do have a significant role to play in reducing the barriers to learning that result. We make the case that the specific conditions of high-stakes performativity in which schools operate, and the dominance of instrumental and metrics-based responses to issues around poverty and learning, reduce the visibility of the affective dimension and in so doing enable unwitting stigmatisation to result.

show abstract

“…Blom, 1996Blom, , 1998Blom & Morén, 2007;Morén, 1992Morén, , 1996Morén & Blom, 2003;Nordlander & Blom, 2000). We have also developed a theory for evaluation of social-work practice, concentrating on the way social work is organized in the Nordic countries (Blom & Morén, 2010, 2011, Morén & Blom, 2003.…”

Section: The Aim Of the Articlementioning

confidence: 99%