Introduction
The familiar deductive method starts with a general principle and then looks for particular examples of this principle in the data. For example, hypothesis-testing research applies the deductive method. Most of us learned about research through methods courses and research guidelines that emphasized the deductive method, starting with an hypothesis that is supported by a literature review. However, deduction is not the only way to begin a project. Because of the dominance of a literature review and hypothesis-driven design, we often fail to consider what can be discovered directly from the data.
The inductive method starts with close observation of the data, by noticing specific examples and then developing a general principle from these observations. The inductive method for beginning a research project emphasizes finding new phenomena in the data rather than in an existing hypothesis or literature. The inductive method has a long and respected scientific history, from Francis Bacon in the 17th century to many contemporary Nobel Prize winners.
This course has introduced some of the micro-processes of face-to-face dialogue (questions, formulations, etc.), all of which were initially products of inductive observation, then formalized later. Indeed, microanalysis of face-to-face dialogue is so relatively new that we have only begun to reveal the interesting phenomena. The number and kind of discoveries that are possible through inductive microanalysis are wide open. This week, you are going to look for something new that intrigues you.
The readings emphasize that disciplined inductive observation can be an alternative to deduction from the literature. The "Permitting creativity in science" article satirizes some well-learned habits that can get in the way of direct observation and suggests more creative alternatives. Both this article and the other reading include examples of projects that began inductively.
Learning objectives
Readings
Bavelas, J. B. (1987). Permitting creativity in science. In D. N. Jackson & J. P. Rushton (Eds.), Scientific excellence: Origins and assessment (pp. 307-327). Beverly Hills: Sage.
Bavelas et al. (2016). Use the published version of this chapter, which is in the Week 13 downloads:
Read the sections on inductive research:
Exercise
1. Look for something that intrigues you in any video available in this course (i.e., the course videos and/or the one you made yourself).
2. Once you have selected something that intrigues you, apply the "Do" steps in the Bavelas (1987) article. Notice how hard it is to avoid the "Don't" steps.
3. Show us what you found that intrigues you. Create an ELAN file with an annotation of one or more examples of what you found and upload it (with your initials) to “Uploads, IMA online course.” You just need to upload your ELAN file, because the course videos as well as your own are already somewhere in the Dropbox.
Postings
Questions
Comparison
Look at one other person's posting. Then ask this person some not-knowing questions of your own to discover more about what intrigues this person. Try very hard not to respond with any of the "Don't" options.
Reminder: Special assignment (due by the end of Week 15)
Weeks 14 and 15 focus on inductive research, then practice and supervision.
Week 16 is about where you would like to go next using your microanalysis skills. The possibilities include:
PDF of instructions
© International Microanalysis Associates
The familiar deductive method starts with a general principle and then looks for particular examples of this principle in the data. For example, hypothesis-testing research applies the deductive method. Most of us learned about research through methods courses and research guidelines that emphasized the deductive method, starting with an hypothesis that is supported by a literature review. However, deduction is not the only way to begin a project. Because of the dominance of a literature review and hypothesis-driven design, we often fail to consider what can be discovered directly from the data.
The inductive method starts with close observation of the data, by noticing specific examples and then developing a general principle from these observations. The inductive method for beginning a research project emphasizes finding new phenomena in the data rather than in an existing hypothesis or literature. The inductive method has a long and respected scientific history, from Francis Bacon in the 17th century to many contemporary Nobel Prize winners.
This course has introduced some of the micro-processes of face-to-face dialogue (questions, formulations, etc.), all of which were initially products of inductive observation, then formalized later. Indeed, microanalysis of face-to-face dialogue is so relatively new that we have only begun to reveal the interesting phenomena. The number and kind of discoveries that are possible through inductive microanalysis are wide open. This week, you are going to look for something new that intrigues you.
The readings emphasize that disciplined inductive observation can be an alternative to deduction from the literature. The "Permitting creativity in science" article satirizes some well-learned habits that can get in the way of direct observation and suggests more creative alternatives. Both this article and the other reading include examples of projects that began inductively.
Learning objectives
- Knowing the differences between inductive and deductive approaches to research.
- Learning how a research project can begin with an inductive phase, before the formal stage.
- Practicing inductive observation with the video data accumulated in this course.
Readings
Bavelas, J. B. (1987). Permitting creativity in science. In D. N. Jackson & J. P. Rushton (Eds.), Scientific excellence: Origins and assessment (pp. 307-327). Beverly Hills: Sage.
Bavelas et al. (2016). Use the published version of this chapter, which is in the Week 13 downloads:
Read the sections on inductive research:
- pp. 132-133 ("An inductive Approach")
- pp. 139-142 ("Overlapping Phases of an Inductive Microanalysis " and "Concluding Thoughts")
Exercise
1. Look for something that intrigues you in any video available in this course (i.e., the course videos and/or the one you made yourself).
- It should be something observable at the micro-level.
- It can be anything that intrigues you but is not one of the topics we've covered.
- It should come from your own curiosity, not from something you've read about or heard a lecture on.
- It could even be something you noticed just once in one of the videos.
2. Once you have selected something that intrigues you, apply the "Do" steps in the Bavelas (1987) article. Notice how hard it is to avoid the "Don't" steps.
3. Show us what you found that intrigues you. Create an ELAN file with an annotation of one or more examples of what you found and upload it (with your initials) to “Uploads, IMA online course.” You just need to upload your ELAN file, because the course videos as well as your own are already somewhere in the Dropbox.
Postings
Questions
- Explain your example of what intrigues you in your own words, avoiding technical or abstract language.
- Which of the "Do" guidelines were helpful?
- Which of the "Don't" guidelines got in your way?
Comparison
Look at one other person's posting. Then ask this person some not-knowing questions of your own to discover more about what intrigues this person. Try very hard not to respond with any of the "Don't" options.
Reminder: Special assignment (due by the end of Week 15)
Weeks 14 and 15 focus on inductive research, then practice and supervision.
Week 16 is about where you would like to go next using your microanalysis skills. The possibilities include:
- Focusing more on your own therapy practice, coaching, or supervision.
- Or you might be interested in research, possibly a thesis or dissertation.
- Or you might want to focus more closely on one of the topics in this course.
- Or do something completely different.
- As part of your assignment for Week 15, we will ask you to post on your goal. We will then assign you to an appropriate instructor for Week 16, who will respond to your particular interest, hopefully, in a helpful and encouraging way.
- In order to make Week 16 most useful to you, be as up to date as possible on the material from previous weeks.
PDF of instructions
© International Microanalysis Associates
