Critical Perspectives on Self and Others. I also highly recommend The Good Study Guide on preparing for exams. If you just want to see if the approach is any use to you, skip to the Method section below. Firstly, I have to admit that I struggled with DD in terms of motivation and the module material.
When looking for beneficial effects of power relations you could ask: Situated knowledge As outlined in the introduction, the situatedness of knowledge cannot be avoided, but being alert to it gives us an insight into the contextual embeddedness of research.
When examining the situatedness of knowledge in relation to a specific piece of research, you could ask: Are the concerns, questions and methods reflective of specific groups or more generalisable? Is the research a reflection of a particular country or cultural context is it generalisable to other countries or other cultural contexts?: When looking at very recent research conducted in the UK: What would this research look like if it was conducted elsewhere; or 10 or 50 years ago?
What are the benefits or problems that arise from this? It also shows what is overlooked at a certain point in time, thus illustrating the importance of appreciating knowledge as situated. In this case the societally prevailing norms meant that the sexual and gender aspect of the crime did not feature in research initially and did not for a long time.
This had a problematic effect on how well the case of K. Genovese and the wider problem of violence against women could be understood, discussed and tackled. Further, specific power relations are expressed in the way gender relations themselves are constituted at that time there is an implicit assumption that it is normal for women to suffer violence at the hands of men particularly when in a relationship.
When talking about power relations in this context we do not mean that individual white male scientists deliberately avoided a focus on gender though this may also have happened. We mean the power expressed in the societal norms that prevented certain crucial questions from appearing relevant, i.
Looking at the situatedness of knowledge it is then interesting to see that F. Cherry see Book 2, Chapter 8, Reading 7. Only with time and with shifts in societal norms and debates here for example enabled by emergent civil rights and feminist movementsdid she develop her insight into the importance of gender, class and race in the context of bystander research.
In this specific context the power of civil rights and feminist critique had a beneficial effect on the way such crime and violence against women could be understood. We can see how situated knowledge reflects prevailing power relations, but also how F.
How do we anchor ourselves when comparing perspectives in Critical Mode 3? But does that mean we are just critiquing from personal assumptions and thin air? What legitimises our critique? Where is it anchored when we are stepping back so far? Clearly we still need to anchor ourselves.
There are three aspects to this: First We are anchored in a good overall understanding of the topic area Social Psychologyof how each perspective works and what its aims are, i. This is why a critical evaluation needs to be appreciative of the research and explicitly engage with the whole field.
Second Inevitably we each find some perspective s more convincing than others. So in our evaluation we will ultimately tend towards anchoring ourselves in that those perspective s. This is inevitable and appropriate as long as we are aware of this and argue explicitly why we are ultimately most convinced by a certain perspective for anchoring rather than another.
Third Most importantly though, the way you anchor yourself and argue which perspective you consider most convincing is related to the kind of questions you think are most important to pose, answer and research, the phenomena and issues that drive your curiosity or that you feel passionate about.
You can then highlight the value of their argument for it, argue why you agree with them and how this concern might currently be relevant. There are plenty of examples for this throughout the module. Further you could draw on your ideas from conducting your own research project earlier in the module.
This last point highlights that you cannot argue based on anecdotal personal assumptions or spontaneous preferences. The critical evaluation and your final argument will have to be explicitly related to, and based on, the extensive study of a topic area, the explicit appreciation of existing research, different theoretical models and societal circumstances.
This means to repeat what you already know: The important message for Critical Mode 3 is that, when comparing different perspectives and arguing why they might be compatible, contrasting or contradictory, or why one is more convincing than the other, you will ultimately have to relate and anchor your evaluation to a specific type of issue, question, or problem that, as you can then argue, is best addressed via a certain perspective.
So the phenomenon, or topic, how researchers in the field or you define it and why they you define it in this way, is the ultimate anchor for Critical Mode 3. This is not to introduce a new topic area to the module you have covered plenty already.
But for this example I am deliberately using a topic not covered in this module in order to avoid making unavailable a module topic you may want to write about in TMA So this is to ensure you have a full choice of all the module topics.
Going through the three modes of critique it has become clear to you that the problem of how researchers define their phenomenon, i. Use the space below to note those differences and jot down some ideas of how these differences might affect the compatibility of research in the different perspectives perspectives.Free Essays on Tma 05 for students.
Use our papers to help you with yours 1 - D TMA 01 - Psychodynamic vs Person Centred Counselling Scaffoding enhances students' cognitive development.
DD CRiSP Chapter1. Piaget Versus Vygotsky. Key Issues in Developmental Psychology. Piaget vs Vygotsky. Daniel initially cited 5 causal themes. Following cognitive conflict, the number of explanations remained at 5 (Figure 1. Open University Psychology degree - feeling disheartened:(watch talk to the uni Official Rep Just as you have finished one TMA, it's onto the next one and with the exam getting closer we have that to be thinking of too.
DD and DD which all also count for your classification so you can really bring your grade up with them. I saw.
Dd Tma5 Research Paper theory argued that power is important when groups are competing for resources or they they have a goal they need to achieve. But if there is a contact between groups this can raise awareness, clog ignorance and help bring people together.
SOURCE: Sesame Magazine, Issue Nine years ago Elize du Toit put her academic work on hold to star in Channel 4 soap Hollyoaks.
Since leaving the show fve years ago, Elize has returned to her studies by taking up an OU degree in psychology. feel absolute shit now.
tried my fucking hardest. passed the assignment side of it with flying colours but failed miserably in the exam. only got 2 years left im doing Psychology with the OU.
that was only level 2 im about to start a level 3 course how the hell am i going to get anywhere with this one when its a .