Epistemology and Research Methods in Social and Cultural Anthropology
Code: 107245Credits: 12
| Degree programme | Type | Course |
|---|---|---|
| Social and Cultural Anthropology | OB | 2 |
Contact lecturer
- Name :
- Beatriz Ballestin Gonzalez
- Email :
- beatriz.ballestin@uab.cat
Teaching staff
- Dan Rodriguez Garcia
- Irina Casado Aijon
Group languages
You can consult this information at the end of the document.
Prerequisites
To successfully complete this course, students must have previously completed the course Ethnographic Fieldwork I.
Objectives
This course is part of a sequence of methodological and technical courses that constitutes a scaled model of the ethnographic research process in Anthropology: Ethnographic Fieldwork I (exploratory or prospective phase), Epistemology and Research Methods (research design and definition of the object of study), Research Techniques in Social and Cultural Anthropology (research project and research techniques design), Ethnographic Fieldwork II (testing hypotheses according to the proposed research design, data collection, analysis, and conclusions), and the Bachelor's Thesis (Final Degree Project) (the complete development of an ethnographic research project in Anthropology).
The course Epistemology and Research Methods is part of Module 7: Methods, Techniques and Instruments in Social and Cultural Anthropology. Its contents focus on the theoretical design phase of the research process (formulation of hypotheses, development of the main components of the theoretical framework, hypothesis testing procedures, etc.), as well as on the epistemological assumptions underpinning the sequence of methodological and technical courses within the degree programme.
This course builds upon Ethnographic Fieldwork I and pursues the following objectives:
- To understand the historical development of the different approaches to research methods and to the analysis of scientific theories, critically examining the distinction between "scientific" methods and "hermeneutic" or interpretive methods.
- To gain an initial understanding of the methodological assumptions underlying both classical and contemporary research in the social sciences in general, and in Anthropology in particular.
- To draw conclusions regarding the debate on the application of "scientific" and "interpretive" methods in Anthropology, as well as the role played by the hermeneutic structures of pre-understanding, together with the descriptions, interpretive procedures, and explanations that account for the complex relationships between sociocultural phenomena.
- To become aware that anthropological knowledge, and disciplinary knowledge more generally, are cultural products of unequal societies, embedded in shared worldviews and closely linked to power relations. This requires complementing methodological critique with an epistemological critique of theories and concepts.
- To develop the ability to formulate and test an explanatory hypothesis concerning a sociocultural problem (based on an initial phase of ethnographic fieldwork), taking into account its plausibility, its consistency with the empirical evidence, and its relationship to alternative hypotheses.
Learning outcomes
- CM15 (Act with ethical responsibility and respect for basic rights and responsibilities, diversity and democratic values in professional activity.) Act with ethical responsibility and respect for basic rights and responsibilities, diversity and democratic values in professional activity.
- KM18 (Recognise the epistemological and methodological debates in anthropology and the main forms of comparison and cultural translation.) Recognise the epistemological and methodological debates in anthropology and the main forms of comparison and cultural translation.
- SM24 (Formulate explanatory proposals of socio-cultural situations to be empirically contrasted.) Formulate explanatory proposals of socio-cultural situations to be empirically contrasted.
Contents
SECTION I. INTRODUCTION
0. Course presentation: structure, contents, and assessment.
1. Preliminary definitions and basic assumptions. The folk concept of science: presumed objectivity and presumed truths. The historical development of proposals for the scientific method. Critique of the traditional dichotomies: natural sciences/social sciences; nomothetic and idiographic disciplines; interpretive anthropology and scientific anthropology.
2. The origins of scientific methodology in Anthropology: evolutionism, Tylor, and the science of culture; the first methodological approaches: Radcliffe-Brown's structural functionalism and the application of inductivism in Anthropology through the inductive-verificationist method. Inductive and deductive methods.
SECTION II. GENERAL EPISTEMOLOGY OF SCIENCE: RATIONALIST APPROACHES
3. Falsificationism: from certainty to conjecture. Early approaches: Herschel and Duhem ("soft falsificationism"). Popper ("hard falsificationism") and the hypothetical-deductive falsificationist method: critique of inductivism; the relativity of the concept of "truth"; falsifiability as the criterion for distinguishing science from non-science.
4. Logical probabilism: Carnap, Kaplan, and Manners. Explanation and prediction.
5. Hempel and the classical methodological concepts: hypothesis, test implication, corroboration/falsification, theoretical support and empirical support, logical probability, nomological-deductive explanation, etc. The limits of the falsification and verification of theories.
SECTION III. SCIENCE AND ITS SOCIAL AND HISTORICAL DIMENSIONS: DISCONTINUITIES AND CONTINUITIES WITH RATIONALIST APPROACHES
6. Kuhn and the theory of paradigms: normal science and scientific revolutions.
7. Lakatos' sophisticated falsificationism. The Methodology of Scientific Research Programmes (MSRP).
8. Feyerabend's radical critique (methodological anarchism, cognitive styles, and rationalities).
SECTION IV. EPISTEMOLOGY AND METHODS IN THE SOCIAL SCIENCES AND SOCIAL AND CULTURAL ANTHROPOLOGY
9. Foundations of epistemology and research methods in the Social Sciences: the positivist and the phenomenological/constructivist/interpretive/hermeneutic traditions.
10. Explanation and interpretation in the Social Sciences and in Social and Cultural Anthropology: a false dilemma. Foundations and complementarity of qualitative and quantitative methodologies.
11. Two integrative epistemological and methodological approaches: Pierre Bourdieu's Structuralist Constructivism, and Anthony Giddens' Theory of Structuration and Double Hermeneutics.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Seminars | 37.5 | 1.5 | CM15, KM18, SM24 |
| Study of theoretical contents | 93.75 | 3.75 | KM18 |
| Preparation of seminars (readings, exercises and learning activities) | 28.12 | 1.125 | CM15, KM18, SM24 |
| Lectures | 37.5 | 1.5 | CM15, KM18 |
| Individual PETNO tutorials for the development of a research design based on a working hypothesis | 12.5 | 0.5 | CM15, KM18, SM24 |
| Joint PETNO sessions (guidance on the different stages of the research project, feedback and follow-up) | 12.5 | 0.5 | CM15, SM24 |
| Development of the theoretical research design | 40.63 | 1.625 | CM15, KM18, SM24 |
The course combines different teaching modalities with the aim of fostering a progressive understanding of the main epistemological and methodological debates in social and cultural anthropology, as well as their application to research design.
Lectures constitute the primary setting for the presentation of the course's theoretical content and core concepts, providing the necessary framework for understanding the different epistemological approaches and their methodological implications.
Seminars, conducted in small groups, are designed to deepen students' understanding of the topics covered in lectures through practical activities that apply the epistemological and methodological concepts studied, as well as through the critical discussion of the compulsory readings, reasoned debate, and reflective analysis of both classical and contemporary texts. These sessions are intended to foster active student participation, strengthen critical analytical skills, and promote the integration of theoretical knowledge with the practice of social research. Important: Students are required to attend only their assigned group. Requests for occasional group changes will not be accepted, and attendance at any group other than the one assigned will not be counted.
The practical component consists of the progressive development of a theoretical research design based on a working hypothesis. This process is carried out in different stages throughout the semester in accordance with students' acquisition of the course's theoretical content. It includes individual supervision sessions as well as several joint sessions devoted to explaining the practical guidelines for the preparation of the initial research design, addressing students' questions, and providing feedback and discussion on the different assignments submitted.
Learning is further supported through students' independent work, which includes completing the compulsory readings, preparing for seminars, studying the theoretical content, and developing the practical assignment.
In accordance with the timetable established by the Faculty, 15 minutes of one class session will be reserved for students to complete the institutional surveys evaluating both the teaching performance and the course.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Assessed seminar activities (practical applications, discussion of compulsory readings, and participation) | 20% | 17.5 | 0.7 | CM15, KM18, SM24 |
| Midterm exam and final exam | 50% | 3 | 0.12 | KM18, SM24 |
| Supervised development of a methodological research design (PETNO) | 30% | 17 | 0.68 | KM18, SM24 |
The Theory component will account for 50% of the final grade and will be assessed through two midterm examinations (25% + 25%) based on the key concepts and the compulsory course readings.
The PETNO component will account for 30% of the final grade and will consist of the progressive development, through several submissions, of a theoretical research design based on a working hypothesis.
The Seminars will account for 20% of the final grade and will be assessed on the basis of the activities carried out throughout the course. These may include practical applications of epistemological and methodological concepts, activities related to the compulsory readings, debates, text analyses, or other learning activities established by the teaching staff.
All assignments must be submitted by the established deadlines. Attendance at all individual PETNO supervision sessions related to the development of the research design is compulsory. Likewise, attendance and active participation in seminars are compulsory for the proper completion of the assessed seminar activities and attendance will therefore be monitored.
To pass the course during the ordinary assessment period, students must obtain a minimum grade of 5 out of 10 in both the Theory component and the combined weighted average of the Seminars and PETNO activities.
To be eligible for reassessment, students must previously have completed assessment activities representing at least two-thirds of the final course grade.
The Theory component may be reassessed through a partial examination if the student has failed only one of the partial exams, or through a comprehensive examination if they have failed both partial exams. The assessment activities corresponding to PETNO and the Seminars may be reassessed either by repeating the failed activities or by completing the reassessment activities determined by the teaching staff.
If assessment activities cannot be conducted on campus, their format will be adapted, while maintaining the same weighting, to the online resources available at the UAB. Teaching and assessment activities may be carried out through forums, wikis, Microsoft Teams, or other institutional platforms. The teaching staff will ensure that all students have access to these resources or, where necessary, provide appropriate alternatives.
At the time each assessment activity is conducted, the teaching staff will inform students, through the Virtual Campus, of the assessment procedures and the date for the review of grades.
Any irregularity committed by a student that may lead to a significant alteration of the assessment of an activity will result in a grade of 0 for that activity, irrespective of any disciplinary proceedings that may follow. Such activities will not be eligible for reassessment. If a student commits more than one irregularity in the assessment activities of the course, the final course grade will be 0.
The student will receive a "Not Assessable" grade if they have completed or submitted assessment activities representing 30% or less of the final grade.
This course does not offer a single-assessment option.
The use of Artificial Intelligence (AI) technologies is permitted exclusively for bibliographic searches, information retrieval, text revision, or translation, in accordance with the criteria established by the teaching staff. Students must identify any content generated using AI, specify the tools employed, and include a critical reflection on how these tools have influenced both the process and the final outcome of the assessment activity. Failure to disclose the use of AI will be considered a breach of academic integrity and will result in a grade of 0 for the activity, which will not be eligible for reassessment, without prejudice to any further disciplinary sanctions that may apply in serious cases.
Bibliography
MANDATORY BLIBLIOGRAPHY WILL BE SPECIFIED AT THE BEGGINNING OF THE COURSE.
SUPPORT BIBLIOGRAPHY
Agar, M. (1992). Hacia un lenguaje etnográfico. In C. Reynoso (Comp.), El surgimiento de la antropología postmoderna (pp. 117–137). Gedisa.
Bourdieu, P. (2003). Un mundo aparte: El «oficio» del sabio; autonomía y derecho de admisión; el capital científico, sus formas y su distribución; una lucha regulada. En El oficio de científico. Ciencia de la ciencia y reflexividad (pp. 63–126). Anagrama. (Original work published in 2001).
Bourdieu, P. (2007). Crítica de la razón teórica: Objetivar la objetivación; la antropología imaginaria del subjetivismo; estructuras, habitus, prácticas; la objetividad de lo subjetivo. In El sentido práctico. Siglo XXI Editores. (Original work published in 1980).
Bryman, A. (2025). Bryman's Social Research Methods (6th ed.). Oxford University Press.
Creswell, J. W., & Creswell, J. D. (2023). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (6th ed.). SAGE.
Chalmers, A. F. (1982). ¿Qué es esa cosa llamada ciencia? Siglo XXI.
Feyerabend, P. K. (1982). La ciencia en una sociedad libre. In La ciencia en una sociedad libre (2.ª parte, pp. 82–142). Siglo XXI. (Original work published in 1978)
Fricker, M. (2007). Epistemic Injustice: Power and the Ethics of Knowing. Oxford University Press.
Giddens, A. (1987). Conclusiones: Algunas nuevas reglas del método sociológico. In Las nuevas reglas del método sociológico. Crítica positiva de las sociologías interpretativas (pp. 159–167). Amorrortu. (Original work published in 1967).
Giddens, A. (1993). New rules of sociological method (2nd ed.). Stanford University Press.
Goldman, A. I., & Blanchard, T. (2024). Social Epistemology. The Stanford Encyclopedia of Philosophy.
González Echevarría, A. (1987). La construcción teórica en antropología. Anthropos.
González Echevarría, A. (1989). Del estatuto científico de la antropología. In J. Contreras et al. (Dirs.), Antropología de los pueblos de España (pp. 177–191). Taurus.
González Echevarría, A. (2006). Del utillaje conceptual de la antropología: Los usos del término «inductivismo» y los usos del término «hermenéutica». Dos propuestas de clarificación. Revista de Antropología Social, 15, 327–372.
González Echevarría, A. (2011). De la certeza a la conjetura. Evolución de las propuestas de método científico.
Hempel, C. G. (1979). Filosofía de la ciencia natural. Alianza.
Kaplan, D., & Manners, R. A. (1979). Antropología: Métodos y problemas en la formulación de teorías; algunos temas viejos y nuevas direcciones. En Introducción crítica a la teoría antropológica (caps. 1 y 5, pp. 19–66, 313–341). Nueva Imagen.
Kuhn, T. S. (1971). Introducción y Posdata 1969. In La estructura de las revoluciones científicas (pp. 20–32, 268–319). Fondo de Cultura Económica. (Original work published in 1962).
Lakatos, I. (1983). La falsación y los programas de investigación científica. In La metodología de los programas de investigación científica (pp. 17–72). Alianza. (Original work published in 1978).
Popper, K. R. (1967). Panorama de algunos problemas fundamentales; sobre el problema de una teoría del método científico. In La lógica de la investigación científica (caps. 1–2, pp. 27–54). Tecnos. (Original text published in 1935).
Radcliffe-Brown, A. R. (1975). Definición [de antropología social]. En J. R. Llobera (Ed.), La antropología como ciencia (pp. 47–53). Anagrama. (Original paper published in 1958).
Reiss, J., Sprenger, J., & Andersen, H. (Eds.). (2024). Global epistemologies and philosophies of science. Springer.
Risjord, M. (2023). Philosophy of Social Science: A Contemporary Introduction (2nd ed.). Routledge.
BIBLIOGRAPHY FROM A GENDER PERSPECTIVE
Alcoff, L., & Potter, E. (Eds.). (1993). Feminist epistemologies. Routledge.
Ashton, N. A., & McKenna, R. (2020). Situating feminist epistemology. Episteme, 17(1), 28–47.
Blázquez Graf, N. (2012). Epistemología feminista: Temas centrales. Centro de Investigaciones Interdisciplinarias en Ciencias y Humanidades, UNAM.
Crasnow, S. (2013). Feminist philosophy of science: Values and objectivity. Philosophy Compass, 8(4), 413–423. https://doi.org/10.1111/phc3.12023
Crasnow, S., & Intemann, K. (Eds.). (2020). The Routledge handbook of feminist philosophy of science. Routledge.
Harding, S. (1996). Ciencia y feminismo. Ediciones Morata.
Hutchinson, K. (2022). Feminist epistemology. En The Routledge handbook of feminist bioethics (pp. 43–57). Routledge.
Longino, H. E. (2017). Feminist epistemology. En J. Greco & E. Sosa (Eds.), The Blackwell guide to epistemology (Cap. 14). Blackwell Publishing. (Original work published in 1999).
Software
To be determined at the beginning of the course.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 1 | Catalan/Spanish | second semester | morning-mixed |
| (SEM) Seminars | 11 | Catalan/Spanish | second semester | morning-mixed |
| (SEM) Seminars | 12 | Catalan/Spanish | second semester | morning-mixed |
| (PETNOintern) Pràctiques etnogràfiques (amb supervisió interna) | 99 | Catalan/Spanish | second semester | morning-mixed |