Journal: Sociology: methodology, methods, mathematical modeling (4M) Tsylev V. R. Difficulties in teaching qualitative research strategy

Gottlieb A.S.

UDC 316.52 BBK 60.55 G 736

Gottlieb A.S. Introduction to sociological research: Qualitative and quantitative approaches. Methodology. Research practices: Proc. allowance. Samara: Samara University Publishing House, 2002. -424 p.

ISBN 5-86465-241-5

The book is a textbook where qualitative and quantitative approaches in sociological research are analyzed “on equal terms.” Considerable attention is paid to the methodological foundations of these two approaches. The main features of the modern form of scientific knowledge, in accordance with which classical sociology was created, are highlighted. The prerequisites for the formation of a qualitative paradigm and its philosophical roots are analyzed. The main features of the qualitative and quantitative approaches are described in detail; for the first time in domestic practice, the main directions within qualitative sociology are highlighted, the image and language of their finished product, and the functions of qualitative research are analyzed. Much attention is paid to the position of the researcher within these two approaches and the problem of truth in them.

Along with this, the book pays serious attention to research practices, detailing the various types of qualitative and quantitative research. Three leading methods of sociological research are analyzed, the specifics of their use in qualitative and quantitative paradigms are shown. Foreign and Russian experience of sociological research within the framework of the analyzed approaches is richly presented. Each topic is equipped with questions for review, as well as a list of references for additional reading.

UDC 316.52 BBK 60.55

Reviewers: Dr. Phil. sciences, prof. S.I. Golenkov, Ph.D. history sciences, prof. V.Ya. Machnev

ISBN 5-86465-241 -5 About Gottlieb A.S., 2002

Introduction to sociological research: Qualitative and quantitative approaches. Methodology. Research practices.

Part 1. Methodological foundations of quantitative and qualitative approaches in sociological research

Topic 1. Quantitative approach in sociological research: prerequisites, history of formation

Topic 2. Main features of the quantitative approach in sociological research

Topic 3. Qualitative approach in sociological research: prerequisites, history of formation, theoretical origins

Topic 4. Main features of the qualitative approach in sociological research

Topic 5. Functions of sociological research in classical and qualitative paradigms

Part II. Research practices

Topic 1. Types of sociological research in the classical paradigm

Topic 2. Types of sociological research in the qualitative paradigm

Topic 3. Interview method in sociological research

Topic 4. Observation method in sociological research

Topic 5. Method of document analysis in qualitative and quantitative paradigms

Topic 6. Qualitative and quantitative approaches: possibilities of combination in one single study

Application

INTRODUCTION

This book is, to a certain extent, a response to the “challenge of the environment.” Qualitative sociology, having burst into the Russian sociological space relatively recently - just some 7-8 years ago - has split the sociological world into “qualitative” and “quantitative”, fiercely opposing each other. Then the situation in Russian sociology repeated the Western one with a delay of almost 20 years.

Today, when passions for qualitative sociology seem to have subsided in Russia, the time has come for a balanced approach to assessing the cognitive capabilities of the qualitative and quantitative paradigms and the problems that they give rise to. This book is an attempt to make its contribution to modern sociology’s awareness of its cognitive resources - wealth that must be managed.

Of course, the qualitative paradigm is more saturated with problems and gives rise to more controversy than the classical one, which is understandable: the understanding of its “otherness” in Western sociology has a very recent history. And it itself is more philosophical and therefore more difficult for an empirical sociologist, who, as a rule, rarely thinks about the methodological foundations of the knowledge produced. Perhaps the “merit” of the qualitative approach lies in the fact that it raised the questions of the methodology of sociological knowledge to their full extent, forcing the sociologist to “break away from empirics” and think about the “eternal” questions: what is truth in sociological research? What reality do we study when working with documents, letters, diaries, newspaper articles? Who are we, sociologists, ourselves? What position do we take in relation to those we study? And, finally, why does the world need sociology at all, what does it give to the people living in it?

Some bias towards the methodological foundations of sociological knowledge, which is undoubtedly typical today for the modern cognitive situation in sociology, I hope, is also present in the book. In any case, I wanted to write not so much a book answering the question: “How to do sociological research?” (today there are already quite a lot of good instrumentalist-oriented textbooks), how much to draw the reader’s attention to the methodological problems of qualitative and quantitative approaches in sociological research. At the same time, as an empirical sociologist, I understood that without connecting “high” questions with specific sociological practice, without analyzing their “passability” through a particular method or research strategy, interest in methodology threatens to result in philosophizing, divorced from the real experience of sociologists and therefore not very significant or important for them. Therefore, where possible, I have tried to draw the line: methodology - specific research practice in relation to both approaches.

It should also be said that these approaches themselves - qualitative and quantitative - are rather Weberian ideal types, mental constructs, which, as a rule, do not coincide with “living” sociological research. However, only by mastering them can a sociologist hope to succeed in such a difficult, risky and full of surprises enterprise as sociological research.

A powerful incentive for writing this book was the wonderful Summer School “The Methodological Potential of Qualitative Sociology and Methods for Its Realization in Sociological Research,” which we were able to hold in the hot summer of 2000 in Samara. Here, in discussions at the round table, in tutoring classes and behind-the-scenes “get-togethers,” problems that needed understanding were especially acutely “highlighted.”

And one last thing. My desire to combine essentially two sociologies under the “same crust” and in a “readable” version led to the inevitable incompleteness of the representation of each of them. And yet, in my opinion, this combination makes sense. On the one hand, this makes it possible to show the different rules of the game on the field of sociology, and on the other hand, to demonstrate its diversity, the rich palette of colors with the help of which sociology “paints” the world of society.

Tsylev V. R.
Challenges in Teaching Qualitative Research Strategy

Tsylev Viktor Rurikovich- Candidate of Philosophy, Head of the Research Laboratory of Sociological Research

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Tsylev V. R. Difficulties in teaching qualitative research strategy // Sociology: methodology, methods, mathematical modeling (4M). 2010. No. 31. P. 180-199.

Heading:

SOCIOLOGICAL EDUCATION

Annotation:

The article examines the difficulties that arise in the process of teaching students qualitative research strategy and are caused by contradictions between the theoretical description of the methodological principles of qualitative research and the occurrence of cases of distortion of these principles in the practical application of qualitative methods. It is substantiated that these contradictions are due to the multivalued interpretation of such concepts as paradigm, methodology, method, qualitative method.

Keywords:

teaching methods; qualitative method; qualitative methodology; paradigm; methodology; method; classic study

Literature:

Gottlieb A.S. Introduction to sociological research: Qualitative and quantitative approaches. Methodology. Research practices: Proc. allowance Samara: Samara University Publishing House, 2002.
Maslova O.M. Qualitative and quantitative sociology: methodology and methods (based on the materials of the round table) // Sociology: methodology, methods, mathematical models. 1995. No. 5-6. pp. 5–15.
Rostegaeva N.I. Methodology and methods of sociology in a transforming society (based on the materials of the round table) // Sociology: methodology, methods, mathematical models. 1997. No. 8. pp. 190–205.
Semenova V.V. Qualitative methods: an introduction to humanistic sociology: Proc. allowance for university students. M.: Dobrosvet, 1998.
Gottlieb A.S. Quantitative and qualitative analysis: organic unity or autonomy // Sociological Research. 2004. No. 9. P. 3–14.
Sociological Dictionary / Rep. ed. G.V. Osipov, L.N. Moskvichev. M.: Norma, 2008.
Gottlieb A.S. Qualitative sociological research: cognitive and existential horizons. Samara: Univers-group, 2004.
Zborovsky G.E. Metaparadigm model of theoretical sociology // Sociological Research. 2008. No. 4. P. 3–15.
Yadov V.A. Sociological research strategy: Description, explanation, understanding of social reality. 7th ed. M.: Dobrosvet, 2003.
Devyatko I.F. Methods of sociological research. 3rd ed. M.: KDU, 2003.
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Chernikova I.V. Modern science and scientific knowledge in the mirror of philosophical reflection // Vestn. Moscow un-ta. Ser. 7, Philosophy. 2004. No. 6. pp. 94–103.
Melnikova O.T. Focus groups: Methods, methodology, moderation: Proc. allowance for university students. M.: Aspect Press, 2007.
Steinberg I., Shanin T., Kovalev E., Levinson A. Qualitative methods: Field sociological research / Ed. I. Steinberg. St. Petersburg: Aletheya, 2009.
Tsylev V.R. On the conditions influencing the formation of character // Questions of psychology. 2001. No. 5. P. 128–135.
Yadov V.A. Possibilities of combining theoretical paradigms in sociology // Sociological Journal. 2003. No. 3. P. 5–19.

Conclusion

Summing up my course work, I would like to note the importance of the topic at hand. Oddly enough, but with the development of science, such a method as a focus group belongs to the category of those methods that are little covered in the literature and studied. All knowledge is superficial and not accurate enough.

Practice and conducting a focus group will help fill this gap. After all, it allows one to obtain rich empirical data. This is facilitated by the opportunity given to respondents to use their own language when discussing a problematic situation; a group discussion setting that makes participants feel safe and secure, making their responses more frank. An important advantage of a focus group is the modeling of a situation of social interaction, during which participants reconstruct their attitude to the problem posed. Equal treatment allows you to see the problem through the eyes of the respondent and give it a more complete interpretation.

Thus, the focus group method has a large cognitive range, since with its help it is possible not only to confirm existing hypotheses, but also to obtain new information. And we can say with confidence that the focus group method is the method of the future.

Bibliography

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Gottlieb A.S.

Introduction to sociological research. Qualitative and quantitative approaches. Methodology. Research practices: textbook. allowance / A.S. Gottlieb. - 2nd ed., revised. and additional - M.: Flinta: MPSI, 2005. - 384 p.

ISBN5-89349-760-0 (Flint) ISBN5-89502-759-8 (MPSI)

It is recommended for students and graduate students of sociological faculties and departments, teachers of the course “Methodology and methods of sociological research,” as well as everyone who carries out sociological research in the fields of politics, the media, social work and other areas of public life.

ISBN5-89349-760-0 (Flint)

ISBN5-89502-759-8 (MPSI) © A.S. Gottlieb, 2005

Introduction 13

Part I. Methodological foundations of quantitative and qualitative approaches in sociological research

Topic 1. Quantitative approach

background, history of formation17

What is sociological research methodology 17

What is a quantitative approach in sociological research 19

From the history of the development of the quantitative approach 20

Criteria of scientific knowledge 24

Experiential Study of Reality 25

Reliability of scientific knowledge 26

Objectivity and objectivity of scientific knowledge 29

Practical orientation of scientific

Focus on discovering laws 31

Reflection on methods of achieving

4.7. Special language of science 35

Topic 2. Main features of the quantitative approach in sociological research 37

Focus of research interest 37

Research orientation 40

Object of study 43

Logical strategy for obtaining knowledge 44

Basis for empirical analysis: measuring social characteristics 48

Features of measurement in sociology 50

Types of scales used in sociological research 53

Procedure for constructing an ordinal scale 59

6. Sampling method 66

6.1. Basic concepts and idea of selective

6.2. Class of strictly probabilistic selection methods (techniques) 68

7. Assessing the quality of the study 71

What is the quality of sociological research 71

How to assess the reliability of research results 72

“Asymmetry of attribution” in sociological research 74

8. The nature of the knowledge gained. Researcher's position

in the research process 76

Topic 3. Qualitative approach

in sociological research:background, history of formation,theoretical origins80

What is a qualitative approach in sociological research 80

From the history of formation 81

Prerequisites for formation 83

Theoretical origins 90

The concept of understanding in the works of V. Dilthey and G. Simmel 91

Pragmatism in sociology 95

Symbolic interactionem J.G.Midai G.Bloomer 98

Dramatic sociology of I. Hoffmann 102

Phenomenological Sociology 105

Ethnomethodology of G.Garfinkel 110

Topic 4. Main features of the qualitative approach in sociological research 117

1. Focus of research interest 117

1.1. Opposition "individual-society"

in existentialism 118

1.2. Opposition "individual-society"

in phenomenological sociology 119

Individual and typical 120

The natural way to get data 121

2. Research orientation 122

Understanding as a specific way of knowing 122

Why can a researcher understand an informant 123

3. The nature of the information received 126

Concept of interpretation 126

Levels of representation of experience 130

Interpretation tasks 132

4. Languages of qualitative research results 136

Images of the research result 136

Language of the result of scientifically oriented research 138

Language of research commentary 140

Language of simple or dense description 141

8 Content

5. Logical strategy for obtaining knowledge 142

General characteristics 142

Basic rules of “logic in practice” 146

6. The problem of truth in qualitative research 147

Objective truth and truth of experience 147

Quality of Qualitative Research 149

How to improve the validity of research results 150

7. Researcher's position 153

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The textbook presents qualitative and quantitative approaches to sociological research. For the first time in Russian sociology, the main directions within qualitative sociology have been identified, the image and language of the finished product, and its functions have been analyzed. Particular attention is paid to the position of the researcher within these two approaches and the problem of truth in them. The book examines research practices, detailing various types of qualitative and quantitative research. Foreign and Russian experience of sociological research is richly presented. It is recommended for students and graduate students of sociological faculties and departments, teachers of the course “Methodology and methods of sociological research,” as well as everyone who carries out sociological research in the fields of politics, the media, social work and other areas of public life.

What is sociological research methodology.
The term methodology (from the Greek way of knowing and teaching, knowledge) has a number of meanings. In a narrow sense, however, the most common, methodology is a description of specific research methods, i.e. purely “technical” area of knowledge. The methodology of sociological research in the broad sense of the term is a rather complex formation, including two components: philosophical and sociological itself. The philosophical component is a system of the most general principles and provisions of the study. Their goal is to justify specific methods for collecting and analyzing sociological information, specific research practices, the logic of their implementation, criteria for assessing the quality of the information received, approaches to determining its truth, etc. The philosophical part of the methodology of sociological research is the answers to extremely general questions: what is the nature of social reality within the framework of a particular approach? How do they relate the cognizing subject (researcher) and the world that is being cognized? What is meant by true knowledge? what are the ways (paths) of obtaining new knowledge? what is the nature of this knowledge? What, finally, are the main functions (tasks) of sociological research in one approach or another?

The real logic of sociological research, which is described by the second, actually sociological component, depends on the answer to these “high” questions. This part of the methodology contains answers to less general, rather specific questions that invariably confront the researcher: what fundamental strategy for obtaining new knowledge to choose? what are the ways of representing this knowledge? What should be the sequence of organizing a sociological study? What are the capabilities and limitations of specific methods for collecting and analyzing sociological information? how to organize communication between the researcher and the respondent during the survey procedure? how to prove the presence or absence of a connection between the phenomena being studied and is it necessary to prove it at all? Indeed, without a definite answer to philosophical questions, it is impossible to substantiate the technique of using one or another method, because what is considered an advantage, an advantage within the framework of one sociological approach, is a serious disadvantage and an object of criticism in another.