Archives For Thomas Basbøll

Author Information:Thomas Basbøll, Copenhagen Business School, tb.lib@cbs.dk

Shortlink: http://wp.me/p1Bfg0-2Xn

Editor’s Note:

Image credit: Chris Waits via flickr

Almost ten years ago, I found myself proposing that we stop complaining about the demand to “publish or perish”. Instead, I suggested a “more constructive” approach: we could accept that our administrators have time to take only a superficial interest in our work; then we could set ourselves to the task of addressing our readers. This morning I took the radical further step of proposing we do away with academic publishing. This raises the question of how academics should be evaluated for purposes of hiring and promotion. The role of publishing in these decisions, after all, is the main source of its power.  Continue Reading…

Author Information: Jennifer Ahern-Dodson, Duke University, jahern@duke.edu

Ahern-Dodson, Jennifer. 2013. “The role of community in working with faculty writers: Response to ‘The supplementary clerk’.” Social Epistemology Review and Reply Collective 2 (11): 1-6.

The PDF of the article gives specific page numbers. Shortlink: http://wp.me/p1Bfg0-11T

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In his article, “The Supplementary Clerk: Social Epistemology as a Vocation,” Thomas Basbøll invites us to consider how a writing consultant, which he defines as a writing specialist who works individually with faculty to advance their scholarly writing, might best advise faculty on both their writing process and the quality of their work. As a writing consultant for the Copenhagen Business School, Basbøll functioned as “supplementary clerk” within his department, “[his] services were always offered as . . . a supplement to the ongoing work of the scholars in the department” (10). Both a “language editor” and “process coach,” Basbøll worked with faculty to “improve their impact on the journal literature” (2). His model, similar to that of an academic writing tutor in a university writing center, seeks to advance the production of faculty texts: “It hardly matters what suggestions you make, just as long as, in an effort to implement them, scholars sit down and write, conscious of the practical problem of writing and the craftsmanship this implies” (14). Continue Reading…

Author Information: Gregory Sandstrom, Lithuanian University of Educational Sciences, gregory.sandstrom@ehu.lt , Thomas Basbøll, Independent Scholar, Copenhagen, Denmark, tb.lpf@cbs.dk, Emma Craddock, University of Nottingham, emmacraddock1@googlemail.com , and Eric O. Scott, George Mason University, escott8@gmu.edu

Sandstrom, Gregory, Thomas Basbøll, Emma Craddock and Eric O. Scott. 2012. “Intelligent design as social epistemology: Collective judgment forum.” Social Epistemology Review and Reply Collective 1 (7): 1-11.

The PDF of the article gives specific page numbers. Shortlink: http://wp.me/p1Bfg0-mX

“There is a sociological dimension to science and to the prospering [or failure] of scientific theories.” – William Dembski (2002)

“[N]ot every statement by a scientist is a scientific statement.” – Michael Behe (2005)

To consider intelligent design (ID) as social epistemology (SE), we will look at those elements related to it that are social, or collective or group-oriented.

The 1993 meeting in Pajaro Dunes, California organised by Phillip Johnson with 14 participants set the stage for an “intelligent design movement” (IDM) of scientists, scholars, activists and PR-figures that oppose neo-Darwinian evolutionary theories and the ideology of naturalism. As Stephen C. Meyer writes: “At Pajaro Dunes, ‘the movement’ congealed.” (2008, 229) Paul Nelson suggests that a “person is welcome to join the community [IDM]. The admission price is minimal: one need only allow for the possibility of design.” (original emphasis, 2005) Continue Reading…