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With this form, you create a step-by-step module on research integrity or ethics. This can be used to provide instruction on a particular topic. You might want to use it for a tutorial, teaching material, case analysis tool, or an educational game.

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We receive information through one or more of the senses: sight, hearing, smell, touch, and taste, but do we perceive things as they really are? Take a close look at the images below:

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How we interpret the information from our senses to have meaning is termed ‘perception’. Two people might be exposed to the same sensory experience, but the way in which they interpret the information can differ. Perception of the same senses can vary from one person to another because each person interprets stimuli differently based on their learning, memory, emotions, and expectations. For instance, if we ask five people to describe a painting, it is likely that the five descriptions will be different, even though the people are all looking at the same painting.

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'''Video Transcript'''

The concept of scientific paradigms was introduced by Thomas Kuhn in 1962 in the book: The Structure of Scientific Revolutions. By ‘scientific revolution’ Kuhn has in mind a major turning point in the development of science, such as is associated with Copernicus, Newton, or Einstein. Each of these figures initiated a spectacular change of course in the development of science, which is often characterised as a revolutionary change.<div>
According to Kuhn, a scientific revolution is not so much a leap forward as a change of direction. When a scientific revolution occurs, science does not progress more rapidly along a pre-determined path, but rather sets out along a different path altogether.

Researchers who share a paradigm will also share certain basic beliefs; they share a particular understanding of what science is all about, and how it can be pursued. In essence, they share a way of seeing the world. Once there is convergence on a paradigm, there is a framework in which problems can be solved, researchers in the field have a clear idea of where the problems lie, and of what might count as a solution to them. The researchers speak a common language.
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When considering complex ethics issues, critical analysis ensures that decisions are based upon well-founded information and sound arguments rather than speculation or faulty logic. This will include in-depth consideration of an issue from multiple perspectives. To be critical in this regard, means that one recognises and questions the basis of assertions, unfounded assumptions, flaws in logic, generalisations and so on. Additionally, when undertaking critical analysis, it is vital that one is mindful of potential sources of bias through engagement in critical reflection.

What might this look like in practise?

In this module we have introduced a lot of complex ideas. Of course, it’s not possible to gain an in-depth understanding from this brief introduction. It takes time to develop the appropriate skills for critical thinking in ethics. If you want to delve into the subject further, please see the recommendations on the ‘further resources’ page.

[https://classroom.eneri.eu/node/207 Next Page]

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