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Epistemology for interdisciplinary research – shifting philosophical paradigms of science

机译：跨学科研究的认识论–转变科学的哲学范式

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In science policy, it is generally acknowledged that science-based problem-solving requires interdisciplinary research. For example, policy makers invest in funding programs such as Horizon 2020 that aim to stimulate interdisciplinary research. Yet the epistemological processes that lead to effective interdisciplinary research are poorly understood. This article aims at an epistemology for interdisciplinary research (IDR), in particular, IDR for solving ‘real-world’ problems. Focus is on the question why researchers experience cognitive and epistemic difficulties in conducting IDR. Based on a study of educational literature it is concluded that higher-education is missing clear ideas on the epistemology of IDR, and as a consequence, on how to teach it. It is conjectured that the lack of philosophical interest in the epistemology of IDR is due to a philosophical paradigm of science (called a physics paradigm of science), which prevents recognizing severe epistemological challenges of IDR, both in the philosophy of science as well as in science education and research. The proposed alternative philosophical paradigm (called an engineering paradigm of science) entails alternative philosophical presuppositions regarding aspects such as the aim of science, the character of knowledge, the epistemic and pragmatic criteria for accepting knowledge, and the role of technological instruments. This alternative philosophical paradigm assume the production of knowledge for epistemic functions as the aim of science, and interprets ‘knowledge’ (such as theories, models, laws, and concepts) as epistemic tools that must allow for conducting epistemic tasks by epistemic agents, rather than interpreting knowledge as representations that objectively represent aspects of the world independent of the way in which it was constructed. The engineering paradigm of science involves that knowledge is indelibly shaped by how it is constructed. Additionally, the way in which scientific disciplines (or fields) construct knowledge is guided by the specificities of the discipline, which can be analyzed in terms of disciplinary perspectives. This implies that knowledge and the epistemic uses of knowledge cannot be understood without at least some understanding of how the knowledge is constructed. Accordingly, scientific researchers need so-called metacognitive scaffolds to assist in analyzing and reconstructing how ‘knowledge’ is constructed and how different disciplines do this differently. In an engineering paradigm of science, these metacognitive scaffolds can also be interpreted as epistemic tools, but in this case as tools that guide, enable and constrain analyzing and articulating how knowledge is produced (i.e., explaining epistemological aspects of doing research). In interdisciplinary research, metacognitive scaffolds assist interdisciplinary communication aiming to analyze and articulate how the discipline constructs knowledge.
机译：在科学政策中，通常认为基于科学的问题解决需要跨学科研究。例如，决策者对诸如Horizo​​n 2020之类的资助计划进行投资，该计划旨在促进跨学科研究。然而，导致有效的跨学科研究的认识论过程知之甚少。本文针对跨学科研究（IDR）的认识论，尤其是用于解决“现实世界”问题的IDR。重点是为什么研究人员在进行IDR时会遇到认知和认知困难的问题。根据对教育文献的研究，得出的结论是，高等教育缺少关于IDR认识论以及因此如何教它的明确思想。据推测，对IDR认识论缺乏哲学兴趣是由于科学的哲学范式（称为科学的物理学范式），它阻止了IDR在科学哲学和科学哲学中认识到严峻的认识论挑战。科学教育和研究。拟议的替代性哲学范式（称为科学的工程范式）包含替代性哲学预设，涉及诸如科学目的，知识特性，接受知识的认知和实用标准以及技术工具的作用等方面。这种另类的哲学范式将认知功能的知识产生假定为科学的目标，并将“知识”（例如理论，模型，法则和概念）解释为必须允许认知主体执行认知任务的认知工具。而不是将知识解释为客观地表示世界各个方面的表示形式，而与构造方式无关。科学的工程范式涉及知识如何被不可磨灭地塑造。此外，科学学科（或领域）构建知识的方式以学科的特殊性为指导，可以根据学科观点对其进行分析。这意味着，如果不至少对知识的构造有一些了解，就无法理解知识和知识的知识用途。因此，科研人员需要所谓的元认知支架，以协助分析和重建“知识”的构建方式以及不同学科如何做到这一点。在科学的工程范式中，这些元认知支架也可以解释为认识论工具，但在这种情况下，可以作为指导，启用和限制分析和阐明知识产生方式的工具（即解释进行研究的认识论方面）。在跨学科研究中，元认知支架辅助跨学科交流，旨在分析和阐明学科如何构造知识。

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